SD_Classroom Practice to Promote Inclusion SNED.pptx

SD_Classroom Practice to Promote Inclusion SNED ____

1. TRAINING ON THE MATATAG CURRICULUM 1 GRADE 7 Resource Person: SALVACION B. FELICES

2. Session 9/10 CLASSROOM PRACTICES TO PROMOTE INCLUSION FOR LEARNERS WITH DISABILITIES 2

3. Session Objectives: At the end of the session, participants will:   .   3 discuss inclusion, inclusive education, and types of disability and how they impact students’ learning experiences; identify equitable learning opportunities through classroom accommodations and modifications in an inclusive classroom; and appreciate the application of appropriate strategies/activities to promote inclusive education .

4. Professional Standards Addressed: 4

5. Session Flow 5

6. Activity 1: Charge to Experience! 6 1. Walking while in a blindfold Directions: The group with task 1 will put on the simulation mask. You will be instructed by your leader on the directions to walking while in a blindfold. (e.g. Walk straight, turn left, right, and go back to your place). The leader will ensure that all of you are seated after one minute.    2. Reading while using the simulation mask.  Direction: In the group with task 2 you will put on the simulation masks. The leader will give them a selection found in the envelope. With the simulation masks, each shall read the selection without removing or touching the simulation mask. Participants wearing eyeglasses shall remove this device.  3. Talking without sound.  Direction: The group with task 3 the leader will distribute paper and pencils to members. The leader will read the selection found in the envelope, without sound. Participants will write down the words they heard. SITUATIONS:

7. Activity 1: Charge to Experience! 7 4. Reading a paragraph with the smallest font size Direction: The group with task 4 will read the selection in the smallest font without using any assistive device. 7 . Reading a passage on the screen while using a simulation mask. Direction: The group with task 7 will be participated by all. Using the simulation mask read the paragraph on the screen. 5. Reading a paragraph with reverse writing Direction: The group with task 5 will read the selection (reverse writing). SITUATIONS: 6. Writing with hand tied. Direction: The group with task 6 will tie each hand using the masking tape.

8. Reading while using the simulation mask 8

9. Reading a paragraph with the smallest font size 9

10. Reading a paragraph with reverse writing 10 Delsyixa is a lefilnog cnoiiotdn . An idvanudiil with dlsexiya nga alayws nga a uiuqne brian when crpoamed with a non- dsxleyic iiuandidvl . Ainddaotilly , reading nga awlays be a far more focus- and loabr-isvinntee avtiticy for a dixyslec idiaduvnil when ceopamrd to a “ tipycal ” ngage . Sitll , a diisnogas of dlsyexia deos not maen taht an iudivdanil nga be froeevr barerd form epinreceinxg the joy of rniedag , or left out of onpipoeutirts that require one to read well. When they are tgahut lgnauage slikls wtih a dfenirfet , more trlieaod aorpacph taht wrkos to ngage all paawhtys in liaenrng , mnay idiiauvdnls wtih delsiyxa can eipecnerxe ssccues with txet for the fisrt time.   Carrntoy to plaopur bielef , not erevy posren with dslexyia nga rveesre letters wlihe rndiaeg and wtirnig . In fcat , scuh reavlrses are very ngage wlihe credilhn , btoh those with dxseilya and ngag wuthoit , are frist lnanreig to wtire . After two yaers of eicxlipt htawnidnirg iitontusrcn , criehldn sluohd no legonr sgrultge with rveelasrs . If tehy do, tihs may be a sgin of dlyiesxa . However, the eerournos blieef taht all ngage wtih dseyxlia nga rsrveee lrttees and even words while riandeg and wirting may in fact be daelnyig dnisgaois and ineitevontrn for many iudldvinias . Dsptiee its ngag ngage on how many iianiddvlus with dlyisxea ecpnexiere vsauil itaomironfn , like txet , delisyxa is not a vosiin prelobm . Taht is why dxseiyla cnonat be suscclufesly rmaedteeid torghuh vsoiin tahrepy pgramors , no mteatr how ngageve . Ientasd , idldaivnuis wtih dlxysiea , a lggnaaue-baesd droidesr , must be eixpilctly ittseruncd in all levels of lngagaue , from pnehiomc aenwsaers to mhrpoloogy , in ngag to “ baerk the cdoe ” and slcuefcslusy leran to read.  

