Republic of the Philippines Western Philippines University A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT COLLEGE OF EDUCATION MASTER IN EDUCATIONAL MANAGEMENT Cem 203 – Inclusive Education Curriculum Planning, Teaching Methodology, Assessment 6.4 Integration of Multiple Intelligence in the Teaching-Learning Process 6.5 Buddy System 6.6 Adaptations and Modification Objectives: • IDENTIFY DIFFERENT KINDS OF INTELLEGENCES AND BE USE IN MODIFYING TEACHING STRATEGIES • GIVE THE IMPORTANCE OF BUDDY SYSTEM IN ACADEMIC, EMOTIONAL, AND SOCIAL STATE OF A CHILD WITH SPECIAL NEEDS • IDENTIFY DIFFERENT ACCOMMODATIONS AND ADOPTATIONS FOR DIFFERENT DISABILITIES Integrating Multiple Intelligence in the Teaching-Learning Process Introduction: No two children think and learn the same way, and all have experienced how it is sometimes necessary to present information in a completely different light to reach some students. The Multiple Intelligences Theory states that it is to the benefit of both the student and the instructor if the student’s intelligence can be identified. Identifying a student’s intelligence allows the instructor to select appropriate activities for the student in the classroom and guide their learning journey more effectively. Gardner also had some additional beliefs: All humans have all nine unique intelligences, potentially more which have yet to be researched. Everyone possesses all nine intelligences in various amounts. Each individual is made up of a unique combination of all nine intelligences. These intelligences are uniquely arranged in each individual’s brain and may or may not work collaboratively together. Students can experience greater success if learning tasks were directly related to their developed intelligences. Intelligences can be developed or weakened, ignored or strengthened with practice. Buddy System Buddy system is a practice to provide academic, emotional and social support to the child with special needs and help him in achieving the desired goals. Buddy as a Soul Partner ● New admission with older students ● A low achiever with a high achiever ● Behavioral challenging with adults. ● Quiet child with a talkative child. ● Academically bright with one having academic difficulties Rewarding the Buddy A timely rewarding of the Buddy helps in maintaining the positive behavior and willingness to help other students. Providing them with the opportunity to lead by example will reinforce the idea that their accomplishments are, in fact, exemplary Adaptations and Modification -Adaptation refers to adjusting assessments, material, curriculum, or classroom environment to accommodate a student’s need so that he/she can participate, and achieve the teaching learning goals. – -Adaptations are changes in the way instruction and assessment are carried out to allow a learner equal opportunity to demonstrate mastery of concepts and achieve the desired learning outcomes. -Modification involves making changes to learning goals, teaching processes, assignment and/or assessment to accommodate students’ learning needs. Accommodation & Adaptation for Specific Disability • IDENTIFY DIFFERENT KINDS OF INTELLEGENCES AND BE USE IN MODIFYING TEACHING STRATEGIES • GIVE THE IMPORTANCE OF BUDDY SYSTEM IN ACADEMIC, EMOTIONAL, AND SOCIAL STATE OF A CHILD WITH SPECIAL NEEDS • IDENTIFY DIFFERENT ACCOMMODATIONS AND ADOPTATIONS FOR DIFFERENT DISABILITIES Accommodations & Adaptations for Cognitive Impairments & Intellectual Disabilities • Ensure the learner is: • Seated at a distraction-free place. • Provided printed materials early so that she/he gets sufficient time to read and comprehend the material. • Given reading handouts in the form of graphic organizers, mind maps, pictures and keywords with limited information per page. • Given material where there are short sentences and a simple vocabulary. • Allowed use of technology. • Provided oral information along with written by the teacher reading aloud what is written on the board. Many students with learning disabilities find using software that can read the textbook and other text-based materials aloud beneficial. (refer websites) • Allowed flexibility in classroom procedures (record lectures). • Permitted to use of self – correcting materials that provide immediate feedback without embarrassment Accommodations & Adaptations for Physical Impairment • Given a welcoming and comfortable environment in class. • Provided proper seating places and tables with elevated corners for students to prevent things from falling off. • Ensured free movement by placing furniture in a less restrictive manner. • Provided opportunities for participation by planning alternative activities in advance. For example, a student can act as a commentator or an umpire during a football game or sing a song while others are dancing. • Granted permission to use assistive technology like screen reading software, recorders, keyboards, grippers, thick pencils etc. Accommodation & Adaptations for Visually Impaired /Low Vision • Provided magnifying glass with light. • Facilitated by increase of font size of the smart board while teaching. • Provided oral information along with written by the teacher reading aloud what is written on the board and helped in clarity by ensuring there is no reflection of previous work on the chalkboard • Provided printed /recorded material early to allow students sufficient time to read and comprehend the material • Seated away from the window to avoid glare. • Given sufficient space between the furniture to avoid banging Accommodation & Adaptations for Hearing Impaired • Seated near the teacher. • Encouraged to use a hearing aid. • Able to lip-read, see gestures and body language by the teacher speaking while facing her/him. • Provided maximum information in visual format. • Facilitated by minimizing of background noise. • Provided videos with subtitles as far as possible. • Given handouts using graphic organizers, mind maps, concept maps, pictures, and keywords Conclusion In order to provide pupils with disabilities meaningful access to curriculum and instruction based on the content standards, adaptations may require. Adaptations are intended to provide students with disabilities the opportunity to maximize their strengths and compensate for their learning differences. Modifying instructional strategies, materials and tools to meet individual needs are very important. Because every student with a disability has complex and unique needs, the strategies and tools of instruction must be constantly modified so that each student can succeed at learning. Reported by: JALLICA JANE P. MONTIMOR MEM Student RASTANURA M. BOBER Instructor
