Ed 205 Unit 3 & 4 Activities

WEST VISAYAS STATE UNIVERSITY

COLLEGE OF PESCAR
LUNA STREET, LA PAZ, ILOILO CITY

SUNDAE GRACE C. GAJETO PROF. MARY JOY TUBONGGAN

BPED 3-A ED 205
FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
UNIT 3 & 4 COMPILATION OF ACTIVITIES:
ACTIVITY NO. 13-A

A. ACTIVITY
View the video below on Universal Design for Learning.
https://www.youtube.com/watch?v=AGQ7K35ysA
B. ACTIVITY
ANALYSIS
Answer the following questions.
a. What is UDL?
- Universal Design for Learning is a framework used in education
that makes instruction more flexible and adaptable to the diverse
needs of students.
b. What are the three principles of UDL?
- The three principles of Universal Design for Learning are
representation, action and expression and engagement. Where in
Principle 1, in Representation, happens when it represents
information and course content in multiple formats so that all
students can access it. Principle 2, in Action and Expression, it
allows students alternatives to express or demonstrate their
learning. Principle 3, in Engagement, stimulating student’s interests
and motivation for learning in a variety of ways.
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c. Using a table, give three sample strategies for each principle.
PRINCIPLE 1 PRINCIPLE 2 PRINCIPLE 3

1. Providing 1. Provide students 1.Provide students
students options to present variety of ways to
alternatives in their outputs just understand learning
learning through like they can for example using
recorded produce printed real objects to
instructions and materials on behalf represent what the
demonstration for of drawing on the lesson are
a certain topic or paper. pertaining to. Like
lesson. showing organisms
in chemistry class.
2. Providing 2. Provide students 2.Provide students
students options to represent variety of ways to
alternatives in their insights such motivate learning
learning through as recorded by making group
showing the reflection or visual activities and they
lessons in power presentations and can socialize.
point music.
presentation
flashing in the
projector.
3. Providing 3. Provide students 3.Provide students variety
students more options to complete of ways to stimulate their
knowledge their outputs with interests by knowing their
through showing the use of interests and giving them
them diagrams technological the opportunity to express
for better devices. it during class activities
understanding and discussions.
and mastery.
d. Using a table, identify your own learning needs/preferences as a

student (e.g. I want games, I want to do group activities) identify a
UDL strategy to address each, and briefly describe. Use the link below
for ideas for strategies.
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https://goalbookapp.com/toolkit/v/strategies
YOUR NEEDS UDL STRATEGY DESCRIPTION

1. It is easier and Action- based Allows students to have
effective to study expression alternatives in expressing
in paper rather or demonstrating their
than to read learning
lessons in
cellphone or
technology-based
material.
2. In my opinion, Engagement Stimulating student’s
the transfer of interest and motivation for
learning is learning in a variety of
effective and fast ways.
when
communicated.
ACTIVITY NO. 14
APPLICATION
Imagine you are a teacher of a Grade 3 class in a public school.
You have to cater to the following students:
 Visual learners
 Auditory learners’
 Tactile learners
 Kinaesthetic learners
 Students with learning abilities
 Students with hyperactivity
 Students with above average IQ
Create a lesson plan and apply UDL so that you can address the
needs and abilities of your learners. Use the link for ideas.
Https://goalbooakapp.com/toolkit/v/strategies
Grade 3- Science
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Objectives: At the end of the lesson, the students must have:

 Explained what is covid19
 Identified and practice ways to stay safe
Instructional process Activity Materials

Motivational activity 01:00 P.M. –01:15 P.M N/A
Oral questioning and free
exchange of ideas
regarding what is Covid19
virus
Lesson presentation 01:15P.M.-02:00P.M Printed materials,
Usage of instructional PowerPoint presentation,
materials in presentation of projector, TV and speakers
lesson towards the topic as
well as discussion proper.
Group or independent 02:00P.M.-02:30P.M. Bond paper
activity  Students are
required to answer
their assignment
and research about
the take home
activity and watch
the video
presentation about
the impact of
Covid19 in the
country and in the
world.
 They can print out
their output or they
can write it in a
clean short bond
paper.
 Next meeting, the
students are free to
share their answers
in their assignment
and ask
clarifications and
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open discussion
about the issue of
Covid19 virus.
Assessment Graded using Rubric N/A
ACTIVITY NO. 14-B

View the video and read the articles on differentiated instruction.
Differentiated instruction:
Https://www.youtube.com/watch?v=8BVvImZcnkw
Https://resilienteducator.com/classroom-resources/examples-of-
differentiated-instruction/
Differentiated instruction strategies:
Https://www.tn.gov/content/dam/tn/education/training/access/differentia
tionhandbook6-12.pdf
Https://www.prodigygame.com/blog/differentiated-instruction-strategies-
examples-download/
Accommodation vs modification
Https://www.understood.org/en/learning-thinking-differences-treatments-
approaches/educational-strategies/the-difference-between-
acommodations-and-modifications
ANALYSIS
Answer the following questions:

1. What is Di?
- Differentiated instruction is a strategy that allows students to have
an equal opportunity to learn according to their needs and
capabilities. It helps students with their strengths and weaknesses
and guides them to in determining their progress. It is also a
strategy to address the differences in students like their interest
and also to provide opportunities for students to access
information and demonstrate learning.
2. What is the purpose of DI?
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- The purpose of Differentiated instruction is to develop interactive

tasks that enhance the learning of each student and to address the
differences in students learning styles, interest, and needs. In
addition, it wants to provide various opportunities for students to
access information and demonstrate learning.
3. What are the three elements to DI? Explain how each work and give
three examples for each that will address your learning style. (To find
out your learning style, take the test with the link provided.
Learning style quiz
Https://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml
Elements Explanation 3 Examples

Content The knowledge, ideas, Using a graphic
and skills that student organizer
will take in or wrestle Jotting down key
with in order to reach words, thoughts, or
the learning target. directions
Watching lesson-
related instructional
video
Process The exercises in which Think-pair-share
students use critical Instructional video
information and skills Partner talk
to absorb and make
sense of key ideas in
the content.
Product As a result of a unit or Painting
sequence of lessons, Speech
how students explain Portfolio
and expand what they
know, understand,
and can do.
4. What is the difference between accommodation and modification?

