Is a key Lesson Proper for Week 1

4.1 Lesson 1: What is Special Education? https://bit.ly/2Zf0ZRx

Definition

Special education refers to a range of educational and social services provided by the public school system and other educational
institutions to individuals with disabilities who are between three and 21 years of age.

Purpose
Special education is designed to ensure that students with disabilities are provided with an environment that allows them to be
educated effectively. Disabilities that qualify for special education include physical disabilities, such as deafness or blindness; mental
disabilities, such as Down's syndrome and autism; medical conditions, such as oxygen dependence or traumatic brain injury; learning
deficits, such as dyslexia; and behavioral disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct disorders.
In 1975, the Education for All Handicapped Children Act (EHCA, PL 94-142) mandated that states provide a "free and appropriate
public education" (FAPE) to all students, including those with physical, mental, or behavioral disabilities. This special education must
include a comprehensive screening and diagnosis by a multi-disciplinary team and the development of an annual Individualized
Education Plan (IEP) for each student, outlining academic and behavioral goals, services to be provided, and methods of evaluation.
The student's parents must consent to initial screening and must be invited to participate in all phases of the process.
In 1997, the Individuals with Disabilities Education Act (IDEA) expanded special education services by mandating that all children with
disabilities—regardless of the type or severity of their disability—between the ages of three and 21 years are entitled to FAPE in the
least restrictive environment. That is, children requiring special education must by educated with nondisabled children to the maximum
extent possible in an appropriate program to meet their special needs. While the majority of children with disabilities are taught at least
partime in a general classroom setting, many children are segregated, most often due to a lack of staff and resources to support special
needs students in general classrooms. This stipulation that special-needs children be educated in the least restrictive environment led
to the practice of mainstreaming, which is the policy of placing special education students in regular classrooms as much as possible
and using separate resource rooms where the students receive special tutoring, review, and instruction.
Although gifted and talented students are not usually considered candidates for special education and there is no federal mandate to
support these students, exceptionally gifted children may also be entitled to receive special education services. Gifted children who are
not identified and continue to be taught in a general classroom may develop behavioral issues due to boredom. Specially designed
gifted education programs are available in many school districts. In addition, bilingual children may require special education services.
Children whose native language is not English may not receive appropriate education due to their language barrier. Bilingual language
support services should be provided.
Description
Special education can include a range of support services, depending on the special needs of the student. Support services may
involve physical assistance and therapy, counseling and psychotherapy, modified learning environments and assistive learning devices,
educational and psychological assessments, and behavioral modification techniques.
According to U.S. Department of Education statistics, approximately 600,000 children aged three to five years were served by special
education services in 2001. In preschool children, the most prevalent disability was speech or language impairment. Approximately 5.8
million students aged six to 21 years were served by special education services in 2001. Common disabilities include specific learning
disabilities (e.g., dyslexia), speech or language impairment, mental retardation, and emotional disturbance.
Special education student receiving one-on-one instruction.
definition of how the child's progress will be measured on an ongoing basis disciplinary methods (especially for children with emotional
and behavioral issues)an individualized healthcare plan (IHP) for students also requiring special medical attention or medicationsIEPs
vary widely in length and complexity according to the type of disability. More effective IEPs specifically outline the child's needs; are
mutually agreed upon by parents, teachers, and counselors; support activities that are typical of other students in the same age-group;
promote school and community membership, and clearly facilitate the student's long-range life goals. Often IEPs do not specifically
address how progress is to be measured. An effective IEP clearly defines the types of tests and assessments that are to be given to
measure the child's progress. Although subjective assessment by teachers can provide valuable insight, objective tests that specifically
measure academic and other skills must be included in the IEP.
After the IEP is developed, the student is placed in the appropriate educational setting. Certified special education teachers deliver
programs in separate classrooms using modified educational curricula and specially designed assistive education techniques. Children
with physical disabilities are provided with any assistive learning technology or equipment they need to complete educational
requirements. Examples of such technology include special computers for speech/hearing/language assistance, modified desks, and
writing support devices. Specially trained support staff assist students mainstreamed in general classrooms. When the public school
cannot provide the appropriate environment and resources to meet the educational needs of the student, it is obligated to find and pay
for an alternative educational setting, such as a day program in a mental/behavioral health facility, home schooling with appropriate
medical/mental health support, an alternative school dedicated to serving disabled children, or a private school with special education
support services.
Parental concerns
Children with disabilities and their parents have certain legal rights, most importantly, the right to challenge any recommendation made
by a school and its staff. Parents who disagree with the school's educational program can hire legal representation, request formal and
informal hearings (due process), and obtain additional evaluation from an independent consultant.
Children with emotional disturbances and related behavioral disorders have historically been unrecognized as being eligible for special
education services. However, emotional problems can in fact act as a barrier to education. For children with emotional disturbances to
qualify for special education, evidence from psychological testing and observation (by teachers or therapists) must demonstrate that the
emotional issues significantly affect educational performance. Most public schools do not have the staff and resources to handle
children with emotional disturbances, in addition to other children with disabilities. Many alternative schools exist for children with
emotional disturbances and behavioral disorders who have average and above-average academic abilities. If the public school cannot
adequately provide FAPE for such students, parents can seek legal representation to obtain funding from the public school for their
child to attend an appropriate alternative school. Students with emotional disturbances and behavioral disorders should have mental
health support services integrated with their IEP.
According to parents, 14 percent of students with disabilities in elementary and middle school had been expelled or suspended at some
point in their school careers. And special needs children have a high drop-out rate—approximately 25 percent drop out of school and
another 20 percent leave for other reasons. Emotionally disturbed students have the highest drop-out rate (35%), according to
Department of Education statistics, while deaf-blind students have the lowest rate (4%). Graduation and employment rates for students
with disabilities rose through the two decades that followed the passage of EHCA and IDEA and other disability legislation such as the
Americans with Disabilities Act. Depending on the disability, as many as 45 to 70 percent of disabled adults may remain unemployed.
However, some special needs students are quite successful. Students with learning disabilities and speech disorders have the lowest
rates of unemployment, usually because they have participated in vocational education programs with a comprehensive vocational
assessment, including assessment of independent living skills.
4.2 Objective 2
These milestones are behaviors that emerge over time, forming the building blocks for growth and continued learning. Some of the
categories within which these behaviors are seen include:

Cognition (thinking, reasoning, problem-solving, understanding)

Language (expressive and receptive abilities)
Motor coordination (gross/fine motor, jumping, hopping, throwing/catching, drawing, stacking)
Social interaction (initiating peer contact, group play)
Adaptive (dressing, eating, washing)

Preschool Development
The American Academy of Pediatrics describes atypical preschool development by listing skills that all preschoolers should have. If
your child is missing one or more of the following skills, you should talk to your pediatrician: the abilities to throw a ball overhand, jump
in place, ride a tricycle, scribble, pay attention to other children, use the toilet, copy a circle, say sentences with more than three words
and engage in pretend play.
Kindergarten Development
The Centers for Disease Control lists indications that a 5-year-old child has atypical development. The CDC suggests talking to your
child's pediatrician if he does not show a wide range or emotions, cannot focus on one activity for more than five minutes, cannot tell
what's real and what is imaginary, loses acquired skills, cannot get undressed or wash his hands without help, or shows extreme
behaviors like biting when angry.
Elementary Development
Australia's Youth Services Department lists traits that may indicate developmental problems for children from 6 to 9 years old. Not
being able to keep up with the rest of the students is definitely a concern, but parents should also look out for lying, cheating or trouble
separating from them. Being bullied or being a bully are other experiences that may indicate developmental problems.
Puberty Development
The onset of puberty can start as young as 8 years of age in girls, with age 10 being average. For some girls, it may not begin until as
late as age 13. In boys, puberty typically begins at age 11, although for some it may begin as early as age 9 while or be delayed until
age 14. If your child begins earlier or later than these ages, you'll need to talk to your pediatrician. Another indication of atypical
development would be physical changes that occur out of order. The first sign of puberty in girls, for example, is breast development.
The beginning of menstruation before breast development might be a cause for concern.
The Typical Development of Blends in Speech for Toddlers
Pediatricians measure a child's growth not only by weight and height but also by skills mastered. These skills often develop at
predictable ages and go by the term developmental milestones. Toddlers have a wide range of normal, according to the BabyCenter
website. Don't worry too much if your toddler's development does not exactly match the milestone charts. Every child develops
differently. Even children in the same family may develop at different rates. A typical toddler at 21 months may be ahead in some
milestones and behind in others.
Gross Motor Skills
Gross motor skills include walking, running and climbing. Your 21-month-old should be ready to begin or have already completed the
following skills: walk alone, pull a toy behind while walking, carry a large toy while walking and begun to run. In addition, she should kick
a ball, climb on and get down from furniture without aid and walk up and down stairs with support. If your 21-month-old has not begun
walking, let your pediatrician know.
Fine Motor Skills
Fine motor skills include picking up small items and drawing. At 21 months of age, a toddler should be ready to begin the following
skills: scribbling without help, turning over a container to dump the contents and using blocks to build a tower of at least four blocks. A
child of this age might use one hand more than the other. A toddler showing a loss of skills previously acquired should cause concern.

Cognitive Skills
Cognitive skills include thinking, reasoning and using the five senses. A 21-month-old should have begun or already gained the ability
to sort blocks or toys by shape and color. He should not have a problem finding a hidden object, even one that has been placed
beneath several covers. Most children around this age begin to explore make-believe play. If by 21 months of age, your child does not
seem to know the function of household objects, such as a phone, fork or a brush, consult your pediatrician.
Language Skills
Language develops over the first few years. A toddler by the age of 21 months should have the ability to say several words. By 24
months, the following skills should be complete: recognizes the names of familiar people, objects and body parts, uses simple phrases
and two- to four-word sentences and has the ability to follow simple instructions. In addition, a 21-month-old should begin to name
objects that you point to.
Social/Emotional Skills
Playing with other children is a developmental milestone. Don't expect your toddler to have this perfected for a while yet, but he should
show an increased interest in the company of other children. Around 21 to 24 months of age, a toddler should imitate the behavior of
others and begin to see herself as separate from others. This age heralds the beginning of increasing Independence and decreasing
separation anxiety. Around this age, defiant behavior begins.
(PED4) Special Education in Collaborative Classrooms In special education, the term "collaboration" refers to a team
teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team
may also include speech, occupational, and/or physical therapists. Today, more special education students are taught in
regular classrooms, and collaboration is increasing. Collaboration helps to ensure children with learning disabilities get a
free appropriate public education, including specialized instruction, in a regular classroom.

There are several ways to ensure students get the instructional support they need. Collaboration provides options to
allow students to be educated (as required by American law) in the least restrictive environment.

The Lead Teacher Collaboration Model In classrooms with a lead teacher, often the regular classroom teacher delivers
the instruction in the subject area. The special education teacher is an observer who works with children afterinstruction
to provide specially designed instruction, ensure understanding, and to provide adaptations and modifications.

The Learning Centers Collaboration Model Each teacher is responsible for instruction in a specific area of the room.
Students are assembled into groups that rotate through the centers for instruction. Special education teachers may
deliver instruction in areas of their certifications and may also serve as support to other teachers without a special
education background.

The learning center collaboration approach is particularly appropriate for younger students, for whom center-based
education is more typical.

Pull-Out Collaboration Model In some settings, rather than having special education teachers or therapists "push into"
general education classrooms, students are "pulled out" for services. In such situations, students might leave the
classroom for therapies or particular subjects, and then return to the general education classroom. When this occurs,
the general education teacher collaborates with the special needs professional to be sure the student's needs are being
met.

Alternative Collaborative Setting Partially or entirely separate educational settings are relatively rare, even for students
with significant learning or developmental challenges. A substantially separate setting is designed specifically for
students with particular disabilities; for example, some classrooms are set up to serve students with autism while others
are set up for students with speech and language disabilities, etc.

Students work one-on-one or in small groups with a special education teacher and possibly with instructional assistants
for all or part of the instructional day. Even when students are placed full time in special education classrooms, teachers
may communicate with each other to ensure students' programs include appropriate instruction.

Separate settings are typically used with students who have a more significant need for direct instruction.

Team Teaching Team teaching involves general education and special needs teachers working together simultaneously
to teach a classroom of students. Either teacher who has the necessary background knowledge in the subject introduces
new concepts and materials to the class. Both teachers work as a team to reinforce learning and provide assistance to
students as needed. Special education teachers provide specially designed instruction to students with IEPs, and regular
education teachers can assist with this as well.

Consultation Models of Collaboration A special education teacher may provide some instruction to students, but the
majority of service is indirect. The special education teacher mostly provides guidance to the regular education teacher
on how to modify instruction to meet the student's needs

Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of
educational and developmental disabilities.NOIN PRETHE STU

Lesson Proper for Week 2

4.1 Lesson 1: What is History and Philosophical Beliefs?

The Philosophy of Special Education

The general philosophy of special education is that all people have the ability to learn, regardless of their particular disabilities. The
trend in public education has shifted from isolating special education students in separate classrooms to mainstreaming them in the
regular classroom for at least part of the day. This is in keeping with the U.S. Department of Education's Office of Special Education
and Rehabilitative Services (OSERS) mission to '…achieve full integration and participation in society of people with disabilities by
ensuring equal opportunity and access to, and excellence in, education, employment, and community living.'

Inclusive education is a widely accepted pedagogical and policy principle, but its genesis has been long and, at times, difficult. For
example, in 1948, the Universal Declaration of Human Rights included statements about rights and freedoms that have, over the
decades, been used to promote inclusive educational practices. Article 26 of the Declaration stated that parents “have a prior right to
choose the kind of education that shall be given to their children.” This declaration later helped some parent groups and educators to
advocate for equal access to schooling in regular settings, and for parental choice about where their child would be educated.