11. Hand tied 11

12. http://tinyurl.com/WhatsUPPadlet 12

13. 13 Analysis:

14. 14 UDL provides a proactive, universal approach to accessibility, while modifications and accommodations offer targeted support for learners with disabilities, ensuring that no learner is left behind and that the learning environment is truly inclusive. IE and UDL share a common goal of making education accessible to all students, regardless of their abilities, disabilities, or learning styles. Inclusive education seeks to include all students in the general education setting, while UDL focuses on designing learning environments that can be accessed by a wide range of learners. IE and modifications/accommodations involve aligning the inclusive philosophy with individualized support mechanisms to create an environment where all students, including those with disabilities, can participate, learn, and succeed.

15. 15 UDL provides a proactive, universal approach to accessibility, while modifications and accommodations offer targeted support for learners with disabilities, ensuring that no learner is left behind and that the learning environment is truly inclusive. IE and UDL share a common goal of making education accessible to all students, regardless of their abilities, disabilities, or learning styles. Inclusive education seeks to include all students in the general education setting, while UDL focuses on designing learning environments that can be accessed by a wide range of learners. IE and modifications/accommodations involve aligning the inclusive philosophy with individualized support mechanisms to create an environment where all students, including those with disabilities, can participate, learn, and succeed.

16. 16

17. 17 INCLUSIVE EDUCATION refers to the process of addressing and responding to the diversity of needs of all learners by moving towards the end-goal of full participation, presence, and achievement in learning cultures and communities which involves: ac commodation; modification; adaptation; i ndividualization in content; approaches; and s tructures and strategies.

18. 18 INCLUSIVE EDUCATION it involves equitable opportunities for learners with disabilities learners receive educational services , and the needed support and related services learners should be with their age-appropriate peer groups schools and ILRCs prepare them to live as fully functional members of society .

19. 19 DISABILITY Refers to a long-term physical, mental, intellectual, behavioral, or sensory condition that substantially limits one or more physiological or anatomical function of an individual or activities of such individual which results to limitation or difficulty encountered in executing a task or action (UNCRPD, 2OO6; Section 4 (c), RA 72771).

20. LEARNERS WITH DISABILITIES refer to 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; and sensory impairments in which interaction with various barriers may hinder their full and effective participation in society on an equal basis with others to develop them to their maximum capability.

21. 21 1. Physical Disability Refers to the musculoskeletal deformities, difficulty in mobility, physical capacity, stamina, or dexterity. Lachica, I. (2023) Student with disability showcases talent in drawing. https://cebudailynews.inquirer.net/506388/student-with-disability-showcases-talent-in-drawing Includes brain or spinal cord injuries, multiple sclerosis, cerebral palsy, respiratory disorders, epilepsy, hearing and visual impairments, and more.

22. 22 22 2. Learning and Applying Knowledge Picture taken from Creative Commons

23. A condition exhibiting one or more of the following characteristics over a long period and to a marked degree that adversely affects a child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 23 2.2. Emotional Behavioral Disturbance

24. 24 24 Picture taken from Creative Commons 3. Learners with Difficulty in Remembering and Concentrating

25. 25 25 Picture taken from Creative Commons 3.2. Learning Disability

26. 26 26 Picture taken from Creative Commons 3.3. Attention Deficit Hyperactivity Disorder (ADHD)

27. 4.1 Visual Impairment refers to a significant functional loss of vision that cannot be corrected by medication, surgical operation, or the use of ordinary optical lenses such as spectacles or eyeglasses . 27 4. Sensorial Impairment

28. 28 4. Sensorial Impairment Degree of vision acuity Low Vision/Partially-Sighted those who are not completely blind but cannot be corrected to normal with regular eyeglasses or contact lenses. Degree of vision acuity Blindness is the lack of usable vision and the ability to see anything; has no light perception; uses tactile and auditory channels for learning functional tasks; and uses the cane for mobility; learns via Braille and other non-visual media.