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- The distinction between accommodation and modification is that

accommodation helps learners learn the same content as their
peers, allowing them to follow the same standards, while
modification helps learners who are far behind their peers and may
need curriculum changes.
ACTIVITY NO. 15
APPLICATION
Howard Gardner’s multiple intelligence theory sees intelligence as a far

broader concept that a person’s IQ. For him individuals have strong
and natural skills and abilities that are called intelligences.
Read the lesson plan below and the profiler task cards. Then create
four profiler task cards for the following lesson details:
Grade 3- Science
 Explained what is Covid19
 Identified and practice ways to be safe
Assume you're a speaker/presenter Make a 500 words reflection essay

who's about to clarify what COVID- paper about the things that you
19 is. Cite COVID-19 facts, look for have learned from the lesson.
evidence of its harmful effects, and
advise the listener to be conscious
and take precautions.
Make a poster slogan about the By group, create infographics about the
danger of the COVID-19 in your safety protocols needed in order to be
health and its negative effects on safe from COVID-19.
the society.
ACTIVITY NO. 16
Read the following articles on Peer support system.
Https://inclusiveschools.org/peer-support-in-inclusive-settings/
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Https://blog.brookepublishing.com/5-peer-support-approaches-
that-work/
ANALYSIS
1. What is peer support system?
- Peer support system is an inclusive classroom strategy that groups
students in pair or in small groups in support of teacher facilitated
lessons. This strategy also benefits both developing peers and
students with special needs.
2. What is the purpose of peer support system?
- It has five purposes in general. These are peer modelling, peer
buddy systems, friendship groups, cooperative learning and peer
tutoring. Through peer modelling strategy, it provides live or
recorded demonstrations of targeted social skills and can be used
informally or during formal learning sessions. Peer buddy systems
is a system wherein it peers provides incidental teaching during
non-structured, routine classroom activities. It is also more formal
and many buddy systems in lower grades emphasize increasing
and improving student’s communication with peers. Next is the
Friendship group/s, in this type of strategy, lunch, recess, or after-
school program explicitly designed to bring together students with
disabilities and their peers for socialization and fun. In addition,
they can meet weekly around specific themes like the homecoming
dance or school grounds improvement and this will be a good
opportunity for them to build social relationships and provide
informal support channels for students with disabilities. Then,
Cooperative Learning strategy is where students work in small,
mixed-ability groups and supports each other’s learning.
Competition is deemphasized in favor of cooperation, mutual
support and shared compliments. All members then work together
toward a shared goal. Lastly is the peer tutoring where students
get one-to-one instruction on a particular topic, assignment, or skill
by a classmate, a peer, or an older student.
3. Give three strategies for peer support and briefly explain.
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Peer support strategy Explanation

Peer Buddy System Peers provide incidental teaching during
non-structured, routine classroom
activities.
Many buddy systems in lower grades
emphasize increasing and improving a
student’s communication with peers
Friendship Groups Good opportunity to build social
relationships and provide informal
support channels for students with
disabilities
Cooperative Learning Students work in small, mixed-ability
groups and support each other’s learning
ACITIVITY NO. 17
APPLICATION
Using the lesson details and the lesson plan template below, design a
lesson plan that makes use of peer support system strategies. Use the
link for more ideas.
Https://www.prodigygame.com/main-en/blog/advantages-
disadvanatges-peer-teaching-strategies
Instructional Process Activity Peer Support System

Strategy and
Description
Presentation Activity All About me Booklet Peer Buddy System - It is a
pair of students who
supports each other with
task or activities they often
fill the needs of each other
Motivational Activity Heads Shoulders Knees Peer Buddy System - It is a
and Toes Outdoor Science pair of students who
Activity supports each other with
Activity Body Tracing Activity Peer Buddy System - It is a
pair of students who
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supports each other with

Activity Four Corners Cooperative Learning -
This strategy allows
students to work in small,
diverse groups that
supports each other in
learning
ACTIVITY NO. 18-A
ACTIVITY:
Read the article on cooperative learning.
ACTIVITY NO. 18-B
ANALYSIS:
Answer the following question.
1. What is cooperative learning?

- Cooperative learning is a teaching method that allows small groups
of students to collaborate on a shared project. Students will be
encouraged to be more active participants in their own learning, to
communicate and discuss their thoughts, to participate in
argumentation and discussion, to take on different positions within
the community, and to internalize their knowledge through
cooperative or collaborative learning activities.
2. What is the purpose of cooperative learning?

- Cooperative learning groups are formed with the aim of making
each participant a stronger person. Students work together in
order to improve their individual performance. Individual
accountability occurs when and student's output is evaluated and
the outcomes are communicated to both the group and the
individual.
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3. What are cooperative learning strategies? Choose 3 and briefly

describe.
COOPEATIVE LEARNING DEFINITION

STRATEGIES
QUIZ AND FIND Students write a question they don’t
know about a topic on a slip of paper.
Following this, they must walk around,
finding someone who can answer it. They
must also try and answer the question.
SHOWDOWN Learners sit in a circle and the teacher
asks a question. They must answer in
secret and then when the teacher calls
“showdown” all boards must be shown
THIN, SHARE, PAIR After a question, learners are given
thinking time, then paired talk time then
a whole class discussion occurs.
ACTIVITY NO. 19
APPLICATION
Using the lesson details below, construct a group activity using one of the
cooperative learning strategies. You can use the links for more ideas.
https://knilt.arcc.albany.edu/ExamplesofCooperativeLearningStrategies
https://www.teachhub.com/teaching-strategies/2017/07/5-cooperative-
learning-strategies-to-try-today/
Grade 3-Science
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Cooperative learning strategies: Quiz and Find

Materials: Sheet of paper and a pen
Steps:
1. List questions that are new to students. Let them think about the
topic or the prior knowledge they have about it that can be used to
answer the question/s.
2. Ask some volunteer who can answer the question.
3. Explain and present facts related to the topic and check if the
answers are somewhat related or significant to the answers.
ACTIVITY NO. 20-A