Following the widespread influence of the human rights-based principle of normalization, the concept of inclusive education received
major impetus from the Education of All Handicapped Children Act in the United States in 1975, the United Nations (UN) International
Year of Disabled Persons in 1981, and the UN Convention on the Rights of Persons with Disabilities in 2006. A major focus of the UN
initiatives has been the right of people with a disability to participate fully in society. This focus has obvious consequences for the way
education is provided to students with a disability or other additional educational needs. For many years, up to the last quarter of the
20th century, the major focus for such students was on the provision of separate specialized services, with limited attention to the
concept of full participation in society. Toward the end of the 20th century and into the 21st century, there has been increasing
acceptance, through parental action, systemic policy, and government legislation, of inclusivity as a basic philosophical principle.

Both the type of instruction that should be provided to students with a disability and the location of that instruction in regular or
specialized settings have been topics for advocacy and research, sometimes with mixed and/or controversial conclusions.

Philosophy & Beliefs

Philosophy

o In the Pine-Richland School District every effort is made to provide students with a free and appropriate
education in their home school.
o Instructional strategies, curriculum adaptations, and behavioral interventions are applied in the Least
Restrictive Environment
o The Least Restrictive Environment can range from regular classroom placement with consultation
services provided to the student and/or teacher to full time support within a special education classroom
or a special school.
o Pine-Richland teachers promote the concept of inclusion by applying one of three best practices: in-
class support, co-teaching, and consultation with classroom teachers.
o The IEP team decides which practice will best meet the needs of the student.

Beliefs

o All students have specific needs, characteristics and learning styles.

o All school staff and community members are responsible for meeting individual needs of students
o All students can learn
o Every student has the right to receive appropriate educational services without labeling
o Meeting the needs of individual students does not lower program standards
o Adaptation of the curriculum enables students to succeed and does not diminish their achievement
o Positive self-esteem is an essential component of student success
o Success influences self-esteem and encourages high achievement
o Modeling of effective teamwork by school staff enables children to develop cooperative social skills
o Social development and opportunities in an educational setting prepare students for participation in
society
o Expectations based upon ongoing assessments foster student growth
o Ongoing assessment of all students results in a needs-driven educational system
Lesson Proper for Week 3
4.1 Objective 1
Special Education and the Laws That Affect It
In this chapter we discuss the main laws affecting special education and how they apply to you as a general education teacher. The
omnibus Individuals with Disabilities Education Act (IDEA) and the Family and Educational Rights and Privacy Act (FERPA) provide
important guidelines and, although the Every Student Succeeds Act (ESSA) focuses on all students, it also has certain implications for
students with disabilities.

To provide context, we explain what special education is—its characteristics, who receives it, its purpose and goal, why access to the
general education classroom and curriculum is important, and who the various professionals are who work with students with
disabilities. We also cover the rights and roles of parents of students with disabilities, again pointing out information that is important for
you to know. (Keep in mind that some students with disabilities do not require special education services but may be affected by
Section 504 of the Rehabilitation Act of 1973; basically, Section 504 is an anti-discrimination statute. For more about Section 504, see
Chapter 5.)

Public Law 94-142

The Education for All Handicapped Children Act (PL 94-142), which is frequently referred to as PL 94-142, provides guidance to states,
allowing students with disabilities to access public education and providing financial assistance to states as supplemental funding for
special education and related services. Passed in 1975, PL 94-142 mandated that in order to receive federal funding for special
education, states had to comply with the law (Yell, 2015).

The outcome of PL 94-142, now referred to as the Individuals with Disabilities Education Act, or IDEA (PL 108-446), is special
education as we know it. Most recently reauthorized in 2004, it is the main law regarding educational services for students with
disabilities, and its specific components are important to their education. Before 1975, only a few small districts provided education for
students with disabilities in the United States. At that time it was legal to prevent students with disabilities from receiving an education.
PL 94-142 changed everything for students with disabilities, and public education became education for all.

IMPORTANT POINTS
IDEA is the main law governing the education of students eligible for special education and related services.
IDEA has eight main principles—most notably that students who qualify for special education services are to receive a free and
appropriate public education (FAPE).
FERPA is a law that governs who can see documents and files related to students in schools.
Parents of students with disabilities have extensive rights to help ensure that the education their child receives is appropriate.

4.2 Objective 2
Eight Core Principles of Special Education
Special education law as it currently stands embodies eight core principles:

· Child find/zero reject

· Nondiscriminatory evaluation
· Individualized education program (IEP)
· Free appropriate public education (FAPE)
· Least restrictive environment (LRE)
· Related services
· Parent participation
· Confidentiality
Understanding these principles can help you understand how special education is meant to be provided for students with disabilities;
they can guide you as you work to ensure that students make progress in the general curriculum.

Lesson Proper for Week 4

4.1 Objective 1
Inclusive education and special education are based on different philosophies and provide alternative views of education for children
with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This
article pre-sents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive
education with theinterventions, strategies and procedures of special education. Development of inclusive special education aims to
provide a vision and guide-lines for policies, procedures and teaching strategies that will facilitate the provision of effective education for
all children with special educational needs and disabilities. The definition of inclusive special education encompasses a synthesis of the
philosophies and practices of both inclusive education and special education. It involves educating children with SEND in the most
inclusive settings in which their special educational needs can be met effectively, using the most effective instructional strategies, with
the overarching goal of facilitating the highest level of inclusion in society post-school for all young people with SEND
Salend (2011) defines special education as characterized by: individual assessment and planning specialized instruction. Intensive
instruction; goal-directed instruction; research-based instructional practices;•collaborative partnerships; student performance
evaluation. In contrast, Salend (2011) defines inclusive education as characterized by a philosophy of acceptance and belonging within
a community; a philosophy of student, family, educator and community collaboration; celebration of the diversity and value of all
learners; valuing educating learners in high-quality schools; valuing educating learners alongside their age peers; valuing educating
learners in mainstream classrooms; valuing educating learners in schools in their local community

Organizations Every Special Education Teacher Should Know

The National Association of Special Education Teachers External link

NASET is a national membership organization whose mission is both meeting the needs of current special education teachers and
helping those in training prepare for the job. The organization seeks to advance the professional development of special education
teachers (via networking opportunities) as well as advance the profession itself through research and practice/policy standard
innovation.

If you’re considering becoming a special education teacher, take advantage of NASET’s Professional Resources External link .
Resources include a reference library, conference and event listings and information about getting your special education board
certification and much more. NASET has also developed an app External link for tracking Individualized Education Program (IEP)
goals and progress.

The Council for Exceptional Children External link

The CEC is “the largest international professional organization dedicated to improving the educational success of individuals with
disabilities and/or gifts and talents.” The organization is a driving force behind policy, professional standards and advocacy changes
within the special education community, but it’s also a professional development resource for professionals (or would-be professionals)
in the field.

With an eye on improving the quality of life of students with disabilities and/or gifts and talents, the CEC site is a great resource for the
most recent preparation and practice standards External link , as well as community news.

The Association for Persons with Severe Handicaps (TASH) External link
TASH is an international advocate for people with “significant disabilities and support needs,” and they’re particularly active in the
education sector as they focus on diversity and inclusion. TASH promotes policy research and effective practices that impact individuals
with disabilities in and out of the classroom. The organization demands “access to the curriculum” for all. They offer online training
programs for educators who work with the severely disabled.

National Organization on Disability External link

NOD researches, develops and demonstrates “creative approaches to disability employment issues,” which includes working directly
with corporations in a consulting capacity, designing work programs any employers can use, and/or researching new approaches that
help bridge the employment gap for people with disabilities.

Though not directly related to school-aged children, their research External link it's particularly important to issues your students may
face as they get older, such as workplace experiences.

National Center for Learning Disabilities (NCLD) External link

The NOD hopes to improve the lives of children and adults with learning disabilities by “empowering parents and young adults,
transforming schools and advocating for equal rights and opportunities.” The NCLD specializes in learning and attention issues, so its
website is a great source of news, publications and teaching resources (like Get Ready to Read External link and the LD Navigator
External link ) in these areas of special education.

Teachers and administrators alike might also want to know about the NCLD’s scholarships External link for students with learning and
attention issues, and for schools that demonstrate success in addressing the needs of students with LDs.

The Arc External link

The Arc is an association for people with intellectual and developmental disabilities. They are the largest community-based organization
of its kind, and encompasses a wide range of developmental, neurological, and physical disabilities, such as Autism Spectrum Disorder,
Down Syndrome, and Fragile X Syndrome, among others. With over 700 chapters, The Arc is a key driver of public policy changes, and
the force behind many national programs you may encounter in your work in special education, like Autism NOW External link and the
Down Syndrome Grant Program.

The Office of Special Education Programs (OSEP) External link & IDEA.gov External link
As part of the U.S. Department of Education, OSERS is a supporting force behind many programs that serve people with disabilities.
You’ll want to familiarize yourself with the many grants the department offers, especially those related to the Individuals with Disabilities
Act (IDEA) External link . (Read more about the history of special education and the IDEA.)

As for the IDEA site, its OSEP’s official resource website features all things IDEA-implementation: evaluation tools, IEP information and
guidelines for issues like discipline.
Lesson Proper for Week 5
4.1 Objective 1
The Important Role of Parents in Special Education
Parent participation in the special education decision-making process is vitally important. The most important thing parents can do is
ensure they are involved with and take an active role as a member of the Individual Education Program (IEP) team that determines a
student's path. The IEP team is charged with making educational decisions for students, and addresses issues such as eligibility,
evaluation, program development, and placement of a child in special education or gifted programs.
1. Parents May Underestimate Their Importance to the IEP Team
Despite their importance in education decision making, parents sometimes feel overwhelmed by the IEP team process. They may
believe team members perceive them as less knowledgeable about teaching or as obstacles to the decision-making process, especially
if they disagree with the educators.
Parents and other guardians should not let school personnel intimidate them in this process, because their role as student advocate is
paramount.
2. Parents Provide Critical Input
Parents and guardians know their children better than anyone else and have the most complete understanding of a child's physical,
social, developmental, and family history.
Parents are the only adults in the educational process who have been and will continue to be deeply involved throughout the child's
school career; and while they may not be educators themselves, they bring their years of experience in other professions and aspects
of life to the process.
3. Parents Work More Closely With Their Children than Other Adults Can
While kids attend school about six hours a day, they only have a few minutes of teachers' undivided attention in a class. Parents have
the opportunity to sit side-by-side with them, working through homework and other learning activities for extended periods.
Parents may be the only adults who closely observe students' work and get feedback from their children. Consequently, no one else
has the perspective of a parent in a meeting.
Parents should strive to attend meetings to ensure participation in decision making and to provide input on all aspects of their children's
programs.
It's also critical for parents to be well-versed in the laws of their district and state so that they can be sure school administrators are
following the rules.
4. The Role of the Parent on the IEP Team

Parents are vital to the IEP team process.2 They provide information on the child's strengths and weaknesses at home, background
information on the child's history and development, and information on any family factors that may affect the child's learning.
Parents should be prepared to offer insight into whether current strategies and instruction are helping the child learn (even when not
specifically asked), and provide suggestions for change and improvement.
This back and forth communicating—listening to your child's educators so you can practice at home, and having the educators hear
your thoughts so they can follow through at school—will not only be less confusing to your child but will reinforce efforts on both sides.
5. Parents Provide Comprehensive Insight for Transition Meetings
Transition meetings are held to discuss movement from one school level to another, from one program to another, or to a
postsecondary program, job, or assisted living program.1 Only the parent accompanies the child throughout these important school and
life transitions. The parents' input at each transition can ensure that appropriate services and supports are in place and increase the
chances of the child's success in the new program.

6. Parents Are the Best Advocates for Their Child

There is no one as interested in and motivated to see a child succeeds and thrives than her own parents, and this alone places the
parent in a crucial role on the IEP team.

How can you advocate for your child?

Learn as much as you can about their disability.

Observe your child's learning styles. Despite the specialized tests which attempt to discern how children learn best, parents are in the
best position to watch this in action every single day.
Keep careful records of your child's education, including any testing and any IEP reports. Find a way to file these carefully so that you
have them on hand readily if needed.
Correspond with teachers and other professionals in writing whenever possible, and hang on to these communications. Hopefully, you
will not need to refer back to any of these records, but if the need arises, you will have them in black and white.

Implementing Rules and Regulations of the Enhanced Basic Education Act

of 2013
September 4, 2013

Basahin sa Filipino

IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

(REPUBLIC ACT NO. 10533)

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education
System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education
Act of 2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the Department of Education
(DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development
Authority (TESDA), hereby issue the following rules and regulations to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and Regulations
(IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533).
Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and private
basic educational institutions and learning centers. This IRR shall also apply to Higher Education Institutions
(HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations acting as Teacher Education
Institutions (TEIs), and foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of Policy found in
Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood as
follows:

(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education System by
Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds
Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”

(b) Learning Center refers to a physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities and other learning
opportunities for community development and improvement of the people’s quality of life. This may also be
referred to as “Community Learning Center” authorized or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.

(d) Mother Language or First Language (L1) refers to the language or languages first learned by a child,
which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or
uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or
native language refers to the traditional speech variety or variety of Filipino sign language existing in a region,
area or place.

(e) Non-DepEd Public School refers to a public school offering basic education operated by an agency of the
national government other than the DepEd, or by a local government unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic learning
needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten,
elementary, and secondary education as well as alternative learning systems for out-of-school learners and those
with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of the
Act, the enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6)
years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education
includes four (4) years of junior high school and two (2) years of senior high school education. The enhanced
basic education program may likewise be delivered through the alternative learning system.

Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of
one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1.

Elementary Education refers to the second stage of compulsory basic education which is composed of six (6)
years. The entrant age to this level is typically six (6) years old.

Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years of
junior high school education and two (2) years of senior high school education. The entrant age to the junior and
senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
The DepEd may allow private educational institutions flexibility in adopting the program provided that they
comply with the DepEd-prescribed minimum standards consistent with the Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or other persons
having custody of a child to enroll such child in basic education, irrespective of learning delivery modes and
systems, until its completion, as provided for by existing laws, rules and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness
of enhanced basic education shall mean the implementation of programs designed to address the physical,
intellectual, psychosocial, and cultural needs of learners, which shall include, but shall not be limited to, the
following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and
talented learners in all levels of basic education.