29.   Concomitant (simultaneous) hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (Resource Handbook-BLD-SID) 29 4.2. Deaf-Blindness:

30. is a general term used to describe any deviation from normal hearing, whether permanent or fluctuating, and ranging from mild hearing loss to profound deafness. Deaf is a person who has a profound hearing loss and uses sign language. Hard of hearing is a person with a hearing loss who relies on residual hearing to communicate through speaking and lip-reading. 30 4.3. Hearing Impairment

31. Disease due to chronic or acute health problems such as asthma, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; an d adversely affects a child’s educational performance . 5. Learners with Health Concerns/Other Health Impairment

32. 33

33. Reduces barriers in instruction, provides appropriate accommodations, support mental and physical challenges, and maintains high achievement expectations for all students, including learners with disabilities.

34. The three (3) principles of UDL are: Recognition – refers to multiple methods of representation that give learners a variety of ways to acquire information and build knowledge; Strategic Learning - refers to multiple means of learners’ action and expression that provide learners alternative modes for demonstrating what they have learned; and Affective Learning- refers to multiple modes of learner engagement that tap into learners interests, challenge them appropriately, and motivate them to learn 35

35. Brain Networks in Learning

36. 37 Providing Multiple Means of Representation How: Offer ways of customizing the display of information (font size, color contrast, etc.). Provide alternatives for auditory information (transcripts, captions). Provide alternatives for visual information (audio descriptions, tactile representations). Why: Recognizing that learners have different sensory preferences and abilities, this aspect aims to make content accessible to all. Adapted by Myra Trinidad T. Tantengco from http:// udlguidelines.cast.org /binaries/content/assets/ udlguidelines /udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

37. Contrast between background and text or image.

38. For reading from the screen Arial Calibri Helvetica I am serif. I am sans serif. Vary the type of fonts used. For reading print Times New Roman Bookman Old Style Cambria

39. 40 2. Providing Multiple Means of Representation How: Clarify vocabulary and symbols to enhance understanding. Clarify syntax and structure to support language comprehension. Support decoding of text, mathematical notations, and symbols. Promote understanding across languages. Illustrate concepts through multiple media (visuals, examples, etc.). Why: Language and symbols are crucial for communication and learners may have different linguistic backgrounds or challenges. Adapted by Myra Trinidad T. Tantengco from http:// udlguidelines.cast.org /binaries/content/assets/ udlguidelines /udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

40. 41 Provide graphic symbols with alternative text descriptions This Photo by Unknown Author is licensed under CC BY-SA-NC

41. 42 Providing Multiple Means of Representation How: Activate or supply background knowledge to connect new information to what learners already know. Highlight patterns, critical features, big ideas, and relationships to emphasize key concepts. Guide information processing and visualization through scaffolding and cues. Maximize transfer and generalization by providing opportunities to apply knowledge in different contexts. Why: Different learners may require varying approaches to comprehend and make meaning of information. Adapted by Myra Trinidad T. Tantengco from http:// udlguidelines.cast.org /binaries/content/assets/ udlguidelines /udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

42. 43 Prompt the use of mnemonic strategies and devices  Adapted by Myra Trinidad T. Tantengco from http:// udlguidelines.cast.org /binaries/content/assets/ udlguidelines /udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf Four Fundamental Operations in Mathematics M Multiplication D Division A Addition S Subtraction Seven Coordinating Conjunctions F For A And N Nor B But O Or Y Yet S So

43. Providing Multiple Means of Engagement How: Consider the interest of learners in planning activities Relate the lessons to students’ lives Create an accepting and supportive classroom climate Introduce relevant topics Use real-world examples Incorporate multimedia to capture learners' attention Why: Generating enthusiasm for learning enhances motivation and encourages active participation.

44. 45 1. Providing Multiple Means of Engagement How: Communicate clear learning objectives Set challenging but achievable tasks Create cooperative learning groups with clear goals, appropriate roles, and fair responsibilities. Provide mastery-oriented feedback “You’ve made improvements in ___. Now focus some time on the areas that are a little more challenging for you to build your strength in those areas, too.” Why: Encouraging perseverance helps learners overcome obstacles and achieve their goals.