ACTIVITY
Read the article on co-teaching.
https://www.understood.org/en/school-learning/for-educators/universal-
design-for-learning/6-models-of-co-teaching
ACTIVITY NO. 20-B

ANALYSIS
1. What is co-teaching
- According to the article written by Amanda Morin, co-teaching also
known as collaborative learning is a model in which becoming
common in schools wherein a general education teacher and a
special education teacher work and help together in a general
education class to support the diverse academic and social-
emotional needs of all students as well as those having disabilities
by making and planning lesson plans together and by teaching it.
2. What is the purpose of co-teaching?
- The purpose of co-teaching is that to support the diverse academic
and social-emotional needs of all students in a general classroom
class and those are the ones who are identified as having a
disability and those who haven’t.
3. What are the strategies of co-teaching?
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Co-teaching strategy Definition

The co-teaching strategies are:
1. Team teaching In team teaching, both teachers are in the room
at the same time but take turns teaching the
whole class. Team teaching is sometimes called
“tag team teaching.” You and your co-teacher
teacher are a bit like co-presenters at a
conference or the Oscars. You don’t necessarily
plan who takes which part of the lesson, and
when one of you makes a point, the other can
jump in and elaborate if needed. It also gives you
the opportunity to learn about and improve your
teaching skills by having a partner who can
provide feedback and — in some cases —
mentorship.
In team teaching, as well as the five other co-
teaching models below, a teacher team may be
made up of two general education teachers, two
special education teachers, or one of each. Or, in
some cases, it may be a teacher and
a paraprofessional working together. Some IEPs
specify that a student’s teaching team needs to
include a general education teacher and a special
education teacher.
Parallel teaching In parallel teaching, the team splits the class into
two groups and each teacher teaches the same
information at the same time. Parallel teaching
works well to differentiate instruction when the
content being taught is particularly challenging.
Students can benefit from learning difficult
material in a smaller group. Parallel teaching can
be a comfortable way to start co-teaching. You
and your co-teacher plan together to make sure
you’re covering the same material. And since
you’re teaching your half of the class, you’re less
likely to feel closely observed by your colleague.
Station teaching In station teaching, the class is divided into three
or more groups and the classroom has multiple
learning centers. As the students rotate through
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the stations, the teachers teach the same

material in different ways to each group. Both
you and your co-teacher are responsible for
planning and teaching an in-depth concept that
helps meet the overall lesson goal.
Alternative teaching In alternative teaching, one teacher instructs
most of the class and the other teacher teaches
an alternate or modified version of the lesson to
a smaller group of students. Alternative teaching
is also sometimes described as “big group/small
group” teaching.
Small groups are often put together based on
students’ learning needs. You and your co-
teacher will need to find time to look over
student data. This will help you figure out which
students need support filling in gaps in
background knowledge, which students need
remediation, or which students could benefit from
accelerated learning because they already know
the content or have mastered the skills of the
large group lesson.
One teach, one assist In the “one teach, one assist” model of co-
teaching, one teacher teaches a full group lesson,
while the other teacher roams and helps
individual students. This is sometimes called “one
teach, one support,” because the second teacher
often provides additional support for learning
or behavior management.
This model of co-teaching can be difficult to
negotiate because it may leave one teacher
feeling more like an assistant. Building a strong
relationship with your co-teacher and talking
through when it makes sense to swap roles can
make it easier. That’s key to making sure that
both of you have a chance to teach content and
to provide support to students one-on-one.
Debriefing after a lesson is also key. Both of you
need to know which students needed extra
support during the lesson, what that support
looked like, and what each student was
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struggling with.
One teach, one observe In a “one teach, one observe” setting, one
teacher serves as the primary instructor, while
the other is simply observing students’ learning
and collecting data, which can be useful in:
 Determining what instruction takes place
next
 Seeing which students need additional
help
 Deciding what co-teaching model may be
used next to address any identified needs
 Identifying and tracking helpful school
services, such as IEPs, 504
plans, functional behavioral
assessments (FBA), behavior intervention
plans (BIP), or response to
intervention (RTI)
ACTIVITY NO. 21
APPLICATION
Using the lesson details below, plan for a co-teaching class using one
of the co-teaching strategies. Draw your classroom set-up and write
what each teacher’s responsibilities are.
Grade 3- Science
Co-teaching strategy:
Teacher 1 responsibilities Teacher 2 responsibilities
1. Prepares the lesson 1. Assist the students need
2. Delivers the lesson 2. Give stickers for rewards
3. Give remarks
4. Give corrections
5. Provide private conversation
ACTIVITY NO. 22-A

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ACTIVITY:
Read the articles on collaboration with professionals.
ACTIVITY 22-B
ANALYSIS
1. What is collaboration?
- Collaboration means everyone can contribute ideas so it’s different
from the kind of teamwork where a group marches in unified step
to realize one’s goal or plan. It also means hearing people out,
collaborating different ideas together, and building toward a
shared objective (Grammarly.com, 2018). Collaboration among
teachers, administrators, and other professionals are necessary for
a successful inclusive education. This is to work with a team to
assist students with needs. They also have common goals,
individual roles, and responsibilities and to cooperate with each
other using their expertise to achieve the goal of making the
student learn what needs to be learning corresponding to grade
level.
2. What is needed for a successful collaboration among professionals?
- Successful collaboration among professionals could happen if
group of these people will communicate and will listen to each
other’s ideas especially they should hear the shy and quiet ones in
the group. Another one is that is to keep the conversation open-
ended where people could throw out ideas and analyze problems
that needed to be addressed and solved. The misunderstanding or
discrepancies can also be revealed and given importance to and
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plans to strategize can be applied. Also, when you are a

collaborator you have to understand and accept that you cannot
have all the answers. You can ask for help and others can ask for
help to you as well. Then, don’t make the collaboration as messier
than necessary. Along the course of the project or task, some
things will be disagreed on both or different ends because there’s
so much perspectives to look upon to. Know when to hold your
tongue and also focus on the goals and kindness rather than the
mess and real-cause fights. One tip is that be always thankful at
the end of it all for you group.
3. What is a multidisciplinary team?
- A multidisciplinary team is composed of parents, teachers,
administrators and other related professionals which are necessary
to create and Individual Education Plan in special education. This
written document is needed and describes the educational program
for the child and it includes the assessment results, performance
levels in various subject areas, needs, educational goals and
learning strategies custom-made for his learning.
4. Who are the team members and their descriptions?
IEP Members Descriptions

