Narrativereport
Narrativereport
Narrativereport
NARRATIVE REPORT
In
PROFED07
(Foundation of Inclusive and Special Education)
Submitted By:
Caguiat, Carlo
Castillo, Ellien
Cruz, Narrydave
Delfinado, Danica
Marcella, Michelle
Last November 28, 2019 we had interview Ms. Kristine Joy Niebres from Bagong
Nayon IV Elementary School. She is Special Education Teacher for kinder and non-
graded resource. We asked her about the common disabilities did she handled. She
said about common disabilities are deaf (hearing impairment), Cerebral Palsy and
ADHD. She said in their classroom set-up is like regular class. From Resource to grade
6. When we say "resource", it means that students stayed in same level for how many
years that not ready to proceed as kinder student. Before we passed them and enrolled
to kinder class, we must observe their capabilities to proceed. If we allow them to enroll
in kinder class but the student is not ready to proceed, it is useless. They are not
allowing the students to retain. For example, if we promoted them from kinder and they
will proceed continuously until the student graduated in grade school. They using the
curriculum of regular class which is not applicable for the special education.
They have the treatment called Individualized Educational Program or IEP. When
we say IEP, for example, the student capabilities are throwing and catching ball.
Knowing their strength and weaknesses. Addressed the needs of the students.
Enhanced their capabilities and focus on their weakness.
In their special education center, they handling different disabilities. She has
kinder class with five (5) students and three of them are depth. Her strategy in handling
that situation is explaining the lesson with sign language. In grade 2, they have 16
students. Their strategy is isolating the needs of student. In her class, they have the
timeframe of 3hrs because their attention span is not too long to be interested.
In their school, they have almost 32 students in non-graded with different level of
disabilities like mild, severe and profound. If the student with mild level, they are allowed
to study with no disabilities. If it is severe, they are separated because if they are mixed
in the students without disability, they will be distracted. About this situation, they are not
basing on the age of the students but on their capabilities.
She shared about her past experiences in handling special education. In the first
day of class, they need to calm the hyperactivity of the student. All they want will be
given but not always. Modify the good or not for them. Do not tolerated the students. If
they are not allowed, do not. For example, mind of the student if he/she will cry the
teacher will their want. Do not tolerate the wrong behavior of the students. She has
strategy called behavioral management inside the classroom. Established them for the
First three (3) months on how to behave which is called classical conditioning.
Sometimes, being strict is not applicable for them because we didn't know their
struggles.
Other process that they implemented if the student is came from regular class to
special education, they need to undergo on documentation, assessment from
psychologist, observation of the teacher and letter for parents.
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