Inclusive Education Act

for Learners with Disabilities

Philippine Foundation for the Rehabilitation of Disabled Inc
Philippine Normal University |
Kagawaran ng Edukasyon

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UNDERSTANDING LEARNERS WITH DISABILITIES

and THEIR EDUCATIONAL NEEDS
Learners with Disabilities. These are learners in the general early and basic education system who
require additional support and related services and adoptive pedagogic method due to their long- or
short-term physical, mental, intellectual, or sensory impairments which in interaction with various
barriers may hinder their full and effective participation in society on an equal basis with others to
develop them to their human capability (R.A.11650).
Different Groups of Learners with Special Educational Needs (LSEN)

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Intellectual Disabilities
This group includes individuals with limitations in intellectual functioning and adaptive
behaviors. They may require support in areas such as communication, social skills, and daily
living activities.

General Characteristics
a. Generally, learn slowly.
b. Difficulty learning complex skills and abstracts concepts.
c. Challenges with communication skills
d. They have friends and participate in social activities but have difficulty developing
friendships.
e. Frequently naïve and gullible
f. Attempts to please others.
Experience failure due to lack of motivation and engagement.

Techniques and Accommodations

a. Participate in implementing educational plan.
b. Work with other professionals in the team.
c. Attitudinal concerns
d. Functional Assessment, discrepancy assessments, and task analysis
e. Promote skills and strategy acquisition.
f. Increase sense of belongingness
g. Use routines to ensure safety.
h. Peer support
i. Cooperative learning
j. Encourage family involvement.

Learning Disabilities
Learners with learning disabilities face challenges in specific academic areas despite having
average or above-average intelligence. These difficulties may involve reading, writing,
mathematics, or other skills. (Dyslexia, Dysgraphia, and Dyscalculia).

General Characteristics:
a. Unexpected difficulty
b. Ineffective or inefficient information processing

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c. Low achievement in one or more areas

d. Difficulty understanding instructions and directions.
e. Short attention span
f. Difficulty with some kind of sensory activities.
g. Not efficient or effective in using learning strategies.

Techniques and Accommodations

1. For Dyslexia – phonological awareness, phonics, fluency, vocabulary, comprehension.
2. Provide advance organizers
3. Engage in cognitive strategies and instructional conversations
4. Teach self-regulation and self-monitoring
5. Provide extended practice and application
6. Use learning tools and aids
7. Adjust workload and time
8. Present information in multiple ways
9. Use memory strategies

Physical Disabilities
Individuals with physical disabilities may have mobility impairments or other physical
challenges that affect their ability to access education or participate fully in learning
activities.

General Characteristics
Difficulty with movement, posture, grasping or manipulating objects, communication, eating
perception, reflex movements, and automatic motricity.

Difficulty with perceptual tasks, speck and language, and communication.

Techniques and Accommodations

a. Create physically accessible environment that is not mobility-limited
b. Be flexible with schedule
c. Replace written exams or assignments with oral presentations
d. Use note takers
e. Use assistive technologies
f. Provide extra time

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g. Avoid strain when communicating with them

h. Reduce fatigue
i. Ensure that off-site activities are accessible

Sensory Impairments
This group encompasses learners who have hearing impairments, visual impairments, or
both. They may require specialized instruction and accommodations to access information
effectively

General Characteristics
Visual impairment
Delays in concept development, communication, motor skills and mobility, self-help, social
skills.

Hearing impairment
a. Day dreaming
b. Inattention
c. Lethargic
d. Failure to follow simple instructions
e. Inappropriate responses to questions
f. Difficulty decoding phonetically
g. Unusual voice quality
h. Persistent colds
i. Watching students for cues
j. Mouth breathing
k. Limited vocabulary

Techniques and Accommodations

Visual impairment
a. Activate student’s prior knowledge when giving directions
b. Provide auditory signs or cues
c. Provide tactile accommodations
d. Use hands to touch and explore around.
e. Students are seated far from unobstructed view

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f. Use appropriate font size

g. Braille

Hearing impairment
a. Use sign language
b. Preferential Seating
c. Visual cues and demonstrations
d. Use modeling
e. Use visual media
f. Promote cooperation and collaboration

Attention-Deficit/Hyperactivity Disorder (ADHD)

Learners with ADHD often struggle with attention, impulse control, and hyperactivity, which
can impact their learning and behavior in educational settings.

