I-Fla 1

Republic of the Philippines
PHILIPPINE NORMAL UNIVERSITY

The National Center of Teacher Education
Mindanao
The Multicultural Education Hub
Name: Nekiryn A. Judilla BECED III

Professor: Dr. Bernadette Pastolero
TASK 1
I- FLA 1
Direction: Give rationale and explain the symbolism of the River of Life with a focus on inclusive
education.
“River of Life”
The river represents what you experience and learn on “Inclusion” in your school in the past,
in the present and in the future.
Ans:
River of life is a visual narrative method that helps people tell stories of the past, present and
future. Individuals can use this method to introduce themselves in a fun and descriptive way; a group can
use it to understand and reflect on the past and imagine the future of a project; and it can be used to build a
shared view compiled of different and perhaps differing perspectives. River of Life focuses on drawing
rather than text, making it useful in groups that do not share a language. When used in a group, it is an
active method, good for engaging people.
II- Think about It
Direction: Write down all the points that in your views are important considering your vision of
inclusive education.
Case Study: Person and System Approach
The local school has worked hard to become inclusive. The teachers are well -trained
and child focused, the environment is accessible and welcoming, the curriculum is flexible, there
is good hygiene and sanitation and children themselves participate actively in making the school
enjoyable, friendly and productive environment.
However, it is clear that there are still children in the local community who do not attend
school. One is a child who is from a marginalized group who has never been to school, comes
from a very poor family and speaks a language that is not the main language of instruction at the
school.
Another is a child who has had polio, has difficulty in walking, has never been to school
and sits at home doing nothing, afraid to go out in case of being called names.
Ans:
Inclusive education is a process that aims to overcome barriers to learning and
participations
Inclusive education responds to diversity by creating situations where all children
and youth can learn and experience competence, autonomy and belonging.
Inclusive education builds on the experience and knowledge of everyone
involved and by doing so enables the expansions of everyone’s experience and
knowledge.
Inclusive education is all about ensuring access, participation and achievement
for all students.
Direction: Read and answer the following questions carefully