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for
learners with disabilities which may be home-, school-, center- or community-based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum
prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in
public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education
initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not
limited to, the key areas of: Indigenous Knowledge Systems and Practices and community history; indigenous
languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and assessment;
educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC);
engagement of elders and other community members in the teaching-learning process, assessment, and
management of the initiative, recognition and continuing practice of the community’s ILS; and the rights and
responsibilities of ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive
programs for learners under difficult circumstances, such as, but not limited to: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse and child labor
practices.

Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions shall be
allowed, consistent with DepEd rules and regulations.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic Education
Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the design and
details of the enhanced basic education curriculum. The DepEd shall work with the CHED and TESDA to craft
harmonized basic, tertiary, and technical-vocational education curricula for Filipino graduates to be locally and
globally competitive.

10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles, when
appropriate, in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding
from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in which
the learner’s mother tongue and additional languages are used in the classroom;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after
each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the
same based on their respective educational and social contexts.

10.3. Production and Development of Materials. The production and development of locally produced
teaching and learning materials shall be encouraged. The approval of these materials shall be devolved to the
regional and division education unit in accordance with national policies and standards.

10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic education shall be
delivered in languages understood by the learners as language plays a strategic role in shaping the formative
years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and dominant language
of the learners shall serve as the fundamental language of education. For Kindergarten and the first three years
of elementary education, instruction, teaching materials, and assessment shall be in the regional or native
language of the learners. The DepEd shall formulate a mother language transition program from the mother/first
language to the subsequent languages of the curriculum that is appropriate to the language capacity and needs of
learners from Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of instruction
until such time when these two (2) languages can become the primary languages of instruction at the secondary
level.

10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education curriculum, the
DepEd shall undertake consultations with other national government agencies and other stakeholders including,
but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission
(PRC), private and public schools associations, national student organizations, national teacher organizations,
parents-teachers associations, chambers of commerce and other industry associations, on matters affecting the
concerned stakeholders.

Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a Curriculum
Consultative Committee shall be created, to be chaired by the DepEd Secretary or his/her duly authorized
representative, and with members composed of, but not limited to, a representative each from the CHED,
TESDA, DOLE, PRC, the Department of Science and Technology (DOST), and a representative from business
chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association.
The Consultative Committee shall oversee the review and evaluation of the implementation of the enhanced
basic education curriculum and may recommend to the DepEd the formulation of necessary refinements in the
curriculum.

RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING PROFESSIONAL

DEVELOPMENT

Section 12. Teacher Education and Training. To ensure that the enhanced basic education program meets the
demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education
and training programs, in collaboration with relevant partners in government, academe, industry, and non-
governmental organizations. Such professional development programs shall be initiated, conducted and
evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and
training programs shall include, but shall not be limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the enhanced basic
education curriculum but have not undergone pre-service education that is aligned with the enhanced basic
education curriculum shall be trained to meet the content and performance standards of the enhanced basic
education curriculum.

The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such
training.

12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with the
enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their
competencies and skills to the content and performance standards of the new curriculum. Furthermore, the
CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these TEIs will meet the necessary quality standards for new teachers. Duly recognized
organizations acting as TEIs, in coordination with the DepEd, CHED, and other relevant stakeholders, shall
ensure that the curriculum of these organizations meets the necessary quality standards for trained teachers.

For purposes of this subparagraph, the term “duly recognized organizations acting as TEIs” refers to
organizations, other than schools or HEIs, contracted out by the DepEd during the transition and for a fixed
period, to provide teacher training for purposes of retooling the graduates of the Teacher Education curriculum,
and only in such areas where there is a shortage of trained teachers.

12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their roles
as academic, administrative, and community leaders.

12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile
Teachers, and Learning Facilitators. ALS coordinators, instructional managers, mobile teachers, and learning
facilitators shall likewise undergo workshops and training to enhance their skills on their roles as academic,
administrative, and community leaders.

Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of Republic
Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994,” the DepEd and
private educational institutions shall hire, as may be relevant to the particular subject:

13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed to teach
in their specialized subjects in elementary and secondary education with shortages in qualified applicants who
have passed the Licensure Examination for Teachers (LET). They shall also include graduates admitted by
foundations duly recognized for their expertise in the education sector and who satisfactorily complete the
requirements set by these organizations; Provided, That they pass the LET within five (5) years after their date
of hiring; Provided, further, That if such graduates are willing to teach in basic education on part-time basis, the
provisions of LET shall no longer be required.

The term “foundations,” as used in this section, refers to non-stock, non-profit organizations, which are not
operating as educational institutions, contracted out by the DepEd for a fixed period, to provide volunteers to
teach in basic education in areas where there is a shortage of qualified teachers. The DepEd shall issue the
guidelines and procedures for selection and eligibility of these organizations.

13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education; Provided, That these graduates possess the necessary certification issued by TESDA; Provided,
further, That they undergo appropriate in-service training to be administered by the DepEd or HEIs at the
expense of the DepEd. The DepEd shall provide administrative support to private educational institutions for
the in-service training of their teachers on the enhanced basic education curriculum.

13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary
education; Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;

13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the specialized
learning areas offered by the enhanced basic education curriculum, to teach in the secondary
level: Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination with the
appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.

RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS

Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article XIV, Section
5(1) of the 1987 Philippine Constitution, the State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable supervision and regulation of all educational
institutions.

Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High Schools. The
DepEd shall regulate the offering of senior high school in private educational institutions. Private educational
institutions may only offer senior high school when so authorized by the DepEd. The DepEd shall prescribe the
guidelines on the issuance and revocation of permits and/or recognition of senior high schools.

Section 16. Specializations in Private Senior High School. Private educational institutions may offer
specializations in senior high school that are essential to the economic and social development of the nation,
region or locality. Local planning in the development of educational policies and programs shall be encouraged
consistent with the State policy to take into account regional and sectoral needs and conditions.

RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY

Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act, to properly
guide the students towards becoming productive and contributing individuals through informed career choices,
the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, industry associations, professional
associations, and other relevant stakeholders, shall pursue programs that expose students to the world and value
of work, and develop the capability of career counselors and advocates to guide the students and equip them
with the necessary life skills and values.

Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will guide secondary
level students in choosing the career tracks that they intend to pursue. Career advocacy activities involve
provision of career information and experiences, advising, coordinating and making referrals, and may include,
but are not limited to, career talks, career and job fairs, parents’ orientations, and seminar-workshops on career
decision-making.

Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counseling Act of 2004,” career advocates shall be allowed to conduct
career advocacy activities for secondary-level students of the schools where they are currently
employed; Provided, That they undergo appropriate capacity building programs developed and implemented by
the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry
associations, guidance and counseling associations, professional associations, and other relevant stakeholders.

Career advocacy may be conducted by career advocates and peer facilitators. Consistent with Section 9 of the
Act, career advocates refer to career and employment guidance counselors who are not registered and licensed
guidance counselors. Career advocates include homeroom advisers and teachers of all learning areas who will
implement career advocacy activities. Peer facilitators are secondary-level students trained to assist career
advocates in implementing career advocacy activities.

Section 20. Role of the DepEd. The DepEd shall:

(a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas;

(b) Conduct career assessments;

(c) Conduct regular career advocacy activities;

(d) Conduct continuous professionalization and capacity building of guidance counselors, career advocates, and
peer facilitators;

(e) Develop or accredit training programs on career advocacy;

(f) Establish a career advocacy unit and provide adequate office space in high schools; and

(g) Designate guidance supervisors at the division level and career advocates at the school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH

PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC SCHOOLS

Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the DepEd shall
develop programs of assistance that will extend the benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance for Students and Teachers in Private Education Act,” to qualified
students enrolled in senior high school.

Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be made available
primarily to students who completed junior high school in public schools, taking into account the income
background and financial needs of students, available capacities of public, private and non-DepEd public
schools in the locality, socio-economic needs of regions, overall performance of private and non-DepEd public
schools, as well as geographic spread and size of the student population.

The programs of assistance may also be made available to students who completed junior high school in private
educational institutions, whether these students are E-GASTPE beneficiaries or not, subject to compliance with
the qualifications and guidelines to be determined by the DepEd.
Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by the DepEd
may include any of the following:

(a) A voucher system, where government issues a coupon directly to students to enable them to enroll in eligible
private educational institutions or non-DepEd public schools of their choice under a full or partial tuition or
schooling subsidy;

(b) Education Service Contracting (ESC), where the government enters into contracts with private educational
institutions or non-DepEd public schools to shoulder the tuition and other fees of high school students who shall
enroll in private high schools under this program;

(c) Management contracts, where government enters into contractual arrangements with private educational
institutions or non-DepEd public schools to manage the day-to-day operations of public schools under agreed
performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and

(e) Other forms of financial arrangements consistent with the principles of public-private partnership.

The DepEd shall take into account the ability of program beneficiaries to cover tuition differentials, if any, in
setting the amount of the voucher, ESC, or other forms of assistance. The amount of assistance to be given by
the government shall not exceed the determined per student cost in public schools.

Section 24. Participating Schools. Private educational institutions, non-DepEd public schools, and other
potential providers of basic learning needs that may be authorized to offer senior high school are eligible to
participate in programs of assistance, as may be applicable, under the E-GASTPE program and other financial
arrangements formulated by the DepEd and DBM based on the principles of public-private partnership. The
continued participation of said providers in the E-GASTPE program and other financial arrangements is subject
to their meeting minimum requirements and standards, including student performance, as determined by the
DepEd.

To promote partnership and greater cooperation between public and private educational institutions,
government will take into account existing and potential capacities of private educational institutions in
expanding public school capacity.

Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements or establish
new mechanisms for the design, administration, and supervision of programs of assistance or aspects thereof,
subject to the approval of the appropriate government agencies. For this purpose, the DepEd shall:

(a) Issue the appropriate guidelines for the implementation of the programs of assistance;

(b) Ensure transparency and accountability in the implementation of the programs of assistance;

(c) Implement information and advocacy programs to inform the general public and ensure greater participation
and availment of the programs of assistance; and

(d) Undertake periodic reviews of the program features and make adjustments, as necessary, to ensure the
successful, effective and sustainable implementation of the program. The program features shall include, among
others, amount of subsidy, number of grantees, eligibility requirements, and performance of participating
schools.
Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule shall be
ensured by the national government.

The DepEd shall encourage private and corporate donors to support the programs of assistance in this section
under the framework of Republic Act No. 8525, entitled, “An Act Establishing An ‘Adopt-A-School Program,’
Providing Incentives Therefor, And For Other Purposes,” and other relevant laws and policies.

Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later than the start
of School Year 2016-2017.

Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance for kindergarten
and elementary pupils and alternative learning system learners in accordance with specific objectives, taking
into account the need and capacities of public and private educational institutions.

RULE VII. TRANSITORY PROVISIONS

Section 29. Private Basic Educational Institutions’ Transition to the Enhanced Basic Education
Program. The DepEd shall ensure the smooth transition of private elementary and high schools in the country
that are not aligned with the enhanced basic education program. Private educational institutions or a group
thereof shall develop their plans detailing how to transition from their current basic education system to the
enhanced basic education program. The DepEd shall provide the appropriate guidelines on the evaluation of the
transition plans.

Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior to the
enactment of this Act shall submit to the DepEd their transition plans within twelve (12) months from the
effectivity of this IRR, subject to the guidelines that will be issued by the DepEd.

Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act, the DepEd,
CHED and TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth
transition from the existing ten (10) years basic education cycle to the enhanced basic education program. The
strategies may cover, among others, changes in physical infrastructure, human resource, organizational and
structural concerns, bridging models linking secondary education competencies and the entry requirements of
new tertiary curricula, and partnerships between the government and other entities. Modeling for Senior High
School (SHS) may be implemented in selected schools to simulate the transition process and provide concrete
data for the transition plan following the guidelines set by the DepEd. The results of the SHS modeling program
may be considered in the nationwide implementation of the SHS program in School Year 2016-2017.

30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced basic
education program and mitigate the expected multi-year low enrolment turnout for HEIs and TVIs starting
School Year 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources, and issue relevant guidelines on such partnerships. Moreover, the DepEd,
CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure
the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and
training services for graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 of the
Act, shall be given priority in hiring for the duration of the transition period.

30.2. Financing Framework for State Universities and Colleges During the Transition Period. The CHED
and DBM shall review the financing policy framework for State Universities and Colleges in light of the Act
with the end in view of optimizing the use of government resources for education, the results of which shall be
covered by a joint administrative issuance.
30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on Industry Human
Resource Requirements. The DOLE, CHED, DepEd, TESDA and PRC, in coordination with industry
associations and chambers of commerce, shall develop a contingency plan, not later than the start of School
Year 2015-2016, to mitigate the effects of the enhanced basic education program with respect to a potential
reduction or absence of college graduates to meet the human resource requirements of industry. The plan shall
contain mitigation strategies for industries to adjust their employment policies as deemed necessary and
expedient, and may include the adoption of other relevant programs or appropriate qualifications.

Section 31. Labor and Management Rights. In the implementation of the Act, including the transition period,
the rights of labor as provided in the Constitution, the Civil Service Rules and Regulations, Labor Code of the
Philippines, and existing collective agreements, as well as the prerogatives of management, shall be respected.
The DOLE, DepEd, CHED and TESDA shall promulgate the appropriate joint administrative issuance, within
sixty (60) days from the effectivity of this IRR, to ensure the sustainability of the private and public educational
institutions, and the promotion and protection of the rights, interests and welfare of teaching and non-teaching
personnel.

For this purpose, the DOLE shall convene a technical panel with representatives from the DepEd, CHED,
TESDA and representatives from both teaching and non-teaching personnel organizations, and administrators of
the educational institutions.

Section 32. Transition Period. The transition period shall be reckoned from the date of the approval of this
IRR until the end of School Year 2021-2022.

RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE

Section 33. Joint Congressional Oversight Committee on the Enhanced Basic Education Program. The
Joint Congressional Oversight Committee created under Section 13 of the Act shall be composed of five (5)
members each from the Senate and from the House, including Chairs of the Committees on Education, Arts and
Culture, and Finance of both Houses. The membership of the Committee for every House shall have at least two
(2) opposition or minority members.