1. Special Education Teacher/s or A combination of both traditional
Provider classroom teacher and a support service
provider where they perform all duties
with and for students with varying
degrees of disability, and not all duties
are related to teaching.
2. Parents Parents provide critical input and vital
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insight, they know their children’s best,

and they are their child’s best advocate.
3. Regular Education Teacher/s They may be accustomed to presenting
their observations and thoughts about
the student to the IEP team, but not to
being a vital part of the process from
beginning to end.
4. School System Representative He/she is qualified to provide, or
supervise the provision of, specially
designed instruction to meet the unique
needs of children with disabilities;
knowledgeable about general education
curriculum; and knowledgeable about the
availability of resources of the public
agency.
5. Transition Services Agency This individual can help the team plan
Representative/s any transition services the student needs.
He or she can also commit the resources
of the agency to pay for or provide
needed transition services. If he or she
does not attend the meeting, then the
school must take alternative steps to
obtain the agency's participation in the
planning of the student's transition
services.
6. Others with Knowledge or They share their special expertise about
Special Expertise about the the child's needs and how their own
Child professional services can address those
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needs. Depending on the child's

individual needs, some related service
professionals attending the IEP meeting
or otherwise helping to develop the IEP
might include occupational or physical
therapists, adaptive physical education
providers, psychologists, or speech-
language pathologists.
7. A Person who can interpret This IEP team member must be able to
Evaluation Results talk about the instructional implications of
the child's evaluation results, which will
help the team plan appropriate
instruction to address the child's needs.
ACTIVITY NO. 23
APPLICATION:
Read the case study and answer the following questions.
Problems Solutions
1. Dr. Shirley at first did Dr. Shirley should consider

not let Teacher Louise that Teacher Louise is new
to explain and to the set up and not to be
expound what she is rude to her by interrupting
experiencing and what she should say so that
dealing with her the communication is clear
student, who has at the same time she will
autism, temper not miss anything about
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tantrums and reading what Teacher Louise wants

problems at the same to deliver.
time, Teacher Louise
experienced to these
kind of problems is
far shorter compared
to Doctor Shirley for
about 6 years.
2. Doctor Shirley does Dr. Shirley should at least

not entertain the be patient to explain and
questions being guide Teacher Louise. She
asked by Teacher should also consider that
Louise and instead, she is new to these and
she concluded and whatever changes she
continued on would make will brought a
explaining what difference to Brianna’s case.
therapy should use to
address the problem
of Brianna but she
also used a lot of
jargons when
Teacher Louise
cannot understand
these.
3. Dr. Shirley is Teacher Louise should be

somehow honest and ask questions if
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unprofessional by not there is something that she

entertaining don’t understand and Dr.
questions of Teacher Shirley should consider
Louise and for leaving other concerns of the
her to attend to her teacher.
other patients
waiting. Teacher
Louise is obviously
not informed and
needed help.
ACTIVITY NO. 24-A

ACTIVITY:
Read the following articles on the parent-teacher collaboration.
ACTIVITY NO. 24-B

ANALYSIS:
1. What do you mean by parent-teacher collaboration?
- This is to foster a good communication and relationship between
parents and teachers so that they can support the child and build a
mutual respect for their individual roles and responsibilities. This is
also a teamwork done by parents and teachers to give the
students the best education as possible.
2. Why is it important to have a successful collaboration with parents?

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- It is important to have a successful collaboration with parents so

that the teacher could inform the child’s progress through
bolstering positive relationship and behaviour with the use of
communication tools such as letter, charts, newsletters, class
websites and emails and many more. This will develop healthy
relationship between parents and teachers that will help modify
and enhance strategies and educational environment at the same
time will create opportunities to support the child’s leaning in
school and at home.
3. What are necessary for successful parent-teacher collaboration?

These are some of the tips for successful parent-teacher collaboration:
 Be a partner with your child’s teacher.
 Set up a system where routine items are easily located – such as
backpacks, shoes, and signed notices.
 Create a specific homework space that’s clutter-free and quiet.
 Ask frequently your child with their school experiences
 Collaborate with teachers on tracking the progress of their child
4. What are the events or activities that teachers need to collaborate

with parents? Briefly explain.
Parent-teacher Description
Events
PTA Meetings Teachers and parents having

conference and talks about the
problems and possible solutions as
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well as parents receiving

feedbacks and teachers receiving
new first-hand information.
Family Providing new information to

Orientations parents how to support their
children
Parent Workshop Providing new information and

on how to support methods through interactive
student learning activities, and creative activities.
ACTIVITY NO. 25
APPLICATION:
Write a meet-the-teacher letter to parents that will start the parent-teacher

collaboration.
Dear Parent(s)/ Guardian(s)
I take this opportunity to welcome you to my class. My name is Teacher Sundae.

I graduated from West Visayas State University with a degree in Physical Education. I
am a fresh graduate and I am currently trying to level up my credentials but rest
assured, I will do my best to cater the needs and deliver the lessons to your children. I
am delighted to help your child excel and reach his full potential in physical education.
My main goal is to guide your child towards achieving the best in academics as
well as in other skills that will help him become a responsible adult. I am committed to
doing my best in making sure that I keep in touch with you concerning the
performance of your child. This includes all the areas that he may not be performing
well in both academic and discipline.
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Your cooperation is very important in helping the child achieve his full potential.
Feel free to contact me at the school number or through my email
[email protected]. The best time to reach me is during office hours.
I love dancing folk dances, engage in sports activities and as well as exercising.
I also love arts where I can express myself freely. I am not yet married so rest assured
that I will do my best to be of good influence in academics and good morals with your
child. We ca always help each other for the growth and development of everybody.
Note that the home work will be given each week. Please make sure that your
child is able to complete the homework. There is a diary where the parent is supposed
to sign after checking on the homework. I will contact you in case any emergency or
concerns. I look forward to meeting your child and get to know you!
Ms. Gajeto
ACTIVITY NO. 26
ANALYSIS
Based from the cases, answer the following.
1. What are the characteristics of each child?