General Characteristics
a. Inattentive
b. Hyperactive
c. Impulsive
d. Fidgety
e. Blurting out answers
f. Poor sustained attention and vigilance and being lazy and easily distracted
g. Skipping from one incomplete task to the next
h. Having increased variability of task performance

Tools and Techniques

a. Promote executive function or self regulation
b. Use novelty in instructions
c. Maintain schedule
d. Prepare students for transition and provide support
e. Emphasize time limits
f. Provide organizational assistance
g. Provide rewards consistently
h. Arrange environment
i. Be brief and clear

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j. Allow movements
k. Promote active participation

Autism Spectrum Disorders (ASD)

Individuals with ASD may exhibit difficulties in communication, social interaction, and
behavior. They often benefit from structured and individualized support to thrive in
educational environments.

General Characteristics
a. Impairment in social interactions
b. Impairment in communication
c. Stereotypical bahavior
d. Before 3: emergence of delay in skills

Techniques and Accommodations

a. Use PECS
b. Teach social skills
c. Use positive behavior support

Emotional Behavioral Disorders

Learners in this group may experience challenges related to regulating emotions, managing
behavior, and forming positive relationships with peers and adults.

General Characteristics
a. Inability to learn that cannot be explained by intellectual, sensory, or health factors
b. Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
c. Inappropriate types of behavior or feelings under normal circumstance
d. General pervasive mood or unhappiness or depression
Tendency to develop physical symptoms of fears

Techniques and Accommodations

a. Respond to students’ feelings
b. Liten
c. Develop positive relationship with the students

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d. Establish rules
e. Consider changes you can make
f. Catch the student being good
g. Use humor
h. Create and emotionally safe classroom environment

Vaughn, S. (2018). Teaching Students who are exceptional, diverse, and at risk in the general classroom. 7 th ed. Pearson.

IDENTIFYING OF LEARNERS WITH SPECIAL NEEDS

Psychological Assessment. Type of assessment that use to understand the individual’s cognitive,
academic, social, emotional, behavioral, communicative, and adaptive functioning with in
educational setting (Dombrowski, 2015).
Tools
a. Forms
b. Records
c. Inventories
d. Checklists
e. Scales

Data Collection methods

1. Observations
2. Interviews
3. Other
SAMPLE FORM

SAMPLE CLASS REGISTRATION FORMS

Name of the Child:

_____________________________________________________________________

Age: _________________________________ Birthday:

________________________

Last school attended:

__________________________________________________________________

Parents/Guardian:
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Language or dialect your child can speak:
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Dombrowski, S. (2015). How to Write a Psychoeducational Assessment. Springer.

Washington Group of Questions

UNIVERSAL DESIGN OF LEARNING and DIFFERNTIATED INSTRUCTIONS

Universal Design for Learning. A framework to optimize teaching and learning for all individuals
based on how humans learn (CAST).

UDL Learning Guidelines

MULTIPLE MEANS OF MULTIPLE MEANS OF MULTIPLE MEANS OF

REPRESENTATION ENGAGEMENT ACTION AND
EXPRESSION
Recognition Networks
Affective Networks
The “WHAT” of learning Strategic Networks
The “WHY” of learning
The “HOW” of learning

PROVIDE OPTIONS FOR:

a. PERCEPTION a. RECRUITING INTEREST a. Physical Action

Offer ways of customizing Optimize individual choice Vary methods for response
displays of information and autonomy and navigation
Offer alternatives for auditory Optimize relevance, value,