RULE IX. MANDATORY EVALUATION AND REVIEW

Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepEd shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the
Enhanced Basic Education Program in terms of closing the following current shortages: (a) teachers; (b)
classrooms; (c) textbooks; (d) seats; (e) toilets; (f) other shortages that should be addressed.

The DepEd shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d)
completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other
learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs;
and sports, music and arts.

RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS

Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to increase the per capita
spending on education towards the immediate attainment of international benchmarks. Towards this end, the
DepEd shall seek to:

a) engage local government units to efficiently use the special education fund and other funds to advance and
promote basic education;
b) implement programs that will enhance private sector participation and partnership in basic education; and

c) propose an annual budget allocation in accordance with these goals. The DepEd shall further develop a multi-
year spending plan to ensure that the UNESCO-prescribed standards on education spending are attained.

RULE XI. FINAL PROVISIONS

Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the operationalization of
the Enhanced Basic Education Program shall be charged against the current appropriations of the DepEd.
Thereafter, such sums which shall be necessary for the continued implementation of the enhanced basic
education program shall be included in the annual General Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and guidelines as
may be necessary to further implement this IRR.

Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd Secretary,
CHED Chairperson, and TESDA Director-General.

Section 39. Separability Clause. Should any provision of this IRR be subsequently declared invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other provisions.

Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations implementing the
pertinent provisions of Batas Pambansa Bilang 232 or the “Education Act of 1982,” Republic Act No. 9155 or
the “Governance of Basic Education Act of 2001,” Republic Act No. 9258, Republic Act No. 7836, and all
other laws, decrees, executive orders and rules and regulations, contrary to or inconsistent with the provisions of
the Act are deemed repealed or modified accordingly.

Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in the Official
Gazette or in two (2) newspapers of general circulation.

This IRR shall be registered with the Office of the National Administrative Register at the University of the
Philippines Law Center, UP Diliman, Quezon City.

MARCH 7, 1997 – DO 26, S. 1997 – INSTITUTIONALIZATION OF SPED PROGRAMS IN ALL

SCHOOLS
March 7, 1997

DO 26, s. 1997

Institutionalization of SPED Programs in All Schools

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
School Division Superintendents

1. In support to the implementation of the Republic Act 7277 (Magna Carta for
Disabled Persons) and to achieve the target set for the Asian and Pacific Decade of
Disabled Persons (1993-2002) that 75% of the 4 million children with disabilities
 should be provided equal educational opportunities, special needs education shall
be institutionalized in all schools.
2. The Institutionalization aims to provide access to basic education among children
with special needs, namely, the gifted/talented, the mentally retarded, the visually
impaired, the hearing impaired, the orthopedically handicapped, the learning
disabled, the speech defectives, the children with behavior problems, the autistic
children and those with health problems through the formal system and other
alternative delivery services in education.
3. The following are the guidelines which shall be observed in the institutionalization
of special needs education:
1. All divisions shall organize at least one SPED Center which will cater to
children with special needs. Programs organized shall adopt the inclusive
education concept or the different types of SPED programs suited to the
needs of the learners. The Center shall function as a Resource Center:
– to support children with special needs integrated in regular schools;
– to assist in the conduct of in-service-training
– to produce appropriate teaching materials; and
– to conduct continuous assessment of children with special needs.
School divisions shall appropriate funds for the aforementioned activities.
2. All districts shall organize SPED programs in schools where there are
identified children with special needs. Assistance from existing SPED Center
shall be sought in the assessment of the children with special needs and in
the orientation or training of the regular teachers to help these students.
Teachers and administrators who have had trainings in SPED shall be
identified and their expertise tapped.
3. Local trainings at the regional, division and district levels shall be initiated
and conducted by the identified Regional Trainers in Special Education.
4. To sustain the continuing interest of supervisors, administrators and
teachers in the implementation of the SPED programs, incentives shall be
planned and provided for.
5. To ensure that the education of children with special needs is an integral
part of the educational system, an annual allocation for extension position
shall be provided for SPED teachers.
4. Implementation for the institutionalization shall commence in SY 1997¬-1998. The
Regional Special Education Unit in coordination with the Regional SPED Council
shall provide assistance to the Regional Director in the institutionalization of the
SPED program.
5. The Special Education Division of the Bureau of Elementary Education shall provide
technical assistance to all Regional Offices for the implementation of this program.
6. Immediate dissemination and compliance to this Order is desired.
Activities to Promote Parent Involvement
Research shows that children are more likely to succeed
academically and are less likely to engage in violent behavior
if their families are involved in their education. Many parents
say, however, that they feel unwelcome or uncomfortable in
their children's schools. Teachers often feel under attack by
parents who are highly involved. Learn how to bridge the
gap. Included: A dozen activities to promote parental
involvement and ten tips for involved parents.

The following quote comes from Fathers' Involvement in Their

Children's Schools, a report from the National Center for Education
Statistics. "School-aged children in both two-parent and single-
parent families are more likely to get mostly A's, to enjoy school,
and to participate in extracurricular activities and are less likely to
have ever repeated a grade and to have ever been suspended or
expelled if their fathers or mothers have high as opposed to low
levels of involvement in their schools."
Additional studies have found that parental involvement is more
important to student success, at every grade level, than family
income or education. However, Strong Families, Strong Schools, a
report that reflects 30 years of research on family involvement in
education, stated the sad fact that "in many instances parents don't
feel as if we welcome them in school."

Build a Bridge
"Educators need to be willing to recognize the extent of this
disconnection as a precondition for involving families in their
children's education," the report continued, offering the following
suggestions for reducing that feeling of disconnection:
 Be sure the first contact with parents is a positive one.
 Communicate with parents straightforwardly and simply, avoiding
educational "jargon."
 Ensure that all parents have regular access to clear, concise, and easily
readable information about their children's school and classroom.
 Ask parents to share their concerns and opinions about school, and then
address those concerns.
 Accommodate parents' work schedules.
 Accommodate language and cultural differences.

The National PTA has also set the following National Standards for
Parent/Family Involvement Programs:
 Encourage active parent participation in student learning.
 Establish regular, meaningful communication between home and school.
 Collaborate with parents to ensure that children have a supportive
learning environment at school and at home.
 Welcome parents as advocates for their children as well as the school's
other students.
 Invite parents to act as full partners in making school decisions that affect
children and families.
 Reach out to the community for resources to strengthen schools.

The activities below will help you meet those standards by letting
parents know they are welcome in school and by helping them find
ways to contribute to their children's education both in and out of
school.

Put Out the Welcome Mat

 Create a school climate and structures that support family involvement.
 Provide families with a list of required mastery skills for each subject
taught at your grade level.
 Invite families to share hopes for and concerns about children and then
work together to set student goals.
 Print and send home:
 In September: As a Parent, I Promise
 In October: Coping With High-Stakes Tests
  In November: How to Make Parent-Teacher
Conferences Work for Your Child
 In December: Help Your Student Get the Most
Out of Homework
 In January: The Role of Parents in their Child's
Learning
 In February: Parent Involvement = Student
Success
 In March: Education World's Tips for Involved
Parents
 In April: 10 Tips for a Successful Parent-
Teacher Conference
 In May: 8 Ways Parents Can Promote Reading
at Home
 Initiate a classroom volunteer program.
 Create a parent resource center. Provide materials on issues of concern
to parents, such as child development, health and safety, drug education,
special education, and so on. Include information about local parenting
and social services agencies. If possible, provide sample textbooks,
extension activities, software, and audio and videotapes.
 Create a classroom Web site and incluage groude a parent page.
 Set up a homework hot line students or parents can call to get forgotten or
missed assignments.
 Invite parents to present talks and/or demonstrations about their
specialized knowledge or skills.
 Following conference or report card time, offer workshops on improving
grades and study skills.
 Maintain regular communication by sending home
  Weekly folders of student work.
 Monthly calendars of special events to be
celebrated or taught.
 A regular class newsletter.
 Weekly work sheets containing activities
students and families can do together.
 Compile a wish list that includes both goods -- from craft sticks to carpet
squares to software -- and services -- from stapling newsletters to
chaperoning field trips to coordinating special events -- that parents might
provide. Be sure the list includes many free or inexpensive items and
activities that do not demand a great deal of time or a long-term
commitment.

Additional Resources
 Project Appleseed
This non-profit, national campaign advocates improvement in public
schools by increasing parental involvement in U.S. schools.
 The National PTA
This site provides a number of documents offering ideas for teachers and
schools who want to encourage and promote parental involvement in
education.
 National Network of Partnership Schools
Established by researchers at Johns Hopkins University, this organization
helps schools, districts, and states develop and maintain programs that
promote school-family-community partnerships.

Lesson Proper for Week 7

4.1 Objective 1
Typical Development
Parents and health practitioners often track and measure a child’s developmental milestones from infancy to middle school.
Developmental milestones include physical or behavioral signs of physical, social, and cognitive progress that lead to mastery over
one’s environment. Smiling, crawling, manipulating objects, walking, self-care, and talking are examples of developmental milestones
that provide valuable insight into a child’s development.
Most children develop skills in similar patterns and at similar times. But attaining milestones varies, based on each child’s family and
personal history and environment. Therefore, milestones are generally reported in age ranges, rather than by a specific age.

Atypical Development
Every child is unique. Each develops at his or her own pace and style. You might be concerned if your child is not yet crawling or
walking when many peers are already displaying this skill. But remember that there are variations in typical development. That’s why
developmental milestones are noted as ranges.
This could be a sign of a motor or movement disorder. These are examples: a child who cannot maintain sitting by the tenth month or a
child whose legs get very stiff every time he tries to roll over. Older children may also be displaying atypical development if they are not
able to eat with utensils or dress or undress, or if they have trouble cutting with scissors or drawing.
Parents and family members who have concerns about a child’s development should bring their concerns to their health care providers
as soon as possible. Sometimes all parents need is information about typical developmental. However, if you continue to see problems
with your child’s development, you may need to be assertive to obtain the appropriate referrals to specialists.

Lesson Proper for Week 8

4.1 Objective 1
Parents, caretakers, physicians, and early childhood educators are expected to monitor child development and identify children with
suspected disabilities so they can access and benefit from services. To understand atypical development, caretakers first must
understand typical development. Developmental milestones are guidelines that enable parents and professionals to monitor a child’s
skills according to other children of the same age. Healthy development describes the physical, mental, and social development of a
child who is achieving skills according to the expected timeframe. Every child is unique and develops at his/her own pace, however
most children develop new skills in a predictable order. When one skill is developed, it allows for a more difficult skill to be learned.
Atypical Child Development Typical Development: Child development refers to the biological and psychological changes that occur in
human beings between birth and the end of adolescence, Typical Motor Development 3 months 12 months• Lift head when held at your
shoulder • drink from a cup with help• lift head and chest when lying on his stomach • feed herself finger food like raisins or bread
crumbs• turn head from side to side when lying on his stomach.

4.2 Objective 2

Typical Motor Development 3 months 12 months Lift head when held at your shoulder drink from a cup with help lift head and chest
when lying on his stomach feed herself finger food like raisins or bread crumbs turn head from side to side when lying on his stomach
grasp small objects by using her thumb and index or follow a moving object or person with his eyes forefinger often hold hands open or
loosely fisted use his first finger to poke or point grasp rattle when given to her put small blocks in and take them out of a container
wiggle and kick with arms and legs knock two blocks together sit well without support 6 months hold head steady when sitting with
your help crawl on hands and knees reach for and grasp objects pull himself to stand or take steps holding onto furniture play with his
toes help hold the bottle during feeding standalone momentarily explore by mouthing and banging objects walk with one hand held
move toys from one hand to another cooperate with dressing by offering a foot or an arm shake a rattle pull up to a sitting position on
her own if you grasp her hands sit with only a little support sit in a high chair Information on this slide taken from: roll over bounce when
held in a standing position http://www.nncc.org/child.dev/mile1.html
Typical Cognitive Development Birth: Beginning to develop concepts e.g. becomes aware of physical sensations such as hunger.
Explores using his senses. Make eye contact and cry to indicate need.3 months: Takes increasing interest in his surroundings. Shows
interest in playthings. Understand cause and effect, e.g. if you tie one end of a ribbon to his toe and the other to a mobile, he will learn
to move the mobile.6 months: Finds feet interesting. Understand objects and know what to expect of them. Understand up and down
and make appropriate gestures, such as raising his arms to be picked.9 months: Shows interest in picture books. Watches activities of
others with interest.12 months: Responds to simple instructions. Uses trial-and-error to learn about objects.
Atypical Motor Development Autism Impact Performs repetitive movements, such as rocking, spinning or hand-flapping Moves
constantly “I think the fluidity of access to various places in my brain is dependent Clumsy upon neurological movement between
places. I’m no scientist, but have always been able to "see" this inside of me. Sometimes my Fine motor difficulties: handwriting,
buttoning a speaking is hindered; other times my thinking, and sometimes my shirt, holding a fork, typing shoelaces. Physical
movement. The hardest is when thinking is not working smoothly.” Judy Endow (2010) author with autism sometimes late to sit up,
stand, or walk Toe walking
Atypical Cognitive Development Down Syndrome Impact Memory development for individuals with Down syndrome– An overview Sue
Buckley and Gillian Bird Working memory for children with working memory is the system in the brain that supports the daily Down
syndrome processing of visual and verbal information as individuals go about their lives. It has been described as ‘a mental workplace’,
as it is not only essential for language processing, it also supports activities which involve they have a specific impairment in short-term
holding and manipulating information such as reading a text with memory for verbal information. Comprehension, planning and writing
text or messages, doing mental arithmetic, and holding temporary information like a telephone number while dialing it. In addition to
being a temporary storage and processing This will make processing verbal information system essential to everyday functioning and to
mental abilities, part of the working memory system which is specialized for holding verbal information and, therefore, learning from -
the phonological loop - is thought to be essential for learning a spoken listening, especially difficult for them.