45. 46 3 . Providing Multiple Means of Action and Expression How: Vary the methods for response and navigation to accommodate different physical abilities. Optimize access to tools and assistive technologies to support individual needs and preferences. Why: Recognizing that learners have diverse physical abilities, this aspect aims to make learning activities and materials accessible to all. Adapted by Myra Trinidad T. Tantengco from http:// udlguidelines.cast.org /binaries/content/assets/ udlguidelines /udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

46. 47 Providing Multiple Means of Action and Expression How: Use multiple means of communication, such as writing, speaking, drawing, or using assistive technologies. Use a variety of tools for construction and composition to cater to diverse preferences and abilities. Build fluencies with graduated levels of support for practice and performance to accommodate varying skill levels. Why: Different learners may have varied ways of expressing themselves and communicating their understanding. Adapted by Myra Trinidad T. Tantengco from http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

47. 48 The way I descride a bumby ride is like wothgan mowtsarts mowsek . eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere to mowts mowsuk it was vare metereus and unperdekdable . So the next time you drive down a bumby theak of mowtsart . The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled; at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So, the next time you drive down a bumpy road, think of Mozart.

48. 49 3 . Providing Multiple Means of Action and Expression How: Guide appropriate goal-setting by providing clear objectives and expectations. Support planning and strategy development to help learners organize their approach to tasks. Facilitate managing information and resources by offering organizational tools and structures. Enhance the capacity for monitoring progress through feedback, self-assessment, and reflection. Why: Executive functions, such as goal-setting, planning, and monitoring progress are essential for effective learning and self-regulation. Adapted by Myra Trinidad T. Tantengco from http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf

49. 50 http://tinyurl.com/fzafsbcc

50. Understanding Accommodations and Modifications for Learners with Disabilities

51. ACCOMMODATION STRATEGIES

52. PRESENTATION ACCOMMODATIONS Instructional or test materials presented in a different manner than standard print. Examples: Alternative Recording : Allowing audio or video recording instead of note-taking. Verbal Instruction: Reading directions or problems aloud to the student. Font and Text Adaptations: Increasing font size or using magnification tools. Enhanced Visuals : Improving contrast or differentiation in visual materials, like using color for identification. Increased Space: Adding white space on assignments for clarity.

53. PRESENTATION ACCOMMODATIONS Instructional or test materials presented in a different manner than standard print. Examples: Reduced Density : Decreasing the number of items displayed per page. Screen Reader Accessibility : Permitting the use of a screen reader. Tactile Support: Offering tactile prompts like physical guidance or raised-line paper. Pre-lesson Materials: Providing notes or class presentations before the lesson begins.

54. RESPONSE ACCOMMODATIONS An alternate method of responding from a typical pencil / paper format. Examples: Allowing students to use a visual/graphic organizer to organize their thinking Letting students use concrete objects/manipulatives to generate their answer Giving students the option to write their responses directly on the assignment (as opposed to filling out an answer sheet) Making an audio recording of lessons Letting students use a calculator or multiplication chart on an assignment that does not assess computation

55. 56 SETTING ACCOMMODATIONS A change in the location or conditions where the learner receives instruction and/or participates in an assessment. Examples: Changing the seating and/or grouping for the child Providing instruction in small groups Offering a separate location Allowing the student to use a physical device to reduce distractions

56. 57 TIMING/SCHEDULING ACCOMMODATIONS Additional time is allowed or provided to complete homeworks and/or assessments Examples: Extra time Frequent breaks Time of day Multiple test sessions

57. 58 practices and procedures that provide equitable access during instruction and assessments for learners with disabilities; intended to reduce or even eliminate the effects of a student’s disability; do not reduce learning expectations; must be consistent for classroom instruction, and classroom assessments POINTS TO REMEMBER ABOUT ACCOMMODATIONS

58. 59 Understanding Modification for Learners with Disabilities Modifications are used to describe changes in the curriculum. are made "for learners with disabilities who are unable to comprehend all of the content an instructor is teaching" (Disabilities, Opportunities, Internetworking, and Technology, 2O2l, par. 21.

59. 60 GENERAL MODIFICATIONS: Allow outlining instead of writing for an essay or major project Use of alternative books or materials on the topic being studied Computerized spell-check support Word bank of choices for answers to test questions Provision of calculator and/or number line for math tests Film or video supplements in place of reading text

60. 61 GENERAL MODIFICATIONS: Reworded questions in simpler language Projects instead of written reports Highlighting important words or phrases in reading assignments Modified workload or length of assignments/tests Modified time demands

61. 62 Behavior Modifications: Breaks between tasks Cue expected behavior Use positive reinforcement Use proximity/touch control Use peer support and mentoring Model expected behavior by adults Have parents sign homework and behavior chart Set and post class rules

62. 63 Accommodations – do NOT reduce learning expectations. But rather provide the learners with access to the curriculum and assessments. Modifications – change, lower, or reduce learning expectations; increase the gap between achievement of learners with disabilities and expectations for proficiency at grade-level. ACCOMMODATIONS and MODIFICATIONS

63. 64 Application Identify whether the given scenario:

64. 65 Case Scenario 1: Mark Joseph Mark Joseph, a high school student, wasn't identified as having learning difficulties. However, in his Algebra I class, he tends to make mistakes when multiplying or dividing large numbers with decimals. Interestingly, when Mark Joseph uses a calculator, he gets the right answer.