1. Define inclusion and inclusive education and relate these definitions when you articulate
your own philosophy of education in teaching and supporting children with special needs.
Ans:
Participation of students with exceptional needs in inclusive settings is based on the
philosophy of equality, sharing, participation and the worth and dignity of individuals. This
philosophy is based on the belief that all children can learn and reach their full potential given
opportunity, effective teaching and appropriate resources.
Inclusion, by definition, refers not merely to setting, but to specially designed instruction
and support for students with special supports and service needs in regular classrooms and
community schools. Often, meeting the learning needs on either end of the spectrum improves the
quality of education for everyone in the classroom, as well as promoting the awareness and
acceptance of diversity. Determination of the most enabling environment and individual program
planning is a consultative, collaborative process involving the student when appropriate, parents,
principal, teachers, learning assistants, specialized support service professionals and community
members, as appropriate.
2. Explain the concept of least restrictive environment/alternatives and state the rationale for
inclusive education and early intervention.
Ans:
An interpretation of the principle of least restrictive environment advocating that all pupils with
disabilities are to be educated in the general education classroom. A relative concept individually
determined for each pupil should be educated, to the maximum extent appropriate with classmates
who are typical. Least Restrictive Environment (LRE) helps children reach their full potential in school.
It gives them the opportunity to learn along with their peers and has other advantages beyond
academic progress. To give students with disabilities the best possible education, LRE works to keep
those students in the same classroom as their non-disabled peers as much as possible. Even when it’s
not possible, LRE still tries to keep students engaged with their school and community. LRE isn’t a
place in itself. instead, it’s the overall environment where a child learns. Sometimes the least restrictive
environment is in the classroom full-time. Other times, the student might spend time in a special
education classroom.
3. Elaborate the characteristics of each of the specific children’s disabilities and explain the
causes of each of the specific disabilities.
Ans:
Disorders of attention
Attention problems for children with learning disabilities are often characterized
as short attention span. A short attention span is defined as an inability to focus one’s
attention on a task for more than a few seconds or minutes. Parents and teachers note
that many children with LD share the following characteristics.
• Cannot sustain attention for more than a short period of time
• Exhibit excessive daydreaming
• Are highly distractible
Reading difficulties
Reading provides a fundamental way for individuals to exchange information. It is
also a means by which much of the information presented in school is learned. As a
result, reading is the academic area most often associated with academic failure.
Reading is a complex process that requires numerous skills for its mastery.
Consequently, identifying the skills that lead to success in reading is extremely important.
Reading difficulties are observed among students with learning disabilities more than any
other problem area of academic performance. It is the most prevalent type of academic
difficulty for students with learning disabilities.
Poor motor abilities
Difficulties are manifested as clumsiness (e.g., dropping or bumping into objects)
as well as slowness and inaccuracy of performance of motor skills (e.g., catching an
object, using scissors or cutlery, handwriting, riding a bike, or participating in sports).
Conditions that tend to produce symptoms that would influence the skills needed to
complete fine motor movements are: Acquired brain injury. Cerebral
Palsy. Developmental Co-ordination Disorder.
Written language difficulties
A disorder of written language involves a significant impairment in fluent word
recognition like reading decoding and sight word recognition, reading
comprehension, written spelling, or written expression.
Oral language difficulties
A spoken language disorder (SLD), also known as an oral language disorder,
represents a significant impairment in the acquisition and use of language across
modalities due to deficits in comprehension and/or production across any of the five
language domains like phonology, morphology, syntax, semantics, pragmatics. Language
disorders may occur in children with other developmental problems, autism spectrum
disorder, hearing loss, and learning disabilities.
Social skills deficits
It could occur because of a lack of knowledge, such as the inability to acquire
new skills, or because of a competency deficit. Sometimes, the person may know how to
perform the social skill, but they may struggle to perform because of limited practice or
inadequate feedback.
4. Identify and describe the assessment procedures to identify each of these specific
children’s disabilities.
Ans:
All effective educators use ongoing assessments to determine their students’ ability levels
in various academic areas and to guide their instruction. In the realm of special education, the
assessment process is absolutely essential. Parents, teachers, specialists and counselors depend
on multiple assessments to identify a student’s strengths, weaknesses and progress.
o Individual Intelligence Tests: As the name suggests, individual intelligence tests are
administered to a student one on one.
o Group Intelligence Tests: Group intelligence and achievement tests are often administered
in the general education classroom. It is through these types of tests that a teacher might
first suspect that a student has a learning disability. These tests have two functions,
measuring academic ability as well as a child’s cognitive level.
o Skill Evaluations: Specialists such as the school speech pathologist and the child’s general
practitioner use certain diagnostic measures for determining a child’s gross motor skills,
fine manipulative skills and hearing, sight speech and language abilities
o Developmental and Social History: The child’s classroom teacher, parents, pediatrician
and school specialists help formulate this narrative assessment. They may fill out
checklists, answer questions, participate in an interview or write a report addressing a
child’s strengths, challenges and development (or lack thereof) over time
o Observational Records: Anyone who works with the child can provide information about
the child’s academic performance and behavioral issues. The general education teacher
also typically has a firm notion of how a child’s work and behavior compare to that of other
students of the same age and grade level.
o Samples of Student Work: The general classroom teacher also provides most of the
evidence in this domain. A folder of assignments, tests, homework and projects can
provide a snapshot of a child’s abilities and challenges in performing grade-level work.
5. Explain the key features and provisions of national (local) and international human rights
treaties and frameworks that paved the way to Inclusion as a process and as a practice.
Ans:
By becoming parties to international treaties, States assume obligations and duties under

international law to respect, to protect and to fulfil human rights. The obligation to respect means
that States must refrain from interfering with or curtailing the enjoyment of human rights.

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Republic of the Philippines

PHILIPPINE NORMAL UNIVERSITY

Name: Nekiryn A. Judilla BECED III

II- Think about It

Direction: Read and answer the following questions carefully

By becoming parties to international treaties, States assume obligations and duties under

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