Lesson Proper for Week 9

4.1 Objective 1
The etiology (or cause) of physical and health disabilities varies greatly according to the specific disease or disorder. Some of
the most common etiologies resulting in physical and health disabilities are genetic and chromosomal defects, teratogenicity causes,
prematurity and complications of pregnancy, and acquired causes. In some cases, certain physical or health disabilities have multiple
etiologies. For example, cerebral palsy can be caused by prenatal abnormalities, biochemical abnormalities, genetic causes, congenital
infections, environmental toxins, prematurity-associated complications, or postnatal events. On the other hand, the exact cause of some
physical and health disabilities are unknown.
Chromosomal and Genetic Causes
Among the most common causes of physical and health disabilities are hereditary conditions resulting from defects in one or both
parents’ chromosomes or genes. Several genetic defects are believed to contribute to a range of physical and health disabilities, such
as muscular dystrophy, sickle cell anemia, hemophilia, and cystic fibrosis (Heller, 2009b; Heller, Mezei, & Schwartzman, 2009). In some
cases, infants may be born with several disabilities resulting from an inherited congenital syndrome (for example, Cockayne syndrome,
which can result in mental retardation, dwarfism, deaf-blindness, unsteady gait, and tremors). In these examples, the inherited gene
clearly causes the disease or disorder. Although there are about sixty genetic causes of deaf-blindness (DB-Link, 2007), we have
chosen only two illustrative syndromes. Our first example is CHARGE Association (syndrome), which represents a collection of physical
irregularities present at birth. This syndrome is an extremely complex disorder typically involving extensive medical as well as physical
challenges. CHARGE Association is a relatively rare disorder occurring in 1 out of every 9,000–10,000 births. In the vast majority of
cases, there is no history of CHARGE syndrome or any other similar condition in the family (CHARGE Syndrome Foundation, 2007).
CHARGE is an acronym that stands for
C = coloboma, a congenital condition resulting from an unusually shaped (teardrop) pupil and/or other abnormalities of the eye
contributing to difficulties with depth perception, visual acuity, and sensitivity to light
H = heart defects, which may range from minor to life-threatening conditions
A = atresia, complications of the respiratory system
R = retarded physical growth; in some instances mental retardation is also present
G = genital abnormalities—incomplete or underdeveloped genitals, more common in males
E = ear defects, structural deformities in the outer, middle, or inner ear; hearing loss may range from mild to profound

Teratogen Causes
Many physical and health disabilities are caused by teratogenic agents that affect the developing fetus. Teratogens are outside causes,
such as infections, drugs, chemicals, or environmental agents, that can produce fetal abnormalities. Certain congenital infections can
result in severe multiple disabilities in the unborn child. Infections are acquired by the mother and then passed on to the developing
fetus. Several prenatal infections that may result in severe birth defects are referred to by the acronym STORCH—syphilis,
toxoplasmosis, other, rubella, cytomegalovirus, and herpes. The effects of these infections on the fetus can vary from no adverse effect
to severe disabilities or death. neuro contracts one of these infections during gestation may be born with cerebral palsy, blindness,
deafness, mental retardation, and several other abnormalities, including heart defects, kidney defects, brain abnormalities, and deaf-
blindness.
Prematurity and Complications of Pregnancy
Infants are usually born at approximately 40 weeks of gestation, weighing approximately 7½ pounds (Kliegman, Behrman, Jensen, &
Stanton, 2007). An infant born before 37 weeks is considered premature. Infants who are premature and born with very low birth weight
(less than 1,500 grams) are at risk of having disabilities. These infants can develop neurological problems resulting in cerebral palsy,
epilepsy, vision loss, hearing loss, deaf-blindness, and/or psychosis (Valcamonico et al., 2007). Cognitive functioning can be affected,
resulting in mental retardation or learning disabilities, which can lead to future educational difficulties
Acquired Causes
Many physical and health disabilities in addition to related low-incidence disabilities, are acquired after birth by infants, children, and
adults. These acquired causes include trauma, child abuse, infections, environmental toxins, and disease. For example, deaf-blindness
may be caused by meningitis. Traumatic brain injury is usually due to an acquired cause resulting from some type of trauma (for
example, falls, accidents, child abuse). The extent of disability will depend on the cause and its severity.

Researchers do not know all of the possible causes of learning disabilities, but they have found a range of risk factors during their work
to find potential causes. Research shows that risk factors may be present from birth and tend to run in families.1 In fact, children who
have a parent with a learning disability are more likely to develop a learning disability themselves.2 To better understand learning
disabilities, researchers are studying how children’s brains learn to read, write, and develop math skills. Researchers are working on
interventions to help address the needs of those who struggle with reading the most, including those with learning disabilities, to
improve learning and overall health.

Factors that affect a fetus developing in the womb, such as alcohol or drug use, can put a child at higher risk for a learning problem or
disability. Other factors in an infant’s environment may play a role, too. These can include poor nutrition or exposure to lead in water or
in paint. Young children who do not receive the support they need for their intellectual development may show signs of learning
disabilities once they start school Etiology of Psychiatric Disorders

Etiology or causation of psychiatric disorders is a complex issue. This complexity has several aspects: psychiatric disorders are caused
by the interaction of a multitude of biological, psychological and social factors. Separation of time between the cause and effect

4.2 Objective 2

Characteristics of Individuals with Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities

The specific characteristics of an individual who has a physical or health disability will depend on the specific disease, its severity, and
individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities. Also, it is important to
remember that students who have severe physical disabilities (even individuals who are unable to talk, walk, or feed themselves) may
have normal or gifted intelligence. No one should judge a person’s intellectual ability based on physical appearance. A multitude of
physical and health disabilities may be encountered at school. Each of them has differing characteristics, treatments, and prognoses.
To illustrate the range of conditions included under physical and health disabilities, this section describes a number of sample
conditions across the four IDEA categories of orthopedic impairments, multiple disabilities, traumatic brain injury, and other health
impairments. Table 13.2 gives an outline of the categories, subcategories, and sample conditions that will be discussed. Characteristics
of individuals with deaf-blindness will also be reviewed.
Lesson Proper for Week 10
4.1 Objective 1
Numerous studies have shown that students with special needs (SN students) do not reach the level of academic performance of
regular students, since their behavioral or emotional problems interfere with their ability to use their cognitive skills at an optimal level.
The focus of these studies is primarily on academic achievement, measured with summative assessment methods or standardized
tests. However, do we obtain a valid picture of the capabilities, skills, and talents of students if we measure these with standardized
tests, mostly referring to specific domains such as arithmetic and spelling? Instead, research should also focus on other domains,
measures, and conditions of performance in order to identify skills, and capabilities that would otherwise be missed. This paper aims to
contribute to this matter by examining 31 regular and SN students’ understanding of scientific concepts by using a micro genetic design
and an alternative method of measuring understanding. The students (age 3–5) explored two scientific tasks under a condition of
optimal scaffolding, meaning that they were encouraged and assisted by an adult while working on the tasks. The aim of this study is to
examine whether differences between SN and regular students will be revealed in the process of building their understanding of
scientific concepts, under the guidance of an experienced adult who provides adaptive scaffolding.

4.2 Objective 2

Children’s Understanding of Scientific Concepts

Children’s understanding of scientific concepts develops from a very young age on. Recently, researchers have argued the importance
of studying the development of young children understands of
scientific concepts. Young children’s cognitive skills in the domain of science are the foundations of later literacy in this area and assist
children in developing their reasoning about complex relationships. The degree of understanding scientific concepts reflects the level of
scientific thinking skills children can use while working on a problem solving task. Scientific thinking skills can be defined as the skills
needed for describing a problem-solving situation, for forming hypotheses, testing hypotheses, and explaining as well as evaluating
outcomes. In the last decades, children’s understanding of various scientific concepts has been studied. These studies predominantly
focused on specific outcomes of individual learning processes, such as pre- and posttest scores on questionnaires. In order to study
students’ understanding of scientific concepts, it is important to look not only at their achievements under a condition of individual
performance, but also—even more importantly—under a condition in which they are supported.

Special Needs Students

The Organization for Economic Co-operation and Development (OECD) defines students with special educational needs as those
students who require “additional public and/or private resources to support their education” [19]. Since this definition is quite broad, the
OECD has defined three cross-national subcategories in which special needs students can be divided: students with disabilities (e.g.,
sensory, motor, or neurological disabilities), students with difficulties (e.g., emotional and/or behavioral difficulties that have a negative
effect on learning), and students with disadvantages (e.g., disadvantages due to socio-economic or linguistic factors). Depending on
the country and the student’s condition, students with special needs receive extra resources within regular educational facilities, or are
placed in special classrooms or schools. In the current research project, we visited special needs students with emotional and/or
behavioral difficulties who were enrolled in special educational facilities. Most of these students were officially diagnosed with ADHD or
mild forms of autism spectrum disorders (ASD), such as pervasive developmental disorder-not otherwise specified (PDD-NOS). A
literature search showed that SN students with difficulties usually perform below the level of regular students on academic achievement
tests that are usually standardized. This leads to the question whether a condition of optimal scaffolding would yield the same results.

In general, children diagnosed with ADHD show inattention (e.g., difficulty staying focused, often distracted and unorganized),
hyperactivity (e.g., motoric restlessness, excessive talking), and impulsivity (e.g., cannot wait for his/her turn, doing before thinking) ,
which seem to impair their ability to learn [. Luo and Li found that the memory capacity (including short-term and working memory) of
children with ADHD was impaired compared to that of typically developing children. Moreover, studies examining the processing level
of children and adults with ADHD indicated that they have deficits in higher-level processing and that they use different brain areas to
encode complex or low-salient stimuli .

Children diagnosed with ASD are impaired in initiating and sustaining appropriate social interactions (e.g., maintaining relationships,
limited social or emotional reciprocity) and communication (e.g., stereotyped use of language, impaired Theory of Mind). In addition,
they often show limited and repetitive behavioral patterns. Barnes et al stated that ASD students are not able to learn as easily as
regular students, since they do not make deliberate use of their (social) environment, even though their implicit learning processes
seem to be intact. Studies on higher-level processing of children with ASD showed that they exhibit difficulties when higher-level
language processing (the use of meaning and context of a word) is needed to encode information.

Many SN students with difficulties (in our sample as well as in the broader population) have a combined diagnosis, such as pervasive
developmental disorder-not otherwise specified (PDD-NOS) with hyperactivity symptoms, or ADHD with symptoms of oppositional
deviant disorder (ODD). While there are differences with regard to the specific difficulties that students with different diagnoses
encounter in learning situations, they do resemble each other in that SN students with difficulties generally display significant academic
delays across all placements (including all forms of special education and general education; for a meta-analysis, which do not seem to
improve over time.
Learners with exceptionalities any individuals whose physical, mental, or behavioral performance is so different from the norm either
higher or lower that additional services are needed to meet their individuals’ needs disability a functional limitation a person has that
interferes with the person’s physical or cognitive abilities handicap a condition imposed on a person with disabilities by society, the
physical environment, or the person’s attitude. For e.g., a student who uses a wheelchair is handicapped by a lack of access ramps.
Handicap is therefore not a synonym for disability.
Gifted and Talented Act: the gifted and talented are children Who are identified as possessing demonstrated or potential abilities that
give evidence of high performance capabilities in areas such as intellectual, creative, specific academic or leadership ability in the
performance or visual and to by reason thereof require services or activities not ordinarily provided by the school
Lesson Proper for Week 11
4.1 Objective 1
No single individual can gather all of the information necessary to identify, understand, and plan for a student with a learning
disability. Planning for a student with specific learning needs is a collaborative effort that involves a core team: parent(s), educators,
and student. If learning difficulties persist, the team may be expanded to include other members of the school staff as well as clinicians
and/or consultants. Each member of the core team (parent(s), educators, and student) contributes information to the student profile,
based on their interactions with and knowledge of the student. These multiple perspectives provide insight into the unique learning
needs of the student. The team determines how much they know about the student’s specific learning needs, what they still need to
know, and how to fill in gaps that exist in their knowledge. Once they have gathered enough information, they are ready to begin
selecting strategies, interventions, and adaptations that best support the student’s learning.
Teachers are in a unique position to shape and mold attitudes and opinions of other students, staff members, and parents about
students with special needs. Suggestions for communicating about students with special needs include:

Let us discuss the following:

People with learning disabilities have strengths, particularly relative to their weaknesses. The term “learning differences” is sometimes
employed because it captures the fact that difficulties in some areas are directly tied to strengths in others.

 Material or spatial reasoning: heightened ability to solve problems with navigation, or with the visualization of faces, scenes, and
objects. This skill can be useful for designers, engineers, filmmakers (like Steven Spielberg), or photographers, like Ansel Adams.
 Interconnectedness: the verbal reasoning capacity to connect seemingly-disconnected ideas (finding analogies, etc.). Paul
Orfalea, CEO of Kinko’s, has said that his learning style has helped him see the big picture and not worry about tiny details.
 Narrative reasoning: great memory for personal experiences. This skill can be helpful for poets (such as Philip Schultz),
essayists, memoirists, and other writers (like John Irving).
 Dynamic reasoning: ability to reason in novel situations. This is helpful for the business or scientific field, as exemplified by Jack
Horner and likely Albert Einstein.

4.2 Objective 2
Students with learning disabilities have average to above average intelligence but fail to learn as easily as their peers. Learning
disabilities occur when one or more of the neurological processes people use to learn and develop oral language, reading, writing,
mathematics, social skills, executive functions, memory, and motor skills is/are not working properly. Learning disabilities can affect any
or all aspects of a student’s academic growth. There are some common behaviors that students with learning disabilities often display.
These can easily be recognized by the classroom teacher as signs that a learning disability may exist. Some of these are outlined in the
following table. The more of these behaviors a student displays, the higher the probability that one or more of the neurological
processes required to acquire, organize, retain, and understand both verbal and non-verbal information is not functioning typically. In
the Early Years, more of the signs indicating the possibility of a learning disability are related to oral language and motor skills while in
the Senior Years, the greatest number of signs is related to executive functioning. This correlates with the major cognitive
developmental stages of children and adolescents. In the Early Years, children’s primary task is to develop language skills. In
adolescence, the primary task is to develop the ability to plan, self-monitor, and execute actions (executive functioning abilities

o Do not focus on the special needs. Focus instead on issues that affect quality of life.
o Do not portray successful students with special needs as superhuman. This practice could impose false expectations to all students
with special needs.
o Do not sensationalize a special need by saying "affected with", or "crippled with". More appropriate designation is "a person who has
_______" or "a person with _______."
o Avoid generic labels such as "the retarded" and use "people with intellectual disabilities."
o Put students first, not their special needs.
o Emphasize abilities and not disabilities.
o Avoid euphemisms to describe special needs.
o Do not imply disease connected with special needs.
o Characterize people with special needs as active participants in society (Gargiulo, 2003).