65. 66 Case Scenario 2: Emma Emma struggles with reading due to a learning disability. Long passages are tough for her since she reads below her grade level. She 's working on grasping the main idea sand supporting details. To help her out, the teacher gives Emma a story that matches her reading level. While everyone else in class has to find both the main idea and supporting details, Emma only needs to focus on identifying the main idea.

66. Case Scenario 3: Rajani Rajani's special education teacher, Miss Ferrer, is super caring. She's concerned that Rajani might get too stressed with the tasks her regular teacher gives. Every evening, Miss Ferrer goes through the next day's assignments and figures out how to make them easier for Rajani . For instance, she found a set of simpler 1st-grade spelling words for Rajani's 5th-grade class. Miss Ferrer's trying to help Rajani handle the work without feeling overwhelmed.

67. Discuss an appropriate accommodation for each given classroom situation. Activity 2 :

68. Classroom Example No. 4: Jane, a fourth-grade student, benefits from special education support due to challenges in reading and math. Specifically, she faces difficulty in various aspects of reading, including decoding words, blends, and commonly used sight words. What are possible classroom accommodations for Jonas?

69. Classroom Example No. 5: Nikka demonstrates a strong recall of basic math facts but struggles with retaining the steps for solving complex problems using algorithms, often losing her place. Despite consistent after-school tutoring, her classroom assignment and test scores don't reflect improvement. What classroom accommodations could support Nikka's learning?

70. 71 Let us check if your answers are correct. 

71. 72 Case Scenario 1: Mark Joseph Mark Joseph, a high school student, wasn't identified as having learning difficulties. However, in his Algebra I class, he tends to make mistakes when multiplying or dividing large numbers with decimals. Interestingly, when Mark Joseph uses a calculator, he gets the right answer. Accommodation

72. Ways to Address Mark Joseph’s Needs Graph Paper Class notes with an example question available for student Procedures numbered explaining the step by step process Peer tutor Teacher monitors student and checks work with teacher every 2-4 problems. Provide other ideas

73. 74 Case Scenario 2: Emma Emma struggles with reading due to a learning disability. Long passages are tough for her since she reads below he grade level. She's working on grasping the main idea and supporting details. To help her out, the teacher gives Emma a story that matches her reading level. While everyone else in class has to find both the main idea and supporting details, Emma only needs to focus on identifying the main idea. Modification

74. Ways to Accommodate Emma’s Needs She can identify main idea and details within a paragraph provided while the class will identify the main idea and details in the whole story. She can answer question cards: identify the main idea and supporting details.

75. Case Scenario 4: Rajani Rajani's special education teacher, Miss Ferrer, is super caring. She's concerned that Rajani might get too stressed with the tasks her regular teacher gives. Every evening, Miss Ferrer goes through the next day's assignments and figures out how to make them easier for Rajani. For instance, she found a set of simpler 1st-grade spelling words for Rajani's 5th-grade class. Miss Ferrer's trying to help Rajani handle the work without feeling overwhelmed. Modification

76. Ways to Accommodate Rajani’s Needs Focus on lesson objective: Will Rajani benefit by completing work lower than grade level standards? Break tasks into smaller more manageable parts, frequently check for understanding. Be reminded that the objective is quality and not quantity.

77. In a Nutshell In a Nutshell 78 http://tinyurl.com/4anvtcr5

78. 79 Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications/ Accommodations 1. Equity and Accessibility Advocates for removing barriers to learning and providing equal opportunities for all students Aims to proactively design learning environments that are accessible to all learners, minimizing the need for retrofits. Modifications and accommodations further enhance equity by providing targeted support to students with specific needs , ensuring they can fully participate in the learning process.