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information. and authenticity Optimize access to tools and

Offer alternatives for visual Minimize threats and assistive technologies
information distractions

b.LANGAUGE and b. SUSTAIN EFFORS and b. Expression and

SYMBOLS PERSISTENCE Communications
Use multiple media for
Clarify vocabulary and Heighten salience of goals
communication
symbols and objectives
Use multiple tools for
Clarify syntax and structure Cary demands and resources
construction and composition
Support decoding text, to optimize challenge
Build fluencies with
mathematical notations, and Foster collaboration and
graduated levels of support
symbols community
for practice and performance
Promote understanding across
language
Illustrate through multiple
media

c. COMPREHENSION c. SELF REGULATION d. Executive Functions

Activate supply background Guide appropriate goal
Promote expectations and
knowledge setting
beliefs that optimize
Highlight patterns, critical Support planning and strategy
motivation
features, big ideas, and development
Facilitate personal coping
relationships Facilitate information
skills and strategies
Guide information processing resources
Develop self-assessment and
and visualization Enhance capacity for
reflection
monitoring progress
Maximize transfer and
generalization

PRODUCE LEARNERS WHO ARE

Purposeful and Resourceful and Manageable Strategic and

Motivated Goal-Directed

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Differentiated Instruction. Response to students’ varying needs, interest, and learning styles. It is a
systematic approach to planning curriculum and instruction for academically diverse learners
(Tomlinson, 2010). Some elements (Bender, 2002) are:

ELEMENTS QUESTIONS TO ANSWER

CONTENT What is taught?

What is learned?

PROCESS How is it taught?

How is it learned?

PRODUCT How is it assessed?

How is learning demonstrated?

ENVIRONMENT How is classroom arranged?

Bender, W. N. (2002). Differentiating instruction for students with learning disabilities: Best teaching practices for
general and special educators. Corwin Press.
CAST (2018). Universal Design for Learning Guidelines version 2.2
Tomlinson, C. (2010). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile
in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27
(2/3),119–145.

Title: Learning about Persuasive Text Grade Level: Grade 8

Lesson Objectives:
A. Identify the types (e.g., argumentative, editorial), characteristics (e.g., persuasive language, logical reasoning), and uses (e.g.,
advertisements, speeches) of persuasive texts.
B. Express opinions on gender equality in the workplace through persuasive essays, using a rubric that evaluates clarity,
coherence, persuasiveness, and use of persuasive techniques.
C. Compose a persuasive text (speech/argumentative essay/literary criticism/advertisement/editorial article) within a specified
timeframe, such as one week, to meet the deadline for submission and review.

Learners Assumed to According to Academic Ability

be in the Classroom

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● Those fast learners

● Those who have difficulty in the use of the English language

● Those who have difficulty in reading

According to Behavioral Concerns
● Those who have disruptive behaviors, e.g. hyperactive, cannot keep still, has temper tantrums,
inappropriate chatter
● Those who don’t socialize much with classmates

● Those who cannot focus well on tasks

Matatag Curriculum
● The learners demonstrate their multiliteracies and communicative competence in evaluating informational
Standards
texts (persuasive texts) for clarity of meaning, purpose, and target audience as a foundation for publishing
original informational texts.
● The learners analyze the style, form, and features of informational texts (persuasive texts); evaluate
informational texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (persuasive texts) using appropriate forms and structures that represent
their meaning, purpose, and target audience.
Assessment
● Formative/ongoing assessment - Reading essay, oral recitation, written works

● Summative/end of the lesson assessment - writing an essay

I. Lesson Opening

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
The teacher has employed a double U-shaped seating arrangement in the How do you plan to incorporate these UDL
classroom since the beginning of the term. Initially, the teacher prompts the principles into the lesson introduction?
students to share their dream job with their assigned partner.
Representation

Subsequently, the students take on the roles of HR representatives and

candidates. One student assumes the role of the HR, while the other endeavors
to persuade them to hire them for their dream job.