Lesson Proper for Week 13

4.1 Objective 1
.
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and
theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and
continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school
and society. Special educators understand how these influence professional practice, including assessment, instructional planning,
implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures,
and schools, and how these complex human issues can interact with issues in the delivery of special education services. They
understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and
other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and
philosophies of special education.

Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and
Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.

Special educators understand the effects that an exceptional condition2 can have on an individual’s learning in school and throughout
life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and
between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to
understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the
individual’s academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning
differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide
meaningful and challenging learning for individuals with ELN.
Special educators’ possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN.
Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special
curricula3 and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking,
problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-
reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge
and skills across environments, settings, and the lifespan

4.2 Objective 2
Some organizations estimate that there are hundreds of thousands of twice-exceptional learners. But there are no hard numbers
because so many of these students are never formally identified as being gifted, having a disability or both.
Twice-exceptional children tend to fall into one of three categories. These categories help explain why students often go through school
without the services and stimulation they need:
Students whose giftedness masks their learning and thinking differences. These kids score high on tests for giftedness but may not do
well in gifted programs. These students use their exceptional abilities to try to compensate for their weaknesses. But as they get older,
they may be labeled as “underachievers” or “lazy” as they fall behind their gifted peers.
Students whose learning and thinking differences mask their giftedness. Learning and thinking differences can affect performance on
tests and other assessments for giftedness. For example, since many of these tests require language skills, kids with language-based
challenges may not perform well. These kids may be placed in special education classes, where they become bored and possibly act
out because they aren’t being challenged enough. Some of these children are identified, wrongly, as having emotional problems.
Students whose learning and thinking differences and giftedness mask each other. These kids may appear to have average ability
because their strengths and weaknesses “cancel each other out.” Consequently, these students may not qualify for gifted programs or
for special education programs.

4.3 Objective 3
Cultural milieu refers to the setting and environment in which a person lives, including social and cultural aspects of life. The term
comes from the French word milieu, meaning 'middle.' Countries that have been influenced by the French language use this word to
describe a location and cultural environment. A way to remember what the word means is to think of being in the 'middle' of a particular
cultural 'milieu.'
Giftedness can add to the social and emotional challenges that often come along with learning and thinking differences. Here are some
challenges that twice-exceptional learners may face:
Frustration: This is especially common among kids whose talents and learning differences have gone unnoticed or only partially
addressed. These students may have high aspirations and resent the often-low expectations that others have for them. They may crave
independence and struggle to accept that they need support for their learning and thinking differences.
Like many gifted students, twice-exceptional learners may be striving for perfection. Nearly all the students who participated in one
study of giftedness and learning disabilities reported that they “could not make their brain, body or both do what they wanted to do.” No
wonder these kids are frustrated!
Low self-esteem: Without the right supports, children with learning and thinking differences may lose confidence in their abilities or stop
trying because they start to believe that failure is inevitable. This kind of negative thinking can add to the risk of depression.
Social isolation: Twice-exceptional kids often feel like they don’t fit into one world or another. They may not have the social skills to be
comfortable with the students in their gifted classes. They may also have trouble relating to students in their remedial classes. This can
lead twice-exceptional learners to wonder, “Where do I belong?” These children often find it easier to relate to adults than to kids their
age.
With the right supports and encouragement, twice-exceptional learners can flourish.

Talk to the school. If you suspect your child may be twice exceptional, request a meeting with the school’s special education
coordinator. Discuss your concerns, and ask about types of tests.
Ask to stay in the gifted program. If your child has been identified as gifted but is not doing well in that program, request that he be
assessed for learning and thinking differences before any decisions are made about removing him from the program.
Make the most of your child’s. If the school determines that your child is twice exceptional, use the annual goals in his Individualized
Education Program (IEP) to address his weaknesses and nurture his gifts. Be prepared to brainstorm—and to be persistent!
Find other twice-exceptional kids. Encourage your child to spend time with children who have similar interests and abilities. This can
help him celebrate his strengths and feel less isolated. You may be able to connect with twice-exceptional families through Understood
parent community.
Empower your child. Help him understand what his gifts and weaknesses are. Reassure him that he can get support in the areas where
he struggles. But resist the urge to rush in and rescue him every time he gets frustrated. It’s better to help him learn to cope with his
mixed abilities.
By partnering with your child’s teachers, you can help your child develop his talents and achieve his full potential. Learn more about
how to be an effective advocate for your child at school. With your love and support, your child can move ahead and make the most of
his gifts

Lesson Proper for Week 14

4.1 Objective 1
Developmental Disability across Cultures
Culture is a pattern of ideas, customs and behaviors shared by a particular people or society. It is constantly evolving.
Culture influences newcomers’ approaches to disability, including: their understanding of a disability and its etiology whether to seek
help treatment options their relationships with health professionals.
In many cultures, social interdependence and an individual’s role within the larger family and community are highly valued, while
independence and autonomy are valued less than in Western cultures. This perspective can affect how disability is perceived.
Many cultures seek out spiritual healers and traditional ‘alternative’ medicines.
In many cultures, attitudes toward a disability may include religious acceptance. Also, people may believe that a disability is caused by
factors such as the influence of ‘past lives’, mystical intervention or the past actions of a parent.
Health practitioners should acknowledge and consider the culture of the child and family in care.
Health practitioners should avoid assumptions about a family’s cultural practices and beliefs.
Health practitioners should work with the social and cultural framework of the family, ideally by involving cultural experts. This may be
crucial to success.

Making a Difference in the Classroom

Students from different cultural backgrounds bring their own knowledge and life experiences to the academic setting. Teachers should
take the time to learn more about the background, values, histories, practices, and traditions of these students and their families.
By doing this, they have the potential to change how they provide instruction. More, teachers who embrace a fuller understanding of
their students’ backgrounds and personal experiences can use them as a tool to make connections for all of their students. This is
known as culturally responsive teaching.
It is important to understand that students might have different cultural values, beliefs, and ways of interacting than do their parents and
grandparents.
By getting to know the students and their families, teachers are more likely to better communicate and create positive relationships.
Acknowledge and respect different cultural heritages
Teach students to understand and appreciate their own and others’ cultural heritages
Recognize the strengths and contributions of individuals from historically underrepresented groups
Activate students’ prior knowledge and connect what they know to what they are learning
Use a wide variety of instructional techniques (e.g., role-playing exercises, storytelling) that align with the way in which the student is
taught in his or her own culture
Expand the traditional curriculum to ensure that diverse perspectives are embedded by incorporating multicultural knowledge,
resources, and materials in all subjects

4.2 Objective 2
Culture is a combination of thoughts, feelings, attitudes, beliefs, values, and behavior patterns that are shared by racial, ethnic,
religious, or social groups of people. Culture refers not only to those that we are born into (racial or ethnic groups), but also those that
we choose to belong to, such as religious or social groups. Culture is not static; it is dynamic. We often move between cultures. A
person may grow up on a rural farm, but choose to live in an urban environment. Similarly, one might grow up in a poor family, but
become more affluent as an adult and interact with others who are also more affluent. Another cultural shift occurs when children grow
up in families in which gender roles are pre-determined, but enter the workforce and adjust their ideas about what are acceptable roles
for men and women. Similarly, many young adults are exposed to different political beliefs and values as they move through college,
and change their views from those with which they were raised. These are only some examples of the many_ cultural shifts that occur.
These shifts are notable because the contexts in which people find themselves create the opportunity for changes in values, feelings,
beliefs and behaviors. Individuals who “shift” cultures often find themselves adopting new customs while retaining elements of their
previous cultural experiences. Culture is broader than race and ethnicity. Gender, class, physical and mental abilities, religious and
spiritual beliefs, sexual orientation, age and other factors influence our cultural orientations. Since individuals are a complex weave of
many cultural influences, it is impossible to define any person by a single cultural label.

4.3 Objective 3
What are elements of culture? Sociologists and anthropologists have identified many basic elements that are present in our cultural
interactions. These elements interact with each other and result in patterns of behavior that are shared. Because these elements
intersect with the experiences, the histories, and the psychological makeup of each individual, no one person can be pigeon holed by
their “race”, ethnicity, gender or any other single feature. It is in the mix of these features that individuality and group belonging are
developed in unexpected ways by each person. Cultural, historical, experiential and psychological characteristics react with the
contexts in which an individual finds themselves, further complicating our attempts to put people into specific boxes or categories. By
understanding each of the following characteristics, we hope that you will have a richer understanding of how each element plays out in
everyday life. Culture can be defined as “the set of attitudes, values, beliefs, and behaviors shared by a group of people, communicated
from one generation to the next.” Given that the majority of the world’s children do not reside in Westernized countries, and that culture
influences development, cross-cultural research on child development requires special attention

While development occurs in a similar fashion for all children, developmental differences are the inevitable result of individual genetic
and experiential variations and differing cultural and social contexts. In the past several decades, social scientists who study children
have paid greater attention to this diversity in development. The potential of human development interacts with diversity among
individuals, available resources, and the goals and preferred interaction patterns of communities in a way that links the biological and
the social in the construction of diverse developmental pathways.

Among the many differences with which children present themselves to preschool teachers, we highlight three dimensions of variation
that require particular attention on the part of a responsive preschool teacher:
· The child’s level of development in the cognitive skills and knowledge of relevance to the preschool classroom,
· The child’s social skills and behavior in a classroom context and the familiar norms of interaction with peers and adults, and
· The child’s level of physical and motor development.
These differences are associated with functional characteristics—such as temperament, learning style, and motivation—and from
status characteristics—including gender, race, ethnicity, and social class

Lesson Proper for Week 15

4.1 Objective 1
Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice
standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and
their families. They are committed to upholding and advancing the following principles:

· Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and
quality of life potential in ways that respect their dignity, culture, language, and background.
· Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with
exceptionalities and their families.
· Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
· Practicing collegially with others who are providing services to individuals with exceptionalities.
· Developing relationships with families based on mutual respect and actively involving families and individuals with
exceptionalities in educational decision making.
· Using evidence, instructional data, research, and professional knowledge to inform practice.
· Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
· Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
· Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence
professional practice; and advocating improvements in the laws, regulations, and policies.
· Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
· Engaging in the improvement of the profession through active participation in professional organizations.
· Participating in the growth and dissemination of professional knowledge and skills

4.2 Objective 2
Teachers must demonstrate integrity, impartiality and ethical behavior in the classroom and in their conduct with parents and
coworkers. Teachers must model strong character traits, such as perseverance, honesty, respect, lawfulness, patience, fairness,
responsibility and unity /https://bit.ly/3idFl9c https://bit.ly/3aswBIx
Ethical Principles and Practice Standards
· Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities.
· Identify and use evidence-based practices that are appropriate to their professional preparation and are most effective in meeting
the individual needs of individuals with exceptionalities.
· Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize
instruction variables in response to assessment results.
· Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of
learning, and realization of positive self-concepts.
· Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other
resources appropriate to their professional roles.
· Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured,
and do not discriminate against individuals with exceptional or culturally diverse learning needs.
· Only use behavior change practices that are evidence-based, appropriate to their preparation, and which respect the culture,
dignity, and basic human rights of individuals with exceptionalities.
· Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and
behavior change procedures, except when the policies require their participation in corporal punishment.
· Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less
restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials.
· Do not engage in the corporal punishment of individuals with exceptionalities.
· Report instances of unprofessional or unethical practice to the appropriate supervisor.
· Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate
education

Objective 3
The Ethical Standards for the Teaching Profession

The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective
teaching profession is a commitment to students and their learning
The Purposes of the Ethical Standards for the Teaching Profession are:
• To inspire members to reflect and uphold the honor and dignity of the teaching profession
• To identify the ethical responsibilities and commitments in the teaching profession
• To guide ethical decisions and actions in the teaching profession
• To promote public trust and confidence in the teaching profession.

The Ethical Standards for the Teaching Profession are:

1. Care The ethical standard of Care includes compassion, acceptance, interest and insight for developing students’ potential. Members
express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in
practice.
2. Trust The ethical standard of Trust embodies fairness, openness and honesty. Members’ professional relationships with students,
colleagues, parents, guardians and the public are based on trust.
3. Respect Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honor human dignity, emotional
wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice,
confidentiality, freedom, democracy and the environment. Integrity
4. Integrity Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members
in exercising integrity in their professional commitments and responsibilities.

The Standards of Practice for the Teaching Profession

The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills and
values inherent in Ontario’s teaching profession. These standards articulate the goals and aspirations of the profession.
The Purposes of the Standards of Practice for the Teaching Profession are:
• To inspire a shared vision for the teaching profession
• To identify the values, knowledge and skills that is distinctive to the teaching profession
• To guide the professional judgment and actions of the teaching profession
• To promote a common language that fosters an understanding of what it means to be a member of the teaching profession.

The Standards of Practice for the Teaching Profession are:

1. Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to
factors that influence individual student learning. Members facilitate the development of students.
2. Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their
shared responsibilities and leadership roles in facilitating student success. Members maintain and uphold the principles of the ethical
standards in these learning communities.
3. Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning.
Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
4. Professional Knowledge
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on
student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform
professional judgment in practice.
5. Professional Practice
Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and
evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities.
Members refine their professional
practice through ongoing inquiry, dialogue and reflection.