79. 80 Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications Accommodations 2. Learning Environment Promotes the idea that education should cater to the diverse needs, abilities, and backgrounds of all learners. Focuses on designing flexible learning environments that accommodate diverse learner needs through multiple means of representation, engagement, and expression Modifications and accommodations adapt the learning environment to accommodate the specific needs of individual students, creating an environment where everyone can participate and succeed . Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation

80. 81 Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications Accommodations 3. Collaboration and Communication Emphasizes the value of collaboration among students, teachers, and the broader community Promotes varied means of communication and collaborative learning experiences. Collaboration is essential when implementing modifications and accommodations . Clear communication ensures that everyone involved understands the individualized support required for each student .

81. 82 Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications Accommodations 4. Technology and Integration Recognizes the potential of technology to address diverse learning needs and provide inclusive solutions. Advocates for the use of technology to provide multiple means of engagement, representation, and expression. Technology can facilitate the implementation of modifications and accommodations, such as providing digital formats, speech-to-text, or adaptive devices, enhancing the learning experience for students with disabilities.

82. 83 Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications Accommodations 5. Critical Thinking and Problem-solving Encourages the development of critical thinking skills to address diverse challenges. Supports the development of critical thinking skills through diverse instructional approaches Modifications and accommodations may be tailored to support specific cognitive needs, ensuring that students can effectively engage in critical thinking and problem-solving activities.

83. 84 Concepts of the Inclusive Education, Universal Design for Learning and Modifications/Accommodation Elements Inclusive Education (IE) Universal Design for Learning (UDL) Modifications Accommodations 6. Adaptability and Lifelong Learning Acknowledges the importance of adaptability and continuous improvement to meet the evolving needs of students. Encourages the design of flexible learning environments that foster adaptability Adaptability is inherent in modifications and accommodations, as they evolve based on the changing needs of students. This approach prepares learners for a lifetime of adapting to different situations and challenges.

84. References 85 Republic Act 11650 “An Act Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education, Establishing Inclusive Learning Resource Centers of Learners with Disabilities in All School Districts, Municipalities and Cities, Providing Standards, Appropriating Funds Therefore, and for Other Purposes” DepEd Order No. 44, s. 2021 Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program Bass, G. et. al. (2020) UDL: UDL and 21st Century Learning CAST (2018) Universal Design for Learning (UDL) Graphic Organizer. https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf Hofer, M. (2015) UDL: A Systematic Approach to Supporting Diverse Learners Ioannidi , V. (2022) Inclusive Education and Inclusive School Development: a key-area for sustainability and teacher skills Jacob, U. S. (2016) Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs Lachica, I. (2023) Student with disability showcases talent in drawing. https://cebudailynews.inquirer.net/506388/student-with-disability-showcases-talent-in-drawing Sneling , J. (2021) Focus on UDL When Using Classroom Technology Trinidad- Tangtengco , M. T. (2022) Universal Design for Learning: Removing barriers so that students with disabilities can successfully learn and participate in an inclusive classroom . University of the Philippines Diliman College of Education Department of Education Bureau of Learning Delivery-Student Inclusion Division Resource Handbook- 2023

85. References 86 Lachica, I. (2023) Student with disability showcases talent in drawing. https://cebudailynews.inquirer.net/506388/student-with-disability-showcases-talent-in-drawing Sneling , J. (2021) Focus on UDL When Using Classroom Technology Trinidad- Tangtengco , M. T. (2022) Universal Design for Learning: Removing barriers so that students with disabilities can successfully learn and participate in an inclusive classroom . University of the Philippines Diliman College of Education UNESCO (_) Learning Disabilities - What, Why and How? The right to quality education for learners with disabilities: What makes a learning environment inclusive? accessed from, https://www.unesco.org/en/articles/right-quality-education-learners-disabilities-what-makes-learning-environment-inclusive 13 Categories of Disability Under IDEA Law , accessed from, https://behavioralinspiredgrowth.com/special-ed-resources/categories-disability-idea-law/?fbclid=IwAR1vWhRFcV077gruvNc8xUsq27MxYMILwD9fw7G4cMg-0ZyIYruhur-4Ca8

86. 87 http://tinyurl.com/4wywyu3r

87. Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation Deck Developer/s BLD   Salvacion C. Olinares   Dorothy S.Tarol     Erlinda F . Leva      Allan Mesoga MATATAG CURRICULUM TRAINING RESOURCE PACKAGE 88

88. 89