- Jeremy is a big boy, Mara is an advanced child, by the age three she
was fluent in three languages; by the age five, she was reading words
and phrases in two languages. She was also producing clay figures and
paintings more typical of a second grader than a preschooler. While Bia is
bubbly, likes to play with other kids, likes to draw and paint.
2. What makes each child similar with and different form each other?
- Both of the children are at the stage of early childhood. Their
differences are, Mara is more advanced than they are, while the two are
at the normal level of development. Mara was an accomplished child,
fluent in three languages by the age of three; she was reading words and
phrases in two languages by the age of five. More typical of a second
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grader than a preschooler, she often created clay figures and drawings.
Though Bia is bubbly, she likes to play with other children and likes to
draw and paint and Bob is a huge boy.
3. Among the three, who do you think has unusual abilities?
Among the three, Mara has unusual abilities.
4. What makes this child “unusual”? Why do you think so?
- Because compare to other children she is more advanced. By the age
three she was fluent in three languages; by the age five, she was reading
words and phrases in two languages. She was also producing clay figures
and paintings more typical of a second grader than a preschooler, which
is not normal for a child that is not in the age level as her developmental
milestone.
ACTIVITY NO. 27
APPLICATION:
Observe a young child at home, in a center, or in your neighborhood. Take note

and record the child’s characteristics in areas such as physical abilities,
cognitive/academic skills, communication skill, social skill, social and emotional skills.
Determine if these characteristics reflect typical or atypical development.
Child’s Name: Maria Adrrieanna Jaye Concepcion
Age: 5 years old
Observation:
Physical Abilities:
 Can walk and run without stumbling – typical

 Can play and manipulate toys and things such as flashlight, cars, kitchen play
ware, talking baby doll and many more. - typical
 Can ride a bicycle with four wheels- typical
COLLEGE OF PESCAR
 Can sing and dance simple tiktok videos- typical
Cognitive/Academic Skills:
 Can recite 1-20 numbers and all the alphabets- typical

 Can follow 2 to 3 instructions – typical
 Knows how to write and answer her modules- typical
 Know her name, age and gender – typical
Communication Skills:
 Can say more than 200 words and talk many sentences – typical
 Can construct a sentence- typical
 Can sing some parts of her favorite song- typical
 Can ask and answer questions – typical
Social and Emotional Skills
 Imitate parents and friends – typical

 Show affection for familiar family and friends – typical
 Understands the idea of "mine" and "his/hers" – typical
 Show a wide range of emotions, such as being sad, angry, happy, or bored –
typical
ACTIVITY NO. 28
ACTIVITY:
Read the article about three gifted children.
ANALYSIS:
Questions:
1. What makes Kiko, James and Shaira “gifted”?

- They are considered as gifted because, when they were young, they
displayed their adult-like expertise poetry, anatomy, and astronomy,
which wowed people.
COLLEGE OF PESCAR
2. What do you think are the characteristics of each one of them?

- Kiko is a poetic child; he is more on linguistic intelligence while James is
expert in astronomy and Shaira in anatomy. They both a bright kid when
it come to their own field of specialty.
3. What makes them deviate from the rest?
- They displayed an adult-like expertise in their respective interest and
some children at their age cannot perform this.
4. Can children be gifted in one aspect and ordinary in others, or they
have to be outstanding in all areas?
- They can be gifted in one aspect and ordinary in others because they
are several types of multiple intelligences. For example, one can be gifted
in bodily-kinesthetic intelligence, but is ordinary in solving puzzles, math
problems, etc.
5. Are gifted children highly visible in classroom? Why? Why not?
- Some are visible, some are not. It depends on the teachers; the
implementation of the planned teaching really matters. If the teacher only
evaluates or the method of teaching is based on the standardized
assessment and only one teaching method for all, it may be not visible.
But if the teacher evaluates the child based on their abilities and skills,
and catering all their needs and abilities, it may be visible.
ACTIVITY NO. 29
APPLICATION:
Task: Read the article. Enumerate the child’s characteristics that show
giftedness. Give 3 specific accommodations to address his giftedness.
Characteristics of Giftedness Accommodations

 Spontaneous and Curriculum compacting
COLLEGE OF PESCAR
chronological counting of up to
three-digit
 Photographic memory for In-depth learning
names of objects, colours,
shapes and numbers Project-based learning
 Disassemble and then
assemble his toys
 Remembering the names,
colours and number of each
train set.
 Solving jigsaw puzzle
 Multi-task in a systematic and
organized manner
 Set schedules for doing things
 Echoing lessons he learned
from school to his parents,
grandparents and playmates.
 Browse and read Almanac and
the Atlas
 Identify the flags of countries,
names of people, money,
languages and continents
which they belong.
 Could tell things about human
anatomy
 Accelerated twice and at the
age of four he is in Grade 2.
Task 2: Read the case and answer the given questions.
Case: Mikaela Irene Fudolig
B.
1. What characteristics does Mikaela have to be considered as gifted?
COLLEGE OF PESCAR
- At an early age of 11 years old, she started her college degree, which is
unusually because in their time, the common age of students who starts
their college years is 16. She is intellectually advance and her IQ is above
average.
2. What are her achievements? Can you consider these achievements
extraordinary? Why? Why not?
- Mikaela started college at the age of 11. At the age 12 formally enrolled
as BS Physics students and also took two consecutive music courses
where she graduated Summa Cum Laude with a GWA of 1.099 at 16.
Received Best BS Student award and the Dean’s Medallion for Excellence
in Undergraduate Studies at the UP College of Science and became a
Fulbright scholar in Economics at the University of California-Irvine and
passed the 2016 UP Law Aptitude Exam. Yes, I considered it as
extraordinary because it is unusual to achieve this kind of achievement at
her age. Also, she is intellectually blessed.
3. What specific type of adaptations do you think were applied for her?
- I think curriculum differentiation because she was accelerated based on
her intellectual level.
ACTIVITY NO. 30
ACTIVITY
Read the two cases. Compare the two children and their situations.
ANALYSIS:
Based from the two cases, answer the following questions:
1. What are the characteristics of each child?