Lesson Proper for Week 16

4.1 Objective 1
Teachers tend to assume that others had an upbringing similar to their own. When they do so, they create a “personal lens”
through which they view the world and a “script” for how to act in certain situations. Anyone who does not fit inside that viewpoint, or
who does not follow the script, is assumed to be different or perhaps even inappropriate or disrespectful. Therefore, it is important for
teachers to understand how culture influences a student’s interactions with others as well as his or her responses to authority figures.
Culture can influence a student’s behavior in regard to
· Degree of Directness
The appropriate way to approach an issue or topic during a conversation can vary by culture.
In some cultures, it is preferable to get right to the point or to say what you have to say in the most unequivocal manner possible,
without considering how the listener might feel. In other cultures, where such a manner might be considered rude, preference is given
to less-direct communication styles that include more elaborate introductory or intervening discourse and greater deference to how the
message is received

· Level of Emotionality
Cultural variations exist in the extent to which outward signs of emotion are displayed in interactions with others. Some cultures
demonstrate dramatic emotions through speaking volume, tone of voice, gestures, and facial expressions. Other cultures might place
more emphasis on emotional restraint, depending more on the speaker’s words to convey the intended meaning.

· Degree of Movement
There are cultural differences in the amount of physical movement that is considered appropriate when communicating with others. In
some cultures, it is acceptable to use body movement and gestures as a means of enhancing a story or emphasizing a point. In other
cultures, excessive body movement might be considered boastful or inappropriate.

· Verbal Turn Taking

The extent to which an individual is comfortable taking turns during conversation, instead of talking while another person is speaking,
might be culturally based. In some cultures, it is common for speakers to engage in conversations in which more than one person
speaks at a time or for the listener to interject commentary (e.g., “That’s right,” “Tell it”) as a means of signaling approval to a speaker.
In other cultures, this practice is viewed as an interruption and considered rude.
· Expressions of Consideration
Students might show consideration for others by refraining from behaviors that might offend. Likewise, students might show
consideration for others by being tolerant of behaviors that they find unpleasant or offensive. In some cultures, one might show
consideration by not playing loud music because others may be disturbed by it. In other cultures, there might be a greater tendency to
show consideration by learning to tolerate loud music if someone else is enjoying it.
· Attitudes Toward Personal Space
The level of tolerance for others entering one’s personal space might vary across cultures. In some cultures, it is customary for
speakers to remain at least two feet apart. Failure to recognize this is often interpreted as a desire to seek intimacy or as a prelude to
aggression. Other cultures accept closer interactions as commonplace. Too much physical distance might be interpreted as aloofness.

· Attitudes Toward Sharing

Ideas about personal ownership vary by culture and, consequently, influence attitudes and values related to sharing or borrowing
objects. Some cultures might emphasize communal property rights and reinforce the notion that “what’s mine is yours, and what’s yours
is mine.”
Other cultures might be less inclined to embrace a communal property philosophy and place greater value on individual ownership.

· Perceptions of Authority Figures

Perceptions of what constitutes an authority figure are culturally influenced.
In some cultures, age might be a determining factor. For example, students might view all adults as authority figures.
In other cultures, position is the primary determiner, so students view teachers or police officers as authority figures by virtue of their
position or occupation.
In still other cultures, designation as an authority figure must be earned by behavior and is not accorded based solely on age or
position.

· Manner in Which Respect Is Shown to Authority Figures

The means by which an individual demonstrates deference to authority figures is also culturally influenced.
In some cultures, students show respect for authority figures by not making eye contact.
In others, students show respect by looking downward during interactions with an authority figure.
Some cultures consider it disrespectful to question an authority figure, whereas others value this practice as an indicator of critical
thinking.
· Response to Varying Management Styles
The manner in which students respond to or comply with a behavior management style can be culturally based.
In some cultures, permissive management styles are viewed as a way to encourage the child’s individuality and self-expression.
Children from other cultures may view a permissive management style as an indication of weakness or lack of concern.

4.2 Objective 2
As educators, it's our duty to explain to our students that everyone has roots in other countries. But trying to explain the melting-pot
concept to elementary-age children can be tough! My colleagues and I decided to add an entire multicultural theme to our curriculum in
order to embrace diversity. Here are a few of my favorite activities for studying cultures in your classroom in a way that's educational
and fun.
1. Travel around the World
Make daily use of a globe or flat map to help your class realize how big the world is. Take inspiration from Jules Verne's Around the
World in Eighty Days and invite your class on a pretend trip to several places on the planet. Discuss the various landforms you'd have
to travel across in order to reach each destination, and build a thematic unit around every country "visited." Because Around the World
in Eighty Days is a long, advanced book, it may not be the most appropriate story for younger children, but your school's librarian can
suggest a variety of age-appropriate travel books for your class. The important part is to get your students curious about exploring the
world and its many cultures.

2. Indulge in Different Cuisines

To encourage cultural awareness and experimentation with food, consider serving different kinds of breads as a snack in your
classroom. This is an easy beginning to global food study. As you munch on croissants, pitas, tortillas, matzo, and dark breads, has a
class discussion about who eats these breads and the countries where they're most popular. Next, have parents assist you in putting
together a globally influenced potluck lunch. Have students bring a food or dessert that represents their heritage. As you engage in this
feast, discuss where each dish originated. After the potluck, collect the recipes from each family, compile them, and send a multicultural
cookbook home with each child.

3. Make Diverse Art

Introduce your students to other cultures through hands-on, creative activities. Using my own Greek heritage for inspiration, I taught my
class how to make worry beads. The Greek people traditionally used worry beads as a relaxation technique to diffuse their concerns;
when they had a problem, they reached for their string of beads, placed it behind their back, and counted the beads two by two. To
make our own worry beads, we took about 24 inches of yarn and folded it in half. Then we tied up five pieces of yarn (about four inches
long) to make a fringe at the halfway mark on the long strand. Beginning at one end, students strung different colored plastic beads for
about five inches, then tied the beads off with a knot. This process was repeated on the other side, and we finished by tying together
the long strand to make a continuous loop.

4.3 Objective 3
Professional development is beneficial to teachers in obtaining the tools to ensure each student has the opportunity to unlock their full
potential. Fortunately, school districts are beginning to understand that it is technology that holds the key to success for teachers and
students.

Technology is changing the landscape of special education. are starting to reflect this change in multiple ways. Special education
software enables that enhances how students learn in the classroom, and enables teachers to measure their progress in a more
accurate and timely manner. Professional development programs, therefore, must familiarize teachers not only with the mechanics of
using the technology but also how to implement it to achieve optimal student outcomes.

As technology impacts student success in the classroom, it also provides new ways to deliver professional development courses to
teachers. In addition to more traditional trainer-led programs, online courses are now more readily available, allowing teachers to
complete training at their own pace. Personalized learning for teachers means professional development is no longer just one-size-fits-
all, but, rather, a relevant and enriching journey for teachers that will enable them to meet their students’ diverse needs.
THREE PRINCIPLES OF PROFESSIONAL DEVELOPMENT

1. Student learning is directly affected by teacher competence

2. Teacher competence is enhanced by ongoing professional development and continuous learning
3. Teachers, like students, must be continual learners
In the face of the changing landscape of special education, these principles have never been more relevant than they are today.
Appropriate charged with facilitating student success. Technology continues to enhance personalized learning for students with special
needs, enabling their individual needs to be appropriately met and measured. It’s critical that teachers have continued opportunities to
stay knowledgeable of new tools if they are to be effective agents for the success of their students with special needs.

Professional development

 Types of learning difficulties, teaching strategies, language and literacy, and teaching mathematics were in the top five choices of
course content for both sectors.

 Requested professional development focused mainly on the IEP process, knowledge of specific disabilities, administrative skills,
testing diagnosis and assessment, teaching methodologies (including team-teaching) relevant to SEN and contact with experienced
teachers.

 Collaboration did not feature highly in suggested course content despite desires to be more collaborative.

 Courses which explore and critique the theory and practice of inclusion and special education, such as sociology and philosophy,
received low rankings, as did research.
 there was little evidence of a desire for leadership skill development but a high frequency of requests for general ‘up-skilling’ and
unspecified courses and in service.

 Teachers with and without qualifications in special educational needs had similar professional development requests, perhaps
indicating that current professional development for special educational needs does not promote teacher resilience. There was
evidence of a high emphasis on training teachers to
respond to their current, specific situation. The findings showed very little demand for developing teachers’ capabilities in researching,
implementing and evaluating effective teaching and learning strategies for the diversity of students they will encounter over their
teaching careers, in contrast to identified good practice from the international literature.

 The need to develop system capacity at school level in the area of special educational needs was mentioned by few research
participants.

 Tension between the need for individual expertise in the area of special education and the need for distributed expertise among the
whole-school staff was noted

Lesson Proper for Week 17

4.1 Objective 1
There are several ways to ensure students get the instructional support they need. Collaboration provides options to allow students to
be educated (as required by American law) in the least restrictive environment.
1. The Lead Teacher Collaboration Model
In classrooms with a lead teacher, often the regular classroom teacher delivers the instruction in the subject area. The special
education teacher is an observer who works with children after instruction to provide specially designed instruction, ensure
understanding, and to provide adaptations and modifications.
2. The learning center collaboration approach is particularly appropriate for younger students, for whom center-based education is more
typical.
3. Pull-Out Collaboration Model
In some settings, rather than having special education teachers or therapists "push into" general education classrooms, students are
"pulled out" for services. In such situations, students might leave the classroom for therapies or particular subjects, and then return to
the general education classroom. When this occurs, the general education teacher collaborates with the special needs professional to
be sure the student's needs are being met.
4. Alternative Collaborative Setting
Partially or entirely separate educational settings are relatively rare, even for students with significant learning or developmental
challenges. A substantially separate setting is designed specifically for students with particular disabilities; for example, some
classrooms are set up to serve students with autism while others are set up for students with speech and language disabilities, etc.
5. Team Teaching
Team teaching involves general education and special needs teachers working together simultaneously to teach a classroom of
students. Either teacher who has the necessary background knowledge in the subject introduces new concepts and materials to the
class. Both teachers work as a team to reinforce learning and provide assistance to students as needed. Special education teachers
provide specially designed instruction to students with IEPs, and regular education teachers can assist with this as well.
6. Consultation Models of Collaboration
A special education teacher may provide some instruction to students, but the majority of service is indirect. The special education
teacher mostly provides guidance to the regular education teacher on how to modify instruction to meet the student's needs.

4.2 Objective 2
Collaboration Strategies for Special Education Teams
Collaboration is important for all teachers. Special education teachers, however, often join forces not only with school-based colleagues
but also with outside personnel to best meet the needs of their students. This teamwork is even more important if your students have
physical disabilities or are otherwise health impaired. Although working with others can be challenging, certain strategies can help you
communicate and collaborate with your students' service team.
Communicating
Providing the best education is the driving force behind your communication with those also serving your students.
The IEP
The Individualized Education Program (IEP) is a special education teacher's primary means for communicating information about a
student's specific disability or health condition. This document includes an interpretation of assessments, a diagnosis, as well as the
student's goals and needed accommodations. The IEP formally communicates this information to members of the student's team,
including parents, regular education teachers, therapists, and other involved personnel.
Case Manager
In your role as special education teacher, you will compose IEPs, but other forms of communication are important as well. Often you will
be the central contact person in managing your student's case. This involves coordinating services for your student. If your student
receives services in a regular education classroom, you will want to make sure each content area teacher has clear, easily accessible
information on the modifications your student needs. Summaries or checklists of modifications are a simple way to provide this
information.
As the student's case manager, you are in charge of ensuring the child's educational needs are met. You will communicate with staffs
who serve the child as well as your student's guardians. You may also need to correspond with team members who don't work at your
school, such as speech or physical therapists and transition coordinators. Again, the student's IEP objectives can guide you in keeping
these communications focused on the student's needs.
Consulting & Collaborating
In some instances, you will consult and collaborate with staff not involved in the day to day education of your students. For example,
your caseload includes Shelly, a student with autism who receives services in an inclusion model. You work closely with Shelly's
general education teachers, but also consult with her speech therapist, system technology personnel, and the system's transition
coordinator to ensure the IEP objectives are met while providing her the least restrictive educational environment.
Language Goals, Speech Therapy, & Technology
As a learner works toward language goals, you meet at least monthly with her speech therapist. You discuss language progress, and
when necessary, you facilitate communication between the speech therapist and Shelly's language arts teacher, who can provide
valuable information about her use of spoken and written language. If your student demonstrates behavioral issues, you may also
confer with a behavioral therapist, who performs observations and offers assistance in addressing behavior problems.
Transitions
As your students prepare to move to the next level of education, you will consult with the transition coordinator, whose job is to help
families and students plan and prepare for transitions, such as from one level of K-12 school to another or from K-12 school to college
or other job training programs.

