Republic of the Philippines Department of Education REGION III-CENTRAL LUZON SCHOOLS DIVISION OF CITY OF MEYCAUAYAN PAJO ELEMENTARY SCHOOL PAJO, MEYCAUAYAN CITY, BULACAN RPMS SY 2021-2022 TEACHER REFLECTION FORM (TRF) TEACHER I-III TEACHER: VERONICA T. ESCABILLAS DATE SUBMITTED: JULY 22, 2022 RATER: BENITA P. ESPE SUBJECT & GRADE LEVEL: ENGLISH 6 DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words. OBJECTIVE 9 Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness and talents PROMPT #1 Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities when left unsupervised. Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning disability. How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on. YOUR REFLECTIONS Educators are tasked with an unprecedented challenge. In figuring out how to reach and teach diverse learners. It’s not easy. But it’s critical for so many of our students. Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration. In effort to create an inclusive classroom in which all students are reputable, it is important to use language that prioritizes the student over his or her incapacity. Disability labels can be stigmatizing and perpetuate false stereotypes where students who are disabled are not as capable as their peers. So thus, teachers must design and develop a teaching style to fulfill the needs of students who have a difficulty in absorbing the required competencies and studying patterns. When teaching a student with any disability, it is important to remember that many of the principles for inclusive design could be considered beneficial to any student. There are numerous teaching techniques that could use to ensure effective and efficient learning environments. In designing and selection of strategies must be based on the individual needs of the student, the objectives of the course and recommended academic adjustments and services. The teachers must enable learners to emerge as efficient members of society and contribute to the community. Teachers must ensure the constant communication with parents to ensure that each student must develop and produce skills or capability. Likewise, in the Department of Education in advocates the inclusiveness environment, promoting the Special Education (SPED) Education of learners with special needs has come an extensive and lengthy way; it can be in a method from special education (SPED) to integrated education and it as process from integrated education to Address: Pajo, City of Meycauayan, Bulacan Contact No: 09229879784 Email address: 104925@deped.gov.ph Republic of the Philippines Department of Education REGION III-CENTRAL LUZON SCHOOLS DIVISION OF CITY OF MEYCAUAYAN PAJO ELEMENTARY SCHOOL PAJO, MEYCAUAYAN CITY, BULACAN inclusive education Allam, Martin 2020. According to the study of Issues and Challenges in Special Education: A Qualitative Analysis from Teacher’s Perspective, in this study addressed the issue of children with learning disabilities by exploring the challenges and challenges faced by SPED teachers who teach children with learning disability and how they try to overcome these challenges. Also, to find out the approach and methods of teaching used by teachers when teaching children enrolled in SPED. Thusly, based on the findings of the research study, several conclusions were drawn. First, most teachers teaching children with learning disabilities did not receive any special needs education training from the school, they feel that they are not qualified to teach the children with learning disability. In the light of the findings and conclusions drawn from the results of the study, the Department of Education should continue strengthening the implementation of SPED in different schools through the following recommendations. Learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. A student with a reading disability may have difficulty with some of the following: decoding unfamiliar words, understanding what is read, knowing the meaning of words read, maintaining an efficient rate of reading, following written directions, identifying main ideas and major details. Students with a receptive language disability may have difficulty processing information presented orally. Despite normal hearing, the student may have problems with the following: differentiating between similar sounds, following oral directions, interpreting, and evaluating oral presentations, concentrating, handling distractions, and taking notes. A person with a learning disability may have average or above average intelligence. In fact, Albert Einstein, Winston Churchill, Nelson Rockefeller, Thomas Edison, Woodrow Wilson, George Patton, Walt Disney, and Hans Christian Anderson are all thought to have had learning disabilities. A learning disability does not mean that the person cannot learn; it means that they learn Differently. Many instructional strategies which are helpful to students with learning disabilities benefit all students. In addressing the needs of the students with learning disabilities, you are required to accommodate the student, proactively considering students with disabilities before you receive a request can save you a great deal of time and improve your teaching for all students. Here are the things that I gathered in my research in addressing the learners with disability. First, consider disabilities from a broader perspective. Provide a more inclusive classroom because students can see that they’ve been considered in your approach to teaching, not as an afterthought, or exception. Because having a disability can have social, political and historical features for individuals and groups, it can be a part of someone’s social identity, similar to gender, sexuality, race, ethnicity, etc. Thus, considering your own attitudes about people with disabilities and how people with disabilities are represented in your course content can help to make your course more inclusive for students. Secondly, proactively adopt pedagogical practices that support students with disabilities as a part of your approach to teaching. Promote a productive learning environment. Clarify your policies on attendance and late assignments with explicit and accessible instructions for how students may follow these policies. Some instructional material may be difficult for students with certain disabilities. For instance, when showing a video in class you need to consider your audience. Students with visual disabilities may have difficulty seeing non-verbalized actions; while those with disorders like photosensitive epilepsy may experience seizures with flashing lights or images; and those students with hearing loss may not be able to Address: Pajo, City of Meycauayan, Bulacan Contact No: 09229879784 Email address: 104925@deped.gov.ph Republic of the Philippines Department of Education REGION III-CENTRAL LUZON SCHOOLS DIVISION OF CITY OF MEYCAUAYAN PAJO ELEMENTARY SCHOOL PAJO, MEYCAUAYAN CITY, BULACAN hear the accompanying audio. Using closed captioning, providing electronic transcripts, describing on-screen action, allowing students to check the video out on their own, and outlining the role the video plays in the day’s lesson helps reduce the access barrier for students with disabilities and allows them the ability to be an active member of the class. Additionally, it allows other students the opportunity to engage with the material in multiple ways as needed. (Burgstahler & Cory, 2010; Scott, McGuire & Shaw, 2003; Silver, Bourke & Strehorn, 1998). Likewise, in order to sustain materials are more engaging to get their attention. It must consist of more tactile, vestibular, kinesthetic, and more visible records. Class materials that require more sensory statistics as Clara can be intrigued with the aid of including extra engaging activities that require her full interest and attendance inside the magnificence. Provide her an extra visible and colorful presentation, even as explaining and discussing her training. each day have to be a brand new getting to know to enjoy for her. Then she looks forward to coming to school each day. Due to the fact what you generally do in her school room is dull for her. Therefore, make your lessons and materials a brand-new mastering experience that she will sit up for. Also, worthwhile after finishing a pastime enables her attention and take the time to gain the expected consequences, as she is looking forward to what she will be able to receive as a praise. This exclusive approach can absolutely help her recognition on her magnificence. Address: Pajo, City of Meycauayan, Bulacan Contact No: 09229879784 Email address: 104925@deped.gov.ph