COLLEGE OF PESCAR
- Benjie is a 10-year-old who is abused by his father and cannot go to

school because he is forced to work in the sugarcane factory during the
harvest that makes him miss classes at school. Rea on the other hand is a
5-year-old who was born premature. She has short attention span and
difficulty learning.
2. What difficulties does each child experience?
- Benjie is having a difficulty in his environment, in which he is abused by
his father and forced to work. He had to walk 2 kilometers far and skip
school only to work on a sugarcane plantation during their harvest
season. Rea then is having a difficulty in learning that is caused by
unhealthy pregnancy of her mother and she also has a short-attention
span.
3. What factors do you think caused these children to experience
difficulties?
- Benjie’s difficulty is caused by his environmental factors while Rea’s
difficulty is cause by unhealthy conception of her mother or biological
factor.
4. How should we address these difficulties?
- In Benjie’s condition, it should be actioned by DSWD to save him from
his abusive parent and to give him his needs and right to access
education. Teacher should be patient to Rea at the same time, give her
an extra time to teach her one-on-one or provide peer tutor so that she
can cope up with her lesson and they can also consult a professional for
her difficulty case.
ACTIVITY NO. 31
APPLICATION:
COLLEGE OF PESCAR
Task: In your own community, find out if there are children who are considered
at-risk. Interview some people or observe if there are anyone in your place. Be guided
by these questions:
1. What possible disability and/or learning difficulties do these children have?

- In my experience, some of the children here who are considered at-risk
have financial difficulties, and they also have a large number of family
members who do not inspire them and instead use negative methods of
discipline such as yelling, using foul language, and so on.
2. Why are they considered at-risk?
- They are deemed at-risk when they are exposed to a situation that has an
effect on their ability to learn. Poverty, negative and bad parenting, and a
slew of other issues plague them.
3. What factors cause theme to be at-risk?
-The factors that cause theme to be at-risk are their environment such as
poverty, negative and bad parenting.
4. How can you or your community help these children?
- I will provide and expand assistance to these children by encouraging them
and referring them to the DSWD for assistance and educational rights. For a
start, we can donate money and raise funds. Also, because I am pursuing
education, I can offer my knowledge and skills for free as a kind gesture to
them if it is not a financial burden. They are still unable to care for
themselves and work while they are still children.
ACTIVITY NO. 32
ACTIVITY:
Listen/Sing/Read the lyrics of the song and make five-minute reflection.
1. Disabilities/learner difficulties are demonstrated in the song?

- The inability to hear, talk, and see were among the disabilities depicted in
the song.
2. What difficulties/characteristics displayed in the song?

- The difficulties depicted in the song were the blind's inability to see; a
mute person's inability to talk and articulate what they thought, and their
reliance on their fingers to be heard; and a deaf person's inability to hear his
or her surroundings.
COLLEGE OF PESCAR
3. What value/lesson have learned from the song “Bulag, Pipi at Bingi” by
Freddie Aguilar?
- The lesson I've taken away from the song is that I should be thankful that
I don't have any of the disabilities listed in the song. That I will be able to
travel freely in my life. That people regardless of the uniqueness we have,
are still equal rights to live and practice in this world. We are still beautiful no
matter what we have and born to acquire. Lastly, to be grateful for the ability
to see my surroundings, talk and be heard by others, and hear what is going
on around me.
4. How could you relate the activity/activities to the social realities that are
present in our society today?
- I believe that the activity – listening to Freddie Aguilar's music – was very
important because the song's lyrics speak the truth about what is going on in
our culture today. While some of us do not have any of the above disabilities,
we behave as though we do. We could clearly see what was going on
through our own eyes, but we chose to ignore it. While we could hear the
cries of the marginalized, some of us continue to behave as though we
haven't noticed anything. We have the opportunity to chat, but we choose
not to do so in order to avoid being drawn into the situation. We have the
capacity, but we have chosen to be the polar opposite. If we continue to
behave in these respects, we are no different from the disabled. For the way
we behave, it is obvious that we are similar to them.
ACTIVITY NO. 33
APPLICATION:
Talk Show:
“Learning for All: A story of Success”
Talkshow Manuscript
Carla (Host) : Another Day, Another Talk!
Brevish (Host) : This is…
Carla and Brevish (Hosts): Level Up!

COLLEGE OF PESCAR
Brevish (Hosts): The talk show that brings you inspiring stories, live here in Iloilo
City, Philippines.
So, good morning, everyone! Especially to all our viewers and to

my beautiful co-host, Carla, how are you? It has been
months since the last time that we have seen each other.
Carla (Host): I am fine, Brev. Have been very precautious because of what is
happening around us right now. You know, safety is our top most
priority as of the moment. How about you? How are you?
Brevish (Host): I am good and excited for our guests for today.
Carla (Host): I am, too. Hearing them and their stories will surely serve as an
inspiration to all.
Brevish (Host): That is right. Because for today, we have here the Program
Director for Learning For All who will talk with us how they prepare
the blind and visually impaired students for success in college. And
without much further ado, let us Welcome, Miss Neve Fairuza
Tajaran, Program Director of the Learning For All Program and
Miss Ellyn Mae Ambait, one of the volunteers of the said program.
Carla: Good morning Miss Tajaran and Miss Ambait. Please have a seat.
Miss Tajaran: Hi! Good Morning, Brevish and Carla. It is nice to be here.
Miss Ambait: Good morning. Thank you for having us here in your show.
Brevish: Thank you also for accepting our invitation. It is our pleasure to
have you as our guests. So to Miss Tajaran, The Learning for All
COLLEGE OF PESCAR
Program has been very successful over the years. What inspired
you build this kind of program?
Miss Tajaran: In 1948, a wonderful woman named Anne McDonald was watching
World War II veterans returned they had what we would call a
traumatic brain injury today but they had a lot of vision loss and
they weren’t able to access the GI Bill to educate themselves so
that they could feed their families and it was a real problem. Being
in New York City, I think she probable saw more than maybe many
people would so she decided to do something and on the top floor
of the New York City Public Library she started recording books
that they needed in school and when I read that story I just get
goosebumps because there was a woman who had no connection
to blindness other than she saw a need and she filled it. After that
it inspired me to adapt it and apply it to our own country.
Carla: Wow! We can really see that you have the passion in helping those
who have a difficulty in seeing. So, to all our viewers, we have
here a photo of Anne McDonald along with an image of sound
scribe, a device that would record into vinyl discs to be played
back on a record player. This is the device that Anne McDonald
and other volunteers would read into. (Flash photos on screen).
Brevish: A follow up question for Miss Tajaran. So, how did you grow into
an organization?
Miss Tajaran: So, we grew into an organization that had studios all across the
country and many dedicated volunteers. In the 1990s, we saw that
people that weren’t blind were starting to use our books. There
COLLEGE OF PESCAR
were students that also had a need that they had no vision
impairment but they did have a learning difference or a learning
disability. So, because that group kept growing and growing, we
expanded who we served and we, our name on that point became
Recording for the Blind and Dyslexic. We increased some types of
the books that we would record at that point. We added more and
more of the early childhood books as well as the college textbooks
and the high school textbooks. We made a very deliberate attempt
to serve as many of those types of students as we could.
Carla: And because of all your hard work and dedication, you have been
known nationwide. You know, not all would have the initiative to
initiate such programs. And I also commend all your volunteers
for having the heart to help. Of course, we have here one of the
volunteers of the program, Miss Ambait, hello ma’am.
Miss Ambait: Hello Carla, Good morning.
Carla: As a volunteer, how long have you been working in the

