(Enclosure No. 2 to DepEd Memorandum , s.
Republic of the Philippines
Department of
Education
National Educators Academy of the Philippines
FORM 2020R.1 Professional Development Program/Course Recognition Application Form
Learning Service Provider
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Telephone No. Email Address
NEAP Authorization Number N/A
INSTRUCTIONS: Input the necessary details. Indicate N/A if not applicable. DO NOT ABBREVIATE. LEARNING
SERVICE PROVIDER
PROGRAM PROFILE
Ti
tl "Enhancing Teachers' Knowledge in Special Education: A Comprehensive Training Program"
e
The Schools Division is committed to supporting the Department's Memorandum no.50 series of 2020, which
aims to promote and strengthen progress and development in basic education. As part of this effort, a professional
Rationale development program for teachers is being implemented, providing them with ongoing learning opportunities to
improve their teaching skills, subject knowledge, and ability to meet the diverse needs of students. This program is
crucial in ensuring high-quality education and positive outcomes for students. Within the PPST domain of Applying
knowledge of content within and across curriculum teaching areas, teachers are encouraged to use various teaching
strategies to enhance students' literacy and numeracy skills. They are also encouraged to create safe and secure
learning environments by implementing policies and guidelines consistently. Additionally, teachers are expected to
manage student behavior effectively by using positive and non-violent discipline techniques that promote a learning-
focused environment. Furthermore, they are encouraged to provide differentiated and developmentally appropriate
learning experiences that take into account students' gender, needs, strengths, interests, and experiences. Finally,
teachers are expected to design and implement teaching strategies that are responsive to the needs of students with
disabilities, giftedness, and talents. These focus areas were emphasized during the SLAC.
Special Education (SPED) training for teachers is of utmost importance to effectively cater to inclusive education.
Inclusive education aims to provide equal opportunities and support for students with diverse learning needs,
including those with disabilities or special needs. Pursuant to DepEd Memorandum No.20 s 2022, titled”
Dissemination of Republic Act No. 11650 and the Division’s commitment of empowering and equipping teachers on
the provision of educational programs and services for learners with special educational needs, the proponent
proposed to conduct a school-based LAC session on Enhancing Teachers' Knowledge in Special Education: A
Comprehensive Training Program.
This is a specialized training for teachers to understand the legal bases on learners with special educational
needs is crucial for several reasons. Firstly, it will ensure that teachers are well-informed about the rights and
entitlements of students with special needs, as outlined in various laws and policies. This knowledge allows teachers
to provide appropriate support and accommodations to these students, ensuring their educational needs are met.
Secondly, understanding the legal bases helps teachers create an inclusive and supportive learning environment.
By being aware of the legal requirements, teachers can implement inclusive practices, adapt their teaching methods,
and provide necessary accommodations to promote equal opportunities for all students.
Furthermore, specialized training equips teachers with the knowledge and skills to effectively collaborate with
other professionals, such as special education teachers, and administrators. This collaboration is essential for
developing individualized education plans (IEPs) for LSENs and implementing appropriate interventions for students
with special needs.
Additionally, being well-versed in the legal bases of learners with special educational needs can protect teachers
from potential legal issues. It helps them navigate complex situations, make informed decisions, and ensure
compliance with legal requirements, thereby reducing the risk of legal disputes.
Terminal Objective:
Program
By the end of the learning action cell, the elementary school teachers of will be equipped with the necessary
Description
knowledge, skills, and attitudes required to effectively implement inclusive education in their classrooms.
Enabling Objectives:
1. Identify the principles and key concepts of inclusive education.
2. Understand the importance of inclusive education in promoting equal opportunities and creating an inclusive and
supportive learning environment for all students.
3. Acquire knowledge on different strategies and instructional practices that can be used to support students with
special educational needs.
4. Gain knowledge on the available resources and support systems, such as assistive technologies and community
services, that can be utilized to support inclusive education.
5. Develop skills in adapting curriculum, instruction, and assessment to meet the individual needs of students with
different abilities.
6. Enhance the ability to create inclusive and collaborative learning environments that promote positive peer
relationships and social inclusion.
7. Recognize and appreciate the diverse needs and abilities of students in the classroom.
8. Reflect on personal attitudes, biases, and stereotypes that may hinder the implementation of inclusive education
and work towards developing a more inclusive mindset.
9. Value the principle of dealing with a heart to learners with special needs.
DepEd Professional Development Priorities that this SLAC covered are as follows:
Professional
Development Proficient Teachers moving to Highly Proficient Teachers
Priorities Domain 3: Diversity of Learners
Strand:3.3 Learners with disabilities, giftedness and talents
3.3.2 Design, adapt, and implement teaching strategies that are responsive to learners with disabilities,
giftedness and talents
Domain 4: Curriculum and Planning
Strand:4.1 Planning and Management of teaching and learning process
4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements
and varied teaching contexts.