4.3 Objective 3
Students with learning disabilities (LD) often have difficulty with language. This difficulty takes many forms. They might have trouble
understanding what you say. This could be the result of auditory problems (difficulty processing sounds) or receptive language
difficulties (trouble understanding the words and turning them into action or pictures). Students with LD may also have difficulty
speaking due to trouble forming their thoughts, attaching words to concepts, putting words in the right order, and many other reasons.
1. Speak slowly, clearly, and naturally. If your pace tends to be fast, focus on ensuring that each syllable is clear, rather than trying to
speak slowly. Try using shorter sentences. Ask your students to signal you if you are speaking too quickly.
2. Face your students and avoid putting your hand in front of your face. People sometimes want to see the face and lips of person they
are struggling to understand.
3. Where practical, turn off machines that create background noise. For example, if one of your neon lights is making a loud buzz, ask
maintenance to fix it. Ask administrators to avoid placing classrooms with students with learning disabilities next to noisy classrooms
such as the gym.
4. Be careful when you use idioms such as "caught with your pants down" or "back seat driver." Students with LD, especially those who
are English language learners, may not understand these expressions or may take them literally. ELL students may also have reactions
to these phrases that are specific to their culture.
5. Tone of voice, facial expression and gestures may be misunderstood by students with learning disabilities (LD). Students with LD
often have difficulty processing these signals. Those who are English language learners also come from different cultures, so a gesture
might have a different meaning for them. While it is important to speak naturally, recognize that if you are sarcastic, some students in
your class may not understand your intended meaning. Use words to reinforce your body language when you need the class to know
how you feel.
6. When you ask a person with a learning disability a question, they will often hesitate before they answer the question because they
need to make sure they heard the words in order, and they need to translate the words into concepts. In addition, they may need time
to form their thoughts and turn them into words. Allow a silent period between your question and their answer. Do not give hints or
answer the question for them until they show or say that they need help.
7. Supplement language in your classes with pictures, manipulative objects, kinesthetic activities, and other ways of teaching that use
all of the senses.
8. Tell your students when something is particularly important. You might want to say something like "A key point is..." Use the same (or
at least similar) phrase, tone of voice and gesture every time.
9. Allow and encourage students to tape–record your classes. Many students with language difficulties listen to the words several times
and review the tape for main points.
10. If possible, provide a written outline of your talk. This will help any student with language problems prepare for class and know
where to place their listening focus
A special needs child is a broad term used to describe any child with a behavior or emotional disorder, physical disability, or learning
disability. Sometimes a child may have more than one disability. Children with special needs children might require extra assistance in
school. They might need medicine or therapy that typically developing children don’t need. Many children with special needs are limited
in verbal communication, or they are non-verbal. Communicating with children with special needs can be challenging.
1) Music
Music is understood by all people across the world. Music is especially effective in communicating with special needs children. Some
children with special needs children are nonverbal, while others are very verbal. Music provides endless opportunities for learning and
development.
For nonverbal children, music is a way to express themselves and interact with others without using words. Music can also be used to
motivate children with special needs. During difficult situations, it might be helpful to sing a song in order to help your child work through
it.
2) Touch
Tactile activities help children increase their fine motor skills, and they are a great way to communicate with children who are blind
and/or deaf. Touch can help children build concepts as they link objects to experiences. Touch can also be used to teach children with
special needs the fine motor skills they are often lacking. Giving them different textures to play with can help their bodies learn those
skills.
3) Art
Art, like music, is a way for children with special needs to express themselves without using words. For children who are non-verbal or
limited in verbal communication, it is a creative outlet. Children with special needs may become frustrated by their inability to complete
tasks. With art, there is no way to fail. There is no right or wrong way to create pieces of art. Art projects also provide a great
opportunity for children to touch different textures and work on their fine motor skills.
4) Movement
Movement helps children with special needs feel more engaged in learning. Movement increases focus, attention, and impulse control
in children. Movement can also be a form of self-expression for children with special needs who have difficulty expressing themselves
with words. Children can learn how to establish a connection between music and movement through dancing and increase their fine
motor skills.
5) Social Stories
Social Stories, developed by Carol Gray, are visual or written guides to describe different situations which could include skills, social
interactions, or behaviors. Social stories help children, especially autistic children, manage social situations. For those children who
struggle with transitions during their day, creating a schedule using pictures can help them understand what activity is next on the
schedule, making transitions easier.
6) Technology
Technology has provided a whole new way for children with special needs to communicate. Children who are nonverbal or have limits
in verbal communication can type on iPads or use voice output devices. Devices such as iPads provide numerous apps to help children
with special needs learn. Some apps can help children communicate by typing words or allow children to create sentences based on
pictures. Other apps teach children how to engage in social settings.
7) Gestures
Using gestures is a non-verbal way to communicate to a child with special needs and can be very beneficial for children who have
auditory challenges. For some children, they might not notice gestures, so make sure the child is paying attention before using them.
8) Motivators
Children respond well to encouragement and praise. This is no different for children with special needs. Giving small rewards can help
children with special needs feel motivated to complete a difficult task or get through a challenging social situation.
9) Sign Language
Sign language, like gestures, is a way to communicate without using words. Sign language is not only for deaf and hard of hearing
children. It can also be used for nonverbal children. Sign language is a way for children with special needs to communicate to others
without feeling frustrated by their inability to use words.
10) Talk to Children with Special Needs the Same As Typically Developing Children
Some children with special needs have the same brain functionality as typically developing children, they just might not be able to
communicate that. Talk to children with special needs the same as any other child. This may result in better responses from the child if
they feel like you are treating them like other children their age.
11) Transition Time
Transitions can be a difficult time for children with special needs. Some children require ample time to transition into a new activity.
Communicate these transitions clearly. Children may need to be told several times what activity is coming up next, or be given a 5
minute warning before the transition occurs. For others, social stories are helpful to make the transition process easier.
Communicating with children with special needs may take more time than communicating with typical children. Each child is different
and requires different methods of communication. Children with special needs may require special medical attention that primary
caregivers are unable to provide.

Teachers working with teachers

As a special education teacher, you are responsible for every student on your caseload. This includes the responsibility to implement
accommodations for students as well as the responsibility to ensure the achievement of the students' goals. This goal is made easier
through special education collaboration. Even though you keep up with the paperwork for the student, you and your general education
collaborator are both responsible for the student in the classroom. Working as a team, developing a plan for the student and keeping
communication open are ways to collaborate and help the student succeed. A master's degree in special education could give you
different ideas and strategies that you can implement with a general education teacher to help these students succeed in class.
Sometimes you might be an inclusion teacher with a general education teacher, which involves going into his or her classroom and
helping with the special education students. This is the perfect time to work as a team and help the whole class be more successful. For
example, you might teach a small group of students while the general education teacher concentrates on the rest of the class. This
technique might depend on the general education teacher’s comfort level with your collaboration, but if you communicate and work
together, this approach can result in two teachers bringing the whole class together instead of isolating the special education students.
General Recommendations for Communicating with All Persons with Disabilities:
· Talk to persons with disabilities in the same way and with a normal tone of voice (not shouting) as you would talk to anyone else.
· Avoid being self-conscious about your use of wording such as “Do you see what I mean?” when talking to someone with vision
impairment.
· Talk to people with disabilities as adults and talk to them directly rather than to an accompanying person.
· Ask the person with a disability if assistance is needed; do not assume that help is needed until you ask.
· Use “people-first language”: refer to “a person with a disability” rather than “the disabled person” or “the disabled”.
· When communicating with a person with a disability, it is important to take steps to ensure that effective communication
strategies are used. This includes sitting or standing at eye level with the patient and making appropriate eye contact.

Lesson Proper for Week 17

4.1 Objective 1

Objectives for TVET Trainers:

1. Enumerate the competency requirements at different qualification levels of TVET Trainers.
2. Be motivated to pursue continuous self-development in competencies related to the competency requirements at various qualification
levels of the technical-vocational education and training.
3. Demonstrate and be certified on the required competencies of a given qualification level prior to performing role specific to that level.
TVET Trainer
A TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a particular trade
or technical work. Towards this end, a TVET Trainer may assume various roles such as training facilitator, competency assessor,
training designer and developer and training supervisor.
Coverage:
1. Targets all TVET Trainers of with Training Regulation (WTR) registered programs such as those in the private TVET Institutions,
Public Schools and Training Centers, enterprises providing learner ship and apprenticeship programs and TESDA Technology
Institutions
2. Includes definition of qualification, competency standards, curriculum, training standards, and assessment and certification
procedures
3. Competency standards based on the functions of training delivery, competency assessment, training design/development and
training supervision. Technical Vocational Education Training (TVET) program – The Philippines

QUALIFICATION FRAMEWORK:
General Guidelines
1. The Framework shall consist of four (4) levels corresponding to the different roles assumed by trainers. These are: Trainer
Qualification Level I for Trainer/Assessors; Trainer Qualification Level II for Training Designers/Developers; Trainer Qualification Level
III for Training Supervisors and Mentors; and, Training Level IV for Master Trainer.
2. Those being certified in Levels I and II must be specialists in the areas of competencies they will facilitate while those being certified
in Levels III and IV must be both specialists and generalists.
3. The trainer curriculum specified in this program is an enabler and is intended to facilitate trainer

development through the various qualification levels. Taking the various courses under the curriculum is not a strict requirement as the
trainer may acquire the required competencies through other means.
4.While there is an implied progression in the qualification levels, any trainer who feels competent and qualified for a particular level
may, without necessarily being certified in the previous levels, apply for assessment and certification for that level, provided that the
level’s entry requirements for certification has been satisfied.
5. The educational requirement as entry requirement for certification may be waived through demonstration of the following equivalent
competencies:
a. Bachelor’s Degree
i. Oral and written English communication
ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
b. Master’s Degree
i. Leadership
ii. Research Project

Qualification Levels:

Qualification Trainer Trainer Trainer Trainer

Levels Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assessor Training Training Mentor Master Trainer
Designer/
Developer
Definition Conducts technical Designs and Supervises, Extends the body
training and develops develops and of knowledge in
competency curriculum, mentors technical the field of
assessments courses and trainers technical
instructional vocational
materials education and
training.
Entry · BS Graduate · BS Graduate · BS Graduate · MS Graduate
Requirements or Equivalent or Equivalent or Equivalent or Equivalent
· Certified in · Certified in · Certified in · Certified
 NC Level that will the the highest highest available
be handled available NC Level NC Level in the
NC Level that will
in the Training Training
be handled
Regulation Regulation
· With portfolio
· With portfolio · With portfolio
of relevant actual
of relevant actual of relevant actual
work outputs
work outputs work outputs
Basic Competency 1. Communication
Requirements
2. Apply math and science principles in technical training
3. Apply environmental principles and advocate conservation
4. Utilize IT Applications in technical training
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10. Maintain and enhance professional practice
11. Appreciate cost-benefits of technical training
12. Understand and analyze global labor markets
Trainer Trainer Trainer Trainer
Qualification I: Qualification II: Qualification III: Qualification IV:
Trainer/Assessor Training Training Mentor Master Trainer
Qualification Designer/
Levels Developer

Trainer’s Course on Training Course on Training Course on Continuing

Methodologies and Design and Supervision and Professional
Curriculum
Assessment Development Development of Education
Trainers

Core Competency 1. Plan Training 1. Facilitate 1. Facilitate 1. Institutionalize

Requirements Sessions Development of development and TVET systems and
competency review of training processes
2. Facilitate
standards policies and institutions/enterprises
learning Sessions
procedures
2. Conduct 2. Conduct research on
3. Supervise
Training Needs 2. Develop and TVET
Work-Based
Analysis execute training plans
Learning 3. Promote, advocate
3. Develop 3. Prepare and and strengthen industry and
4. Conduct
training curriculum manage training TVET linkages
Competency
budgets
Assessment 4. Develop 4. Provide professional
learning materials 4. Nurture and development to TVET
 5. Maintain 5. Develop capacitate trainers/ experts
Training Facilities assessment tools assessors
6. Utilize 6. Design and 5. Evaluate
electronic media Develop trainers/assessors
in facilitating maintenance system performance
training of training facilities
6. Lead and
7. Develop Learning Coordinate training/
Materials for e- assessment
learning evaluation
7. Facilitate
assessment
moderation
8. Lead and
coordinate
training/assessment

4.2 Objective 2
The Philippine National Qualifications Framework The PNQF has been developed to establish a coherent national and internationally
benchmarked structure for all qualifications awarded in the Philippines. The PNQF covers all levels of formal education from the
completion of the high school diploma; to certificates for initial entry to the workplace through to doctoral degrees. All qualifications
listed on the PNQF are quality assured so that there may be national and international confidence not only in their academic and skill
standards, and their vocational relevance, but also in the quality of teaching, assessment and the valid awarding of the officially
recognized Philippine national qualification.
The Training Regulations (TRs) are being developed in consultation with industry leaders and promulgated by the TESDA Board. The
training regulations consist of the competency standards, training standards and assessment and certification arrangements. They
serve as the bases for the development of curriculum and instructional materials and competency assessment packages for
competency-based technical education and skills development. They spell out the over-all parameters by which programs are qualified
and registered. The development of TRs takes into consideration four (4) essential components of training delivery: the curriculum, the
qualification of trainers, the tools and available equipment and training facilities. Currently, there are 72 Training Regulations
promulgated and rolled out for adoption by the TVET providers. Sixty-two (62) Training Regulations are for development in 2006.
The Unified TVET Programs Registration and Accreditation System (UTPRAS) is a regulatory mechanism by which TVET programs are
quality assured by TESDA. All providers offering TVET programs are mandated to comply with the set of standards for TVET provision.
This process involves compulsory registration of programs in compliance with the standards prescribed in TR and competency based
system; and voluntary accreditation. As of December 2005, there were already 13,098 programs registered nationwide.

Technical and Vocational and Education and Training (TVET) must play important roles in implementing and promoting sustainable
development. TVET institutions are major suppliers of workforce who will be in the forefront in dealing directly with sustainable issues.
Referring to the definition that sustainable development consists of three pillars: economic, socio-cultural, and environmental
development, these should be considered as whole and TVET policy and practices should not neglect any of the three. Neglecting the
economic development may mean that the initiative is unattractive for funding donors or investors. Ignoring the environmental
sustainability can be interpreted that the initiatives may only focus on the short-term benefits and is irresponsible morally and socially.
Excluding the socio cultural development cannot attract the local people and may cause of losing the local identity. To incorporate the
three pillars, TVET should embrace the green technology that is economically feasible and environmentally friendly. If TVET cannot
create the new green technology, at least it should be able to support and adopt the technology by preparing the future workforces who
are aware and capable of handling the technology. This paper was written on the thesis that TVET can be a leading education and
training in achieving sustainable development. Many roles that TVET institutions and stakeholders can play, including creating
awareness and be the agent that promotes SD in its daily practices. TVET can also lead by creating workforce that support green
technology and implementing regulatory or monitoring tools to assess the ³sustainable´ practices. These ideas should be integrated in
TVET curriculum, learning contents, teaching-learning processes, and also reflected in school policies and practices. TVET institution
can be the source of inspiration for sustainable development. Thus TVET is not only teaching education for sustainable development
but practicing through its policies and practices. There are some potential issues and challenges that TVET institutions may face in
executing those ideas. It requires strong commitment from top management and stakeholders, innovative ideas that can be accepted
by the stakeholders and feasible economically, socially, and environmentally. The use of ICT for enhancement and proliferation of
initiatives is possible in these days that can speed up the process and reach wider community.