organization and what do you usually do?
Miss Ambait: I have been working as a volunteer of the organization ever since
it was established in the 1990s. As a volunteer, we record several
different books that will be included in the organization’s library
and available to people with a variety of disability that make it
difficult for them to access printed materials.
Brevish: So, was it hard?

COLLEGE OF PESCAR
Miss Ambait: No, not at all. I believe that if you have the passion for what you
do, everything will just be easy. Actually, few years ago, the
organization realize that with families whose students have
learning disabilities but also with vision impairment, they need
more than just an audio book- and we want to support students
holistically, we want to support the students with the resources
that they need to help them thrive in their education.
Miss Tajaran: That is right. So, we made the decision few years ago to change
our name to Learning For All because we feel like we can be more
than an audio book provider and so, well, we still serve the same
people with the same types of learning differences. We want to be
able to provide services for the whole student rather than just that
audiobook content.
Brevish: On your audiobooks, can you tell us how do these works?
Miss Tajaran: The rationale for using Learning For All to provide access to
materials for students with print-based disabilities. Their reading
level is at times lower than what their chronological grade
level is but they are still required to read the same books as the
rest of the class and Learning For All provides that opportunity for
them.
Miss Ambait: The audiobooks for Learning for All have opened up new worlds for
some of the children. Children that have never been able to read
before are now discovering new ways to learn. Learning for All
affords the students’ a level of independence that they didn’t have
before and it’s immediately apparent in the classroom.
COLLEGE OF PESCAR
Brevish: So, this is where your extended program began wherein you help
prepare the blind and visually impaired students for success in
college?
Miss Tajaran: Yes. The way that Learning for All determine where there is a need
is to use research. We have a lot of specialists who have been with
us for a very long time. We all have our own experiences and our
own ideas about what students need but we really want to use
research to be sure that we’re providing a need that is truly out
there. Through research funded for college students that are blind
and visually impaired, the fund for the blind gave us the ability to
do some research.
Miss Ambait: From then on, the organization started to do some research on the
college students that are blind and visually impaired. The research
showed that they are not arriving on campus as prepared as they
need to be and there’s several different areas that there are some
real deficits in most college students who are blind.
Carla: And because of the wider scope of your organization’s program

and through research, it really helped a lot of visually impaired
students. And at this moment, may we call on Miss Sundae Grace
Gajeto, one of the beneficiaries of the Learning for All
program.
(Miss Gajeto entered the studio assisted by the staff)
Carla: Hi, Sundae. Welcome to our show.

COLLEGE OF PESCAR
Sundae: Hello, Miss Carla. Thank you so much for having me here in your
show.
Carla: So, how are you as of this moment Sundae?
Sundae: I am good Miss Carla. A bit nervous because this is the first that I
will be guesting in a talk show.
Carla: I see. Don’t worry, we will just ask you simple questions. So, about
your condition, was it inborn or you’ve developed it over time?
Sundae: I was diagnosed with visual impairment known as cone dystrophy

when I was eight years old.
Brevish: Upon knowing your condition, how did you deal with it?
Sundae: I quickly as an eight-year old learned that I was different and had
to figure out how to get through life with a visual impairment… A
lot of people would just refer to me as the blind girl, the girl that
can’t see when I could see and I just can’t see as well as the
average student. People would ask questions like “What’s wrong
with you?” “Why can’t you get glasses?” and you know, as a ten-
year old, it’s hard to describe those things to other students. I had
technology that was very obviously different and so “the blind girl
got all the special treatment” and I didn’t like that spotlight. I
decided to excel as well as I could in the academics. I guess
because I had this visual impairment, I wanted to push
myself harder to prove to people that I could still do just as well
academically if not better than the average student.
COLLEGE OF PESCAR
Carla: Going into the Learning for All, how does this help you especially
when it comes to your studies?
Sundae: Before Learning For All Program, I spent hours upon hours reading
or either I would not have the time to read things and I would not
be prepared. I think, using the Learning for All audiobooks
definitely helped me become more confident because I was better
prepared for class. The now technology has been very instrumental
in allowing for independence. I’ve learned how to kind of deal with
my disability that I don’t think about it too much anymore.
Brevish: Miss Tajaran and Miss Ambait, what can you say upon hearing
Sundae’s statements?
Miss Tajaran: Knowing about how the Learning for All have helped her, makes
me wanted to cry in tears because of the feeling that we have
been part of her success despite of the circumstance that she
have. We are very glad to help and we aim to help more and more
students.
Miss Ambait: As a volunteer, it gives joy to my heart that all of the organization’s
effort are paying off through the success of the students who
benefit from our audiobooks.
Carla: Before we finally end our show, do you have anything to say to all
our viewers especially those who have conditions like yours, Miss
Sundae?
Sundae: I just wanted to say that no matter what circumstances or