Strand 4.3 Relevance and responsiveness of learning programs
4.3.2 Adapt and implement learning progress that ensure relevance and responsiveness to the needs of all learners.
Strand 4.4 Professional collaboration to enrich teaching practice
4.4.2 Participate in collegial discussions that use teachers and learners’ feedback to enrich teaching practice
The target participants are the __ teachers, PRC N/A
Target
Program
Participant of Elementary School.
Accreditati
on No.
Delivery Platform This will be a Face-to-Face Indicative Date of Implementation December 11-13, 2023
training session. (Every 3:00 to 4:30 in the afternoon)
COURSE LIST
Course Title Professional Standards Covered Schedule Modalit
y
DepEd Professional Development Priorities that Face to
December 11-13,
this SLAC covered are as follows: Face
2023
1. Introduction to
Special Education: Domain 3: Diversity of Learners (Every 3:00 to
Understanding the 4:30 in the
Basics Strand:3.3 Learners with disabilities, giftedness afternoon)
and talents
Indicator:
3.3.2 Design, adapt, and implement teaching
strategies that are responsive to learners
with disabilities, giftedness and talents
2. Learning
Disabilities and Domain 4: Curriculum and Planning
Effective Strand:4.1 Planning and Management of
Instructional teaching
Strategies and learning process
Indicator:
4.1.2 Plan, manage and implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts.
Strand 4.3 Relevance and responsiveness of
learning programs
3. Assessment and
Evaluation of Indicator:
Students with Special 4.3.2 Adapt and implement learning progress
Needs that ensure relevance and responsiveness to the
needs
of all learners.
Strand 4.4 Professional collaboration to
4. Collaboration and
enrich teaching practice
Teamwork in
Special Education: Indicator:
Working with 4.4.2 Participate in collegial discussions that
Parents and Other use teachers and learners’ feedback to enrich
Professionals teaching practice
COURSE DESIGN
Course Enhancing Teachers' Knowledge in Special Education: A Comprehensive Training Program"
Course Description The program is a Face-to-Face School Learning Action Cell to the teachers of Trapiche Elementary School to learn more
on Inclusive Special Education that will equip teachers with the knowledge, skills and attitudes to understand the unique
learning needs of students with disabilities or learning difficulties. This includes understanding different learning styles,
adapting teaching strategies, and providing appropriate accommodations or modifications.
"Enhancing Teachers' Knowledge in Special Education: Comprehensive Training Program" is training program
designed to provide teachers with a deeper understanding of special education and equip them with the necessary skills
and strategies to effectively support and educate students with special needs. The program covers various aspects of
special education, including assessment and identification of disabilities, individualized education plans (IEPs),
differentiated instruction techniques, behaviour management, and inclusive classroom practices. Through a combination
of lectures, workshops, case studies, and hands-on activities, teachers will gain practical knowledge and resources to
create inclusive and equitable learning environments for all students, fostering their academic and social-emotional
growth.
Session Resource
Durati Methodology Assessment Outputs
Objectives Person/
on Topic Strategies
Learning
Facilitator
Day Introduction to This session will be done using 4As Open Ended Reflection Paper
90 *Identify
1 Special methodology Question
minutes understand the
Education: A. Pre-training assessment: Before the
principles and
Understanding training begins, conduct a pre-
key concepts of
the Basics training assessment to understand
inclusive
the participants' prior knowledge and Reflection Paper
education in the
experience with special education.
Philippine Why is it important
This will help tailor the training
setting to create a
content to their needs.
*Understand the supportive learning
importance of B. Analysis environment for
inclusive Lecture sessions: Start with informative students with
education in lectures to introduce the basics of special special needs?
promoting equal education, including the legal framework,
opportunities key concepts, and the different types of
and creating an disabilities. Use multimedia presentations,
inclusive and videos, and visual aids to engage the
supportive participants and help them understand the
learning information.
C. Abstraction
environment for
Conduct a post-training assessment to
all students
evaluate participants' learning outcomes
*Strengthen the and gather feedback on the training
prior knowledge methodology. This assessment can be in
about special the form of quizzes, assignments, or
and inclusive open-ended surveys. Use the feedback to
education improve future training sessions.
D. Application
*Evaluate the
Use role-playing exercises to simulate
principle and
various situations that educators might
concept of
encounter while working with students
education for all;
with disabilities. Participants can take
including the turns playing the roles of educators,
special and students, parents, or even administrators.
inclusive This hands-on activity helps develop
education empathy, understanding, and practical
skills in managing different scenarios.
Day 90 Learning This session will be done using 4As The participants Lesson Plan
*Acquire
2 minutes. Disabilities and methodology will design a
knowledge on
Effective A. Activity lesson using UDL
different
Instructional Let the participants give their prior Model including
strategies and
Strategies knowledge about the UDL model. inclusive special
instructional
B. Analysis education.
practices that
UDL model Let the participants analyze the
can be used to
importance of using UDL model in
support students
designing their lesson
with special
C. Abstraction
educational
Discuss what UDL model is and the
needs using
importance in supporting special
UDL model
education.