How will you ensure that all learners understand the instructions and remain
attentive? Engagement-

Expression-

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Academic ability -

Behavioral concerns -

II. Teacher Input

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
The teacher will inquire about the methods the applicants used to persuade their
employers, while students who assumed the role of employers will indicate Representation
whether they were convinced or inclined to hire the applicant. Follow-up
questions will focus on how applicants could enhance their persuasiveness or
how employers could be swayed to hire them.

Engagement-
Academic ability –

Expression-

Behavioral concerns -

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
The teacher transitions by illustrating how individuals encounter persuasive
conversations daily, as they make decisions about what to wear, buy, read, Representation
watch, or engage in. Using images depicting various forms of speech (such as
commercials, news reporting, business proposals, vlog, research defenses, and
job interviews), the teacher prompts students to describe the speakers and
identify the messages they are attempting to convey or persuade listeners with.

During this activity, the teacher guides students in understanding the purposes
of persuasive texts through the images presented. Students are also encouraged
to articulate their definitions of persuasive text.

Engagement-

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Academic ability –

Expression-

Behavioral concerns –

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
The teacher will then present the reading text of the day.
Representation

In the text to be presented, the teacher will inquire about the extent to which
students were persuaded to align with the author's viewpoint.

[could be editorial on jobs for men and women]

After reading the text, comprehension questions will be provided, followed by

inquiries into how much the editor's persuasion resonated with them. They will
aso be asked about their views of gender equality in the workplace.

The various types of persuasive texts, including argumentative essays,

advertisements, newspapers, editorial articles, or speeches, will be explored.

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Engagement-
Academic ability –

Expression-

Behavioral concerns –

III. Guided Practice

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
A series of commercials will be presented to the class, and students are
expected to assess the level of persuasion employed in each one. These Filipino Representation
commercials may revolve around:

A. The depiction of beauty as portrayed by soaps, lotions, shampoo, etc.

B. Gender roles within the household, as depicted by dishwashing paste,

seasoning, kids' milk, and similar products.

Students will then be prompted to choose which of these items they would

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purchase and explain their reasoning. The teacher will delve deeper into
discussions by probing students on how these commercials portray the concepts
of beauty and gender roles. They will be encouraged to critique whether these
advertisements effectively convey their intended messages and challenged to
either reenact or propose changes to a commercial in order to promote more
equitable views on gender roles in household chores and the concept of beauty.

Engagement-
Academic ability –

Expression-

Behavioral concerns -

IV. Independent Practice

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
Students will be tasked with crafting a persuasive essay aimed at raising gender
sensitivity among one of the following groups: Representation

A. Commercial producers

B. Employers

Students could also be asked to create a visual presentation or deliver an oral

argument to accompany their written essay. Additionally, they could conduct
research to support their claims and propose specific actions or policies that
could be implemented by the target audience to promote gender sensitivity.

Engagement-
Academic ability –

Expression-

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Behavioral concerns -

IV. Independent Practice

PROCEDURE Multiple Means of Representation, Engagement,

Action and Expression
To close the lesson, the teacher will ask the students to summarize the key
points covered during the class, emphasizing the importance of understanding
persuasive techniques in everyday life and their impact on societal perceptions
and behaviors related to gender roles and beauty standards.

Students will be encouraged to reflect on what they have learned and consider
how they can apply this knowledge in their daily decisions. They may also be
invited to share their thoughts or insights gained from the lesson with the class.

UDL LESSON PLAN

SUBJECT MATTER: __________________________. YEAR LEVEL: ________________________
OBJECTIVES:

LEARNERS

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I. LESSON OPENING

PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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II. TEACHER INPUT

PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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III. GUIDED PRACTICE

PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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IV. INDEPENDENT PRACTICE

PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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V. CLOSURE

PROCEDURE Multiple Means of

Multiple Means
Multiple Means of Representation Action and
of Engagement
Expression

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