conditions that you have, if you work hard, you will reach all your
COLLEGE OF PESCAR
goals in life. Our disability will never be a hindrance to achieve our

dreams. Also, I wanted to say thank you to all the special
education teachers for giving their time and effort to teach
students like us. You played a big role to our success. To Miss
Tajaran, the Program Director of the Learning for All, and to Miss
Ambait and other volunteers, thank you so much for providing us
the access to your audiobooks. It has really changed my life and
others. May your organization help more children to attain their
dreams.
Brevish: Thank you very much Sundae for your message. To Miss Tajaran
and Miss Ambait, thank you so much for giving your valuable time
with us. We do really appreciate your presence here today. To our
viewers, thank you for also for tuning in with us. We hope that all
of you will have a great day ahead and we also hope that today’s
talk have inspired you. Again, this is Brevish Dame Franco
Carla: and Carla Quezon
Brevish and Carla: for Level Up! And we are now signing off.
ACTIVITY NO. 34
ACTIVITY:
They are known for being successful individuals that have a disability
growing up.
ANALYSIS:
How do you think these people cope with their own situation and eventually
become successful despite their limitation?
COLLEGE OF PESCAR
- - These people, in my opinion, they welcomed and embraced their

individuality, and they used it to their benefit to do great things
and conquer life's challenges. Also, they have been able to cope
with their own situation and ultimately become prosperous despite
their limitations because of their persistence and the support of
their loved ones. Having people who are still supportive of you
gives you the power and inspiration to accomplish your goals,
regardless of the circumstances. People with disabilities benefit
more because they realize they can rely on someone to always
have their backs, no matter what. Aside from these, I believe that
meeting their needs, maintaining consistent communication with
them, and providing them with a high-quality education tailored to
their needs all contribute to their desire to succeed in life.
ACTIVITY NO. 35
APPLICATION:
Following is a list of some people with disabilities. Choose from the box below
the person describes in each number. (This may require some research)
Agatha Cristie 1. She was the world’s bestselling book writer of all times and
surpassed the Bible and equaled Shakespeare. She suffered with dyslexia but did not
stop her from being creative and wrote mystery novels. The bestselling book was “And
then she had none” as source of inspiration for novelists.
Albert Einstein 2. One of the great minds of his century, he suffered dyslexia because
of his bad memory and constant failure to memorize the simplest things. He could not
remember the months and years in mathematical formulas. He never learned to
shoelace but his scientific contributions did major effects.
Leonardo Da Vinci 3. A Tuscan polymath, scientist, mathematician, engineer, painter,

anatomist, sculptor, architect, botanist, musician, writer. But he wrote his notes
backward and has bever been aware of his writing.
Thomas Edison 4. An American inventor of phonograph and light bulb. In school, his
mind was a wanderer. Was a terrible in mathematics but had difficulty in words and
speech.
COLLEGE OF PESCAR
Isaac Newton 5. A dropped out of school as a teenager. Does not accept school rules
if they appear illogical. Has always a point to argue “as a matter of fact” which can lead
to conflict with teachers and peers.
Napoleon Bonaporte 6. He was always afraid of cats, favored mathematicians and

exclude humanists whom he believed were troublemakers. He exhibited a social deficit,
always preoccupied with fears with a hypersensitivity to textures on his feet.
Abraham Lincoln 7. Before his election to his presidency, he lost 8 other elections.
Has been diagnosed as depression, anxiety, breakdown, ritualistic when he doesn’t
appear working. His mother reportedly died after drinking cow’s milk and ate poisonous
mushrooms.
George Washington 8. The first president of USA. Has attention deficit disorder, he
let marijuana grew in his own garden. He was terrified of being buried alive, he
dedicated that he be laid out to 3 intellectual rituals to soothe the restless brain.

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WEST VISAYAS STATE UNIVERSITY

SUNDAE GRACE C. GAJETO PROF. MARY JOY TUBONGGAN

BPED 3-A ED 205

FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

UNIT 3 & 4 COMPILATION OF ACTIVITIES:

ACTIVITY NO. 13-A

c. Using a table, give three sample strategies for each principle.

PRINCIPLE 1 PRINCIPLE 2 PRINCIPLE 3

d. Using a table, identify your own learning needs/preferences as a

YOUR NEEDS UDL STRATEGY DESCRIPTION

Objectives: At the end of the lesson, the students must have:

Instructional process Activity Materials

ACTIVITY NO. 14-B

Answer the following questions:

- The purpose of Differentiated instruction is to develop interactive

Elements Explanation 3 Examples

4. What is the difference between accommodation and modification?

- The distinction between accommodation and modification is that

Howard Gardner’s multiple intelligence theory sees intelligence as a far

Assume you're a speaker/presenter Make a 500 words reflection essay

Peer support strategy Explanation

Instructional Process Activity Peer Support System

supports each other with

Read the article on cooperative learning.

ACTIVITY NO. 18-B

Answer the following question.

1. What is cooperative learning?

2. What is the purpose of cooperative learning?

3. What are cooperative learning strategies? Choose 3 and briefly

COOPEATIVE LEARNING DEFINITION

 Identified and practice ways to stay safe

Cooperative learning strategies: Quiz and Find

ACTIVITY NO. 20-A

ACTIVITY NO. 20-B

Co-teaching strategy Definition

the stations, the teachers teach the same

ACTIVITY NO. 22-A

plans to strategize can be applied. Also, when you are a

IEP Members Descriptions

insight, they know their children’s best,

needs. Depending on the child's

1. Dr. Shirley at first did Dr. Shirley should consider

tantrums and reading what Teacher Louise wants

2. Doctor Shirley does Dr. Shirley should at least

3. Dr. Shirley is Teacher Louise should be

unprofessional by not there is something that she

ACTIVITY NO. 24-A

ACTIVITY NO. 24-B

2. Why is it important to have a successful collaboration with parents?

- It is important to have a successful collaboration with parents so

3. What are necessary for successful parent-teacher collaboration?

4. What are the events or activities that teachers need to collaborate

PTA Meetings Teachers and parents having

well as parents receiving

Family Providing new information to

Parent Workshop Providing new information and

Write a meet-the-teacher letter to parents that will start the parent-teacher

Dear Parent(s)/ Guardian(s)