*Develop skills D. Application
in adapting Let the participants explain why UDL
curriculum, model help students with disabilities
instruction, and and learning difficulties.
assessment to
meet the
individual needs
of students with
different abilities
*Recognize and
appreciate the
diverse needs
and abilities of
students in the
classroom
Day 50 This activity will use 4As as learning Reflection on the Reflection Paper
*Gain
3 minutes Assessment and methodology importance of
knowledge on
Evaluation of A. Activity MFAT as a tool in
the available
Students with Let one participant act out as a learner. assessing learners
resources and
Special Needs In this activity, the Learning Resource particularly in
support system
Provider may use any of the following – Grade one.
such as
Let’s Talk, Treasure Box, My Daily
assistive
MFAT Tool: Routine, Whether Weather, Work on
technologies
assessment Hands and Let’s Get Physical. Be sure
and community
process that the participant who will do the task
services that follows the same procedure given to
can be utilized Grade One learners who undergo this
to support MFAT procedure.
inclusive B. Analysis
education Ask the volunteer participant what
*Enhance the he/she felt after the activity.
ability to create C. Abstraction
inclusive and Discussion about this Multi – Factored
collaborative Assessment Tool (MFAT) as one of the
learning assessment tools to assist teachers for
environments instructional planning and educational
that promote placement of learners.
positive peer D. Application
relationships Let each participant give the
and social importance of this MFAT as a screening
inclusion tool in identifying the learners’ strengths,
needs, learning styles, and other
*Value the educational concerns like mental
principle of advancement or delays or with
dealing with a manifestation of learning disability.
heart to learners
with special
needs
Day 40 Collaboration This session will use 4As as methodology Reflection from the Developed action
*Familiarize with
3 minutes and Teamwork A. Activity session on the plan
the 4As
in Special Divide the participants into groups and importance of
framework as a
Education: provide each with a case study or developing a
methodology for
Working with scenario that highlights a specific classroom action
developing a
Parents and challenge related to inclusive education. plan for inclusive
classroom
Other E. Analysis education that will
action plan for
Professionals Reconvene the groups and ask each lead the
inclusive
group to present their case study and participants to
education
Development of solutions the participants have come prepare their own
ACTION PLAN *Explain the up with. classroom action
importance of F. Abstraction plan.
using 4As as a Introduce the 4As framework
methodology for (Activity, Analysis, Abstraction, and
developing Application) as methodology for
classroom developing a classroom action plan
action plan for for inclusive special education.
inclusive G. Application
education Bring the groups back together and
ask each group to share the
*Reflect on
principles they have identified for
personal
their classroom action plan. Reflect
attitudes,
biases, and
stereotypes that
may hinder the
implementation
of inclusive
education and
work towards
developing a
more inclusive
mindset.
PROGRAM/COURSE IMPLEMENTATION PLAN
NO BUDGET NEEDED 0
Funding Source Budget
Requirements
Monitoring and Evaluation Plan
Levels of M Methods Schedule of User of M and
Indicators Data Sources Person/s Resources
and E and M and E Data
Responsible
Tools E
Level 4. Results Increase Quarterly Performance 6-12 months Program Pupil’s Portfolio
performance Test Tracking after the LAC Management and Report Card
Education
Result, Session Team
of those identified Program
Learner’s
Participants in Supervisor in
learners with Performance Report Card
the training Special
learning Tasks
SMEA Reports particularly those Education,
difficulties
are handling
Teacher-
learners with
facilitators,
100% disabilities and School head
implementation of learning and PSDS
the school action difficulties.
plan pertaining to
learners with
disabilities and
learning
difficulties
Level 3. Lesson Plan/DLL KSA/ Evaluation Program Lesson Plan Education
Behavior of teachers insights/ results of the Management Program
1-6 months
indicating the UDL feedbacks school action Team Supervisor in
after the
Model intended plan Evaluation Tool Special
SLAC session
not only for Education,
regular learners Participant in the
Reflection Paper Teacher-
but also for COTs Training
facilitators,
learners with
disabilities and School head
learning and PSDS
difficulties
Level 2. ---out of ---- Evaluation Observation Before, Program Submitted Education
Learning participants of session Tool during and Management Outputs Program
completed the 4 outputs after all the Team Supervisor in
sessions and were sessions Special
Participant in the
able to submit Education,
Training
completed outputs
Teacher-
for each session
facilitators,
School head
and PSDS
Level 1. Reaction At least 3.5 Daily QATAME Day 1-5 of the Program Google Forms Education
average rating in Evaluation Forms and training Management and sheets Program
all QATAME Tool Results (during and Team Supervisor in
indicators. after the Special
QATAME Results of Participant in the
session) Education,
Forms and Daily Training
Google Evaluation Teacher-
Forms facilitators,
School head
and PSDS
Declaration:
I hereby declare the information provided in this application is true and correct and there have been no misleading statements, omission of any relevant
facts nor any misinterpretation made.
Sign off by the Program/Course Manager or its equivalent
Program
Manager
Signature
Date
