FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

MODULE 3

Making Schools Inclusive

Prepared by:

Group 5

OSCAR B. ANDAYA Jr
ARRA MAE D. AMASAN
ROMALYN MAY ANIEVES
ARRIANNE MAY GALLO
MARY ANN GENTALLAN

BTVTED 2

Prepared to:

Mrs. Nimfa Casaljay Cacait

Part-time Instructor

SY: 2024-2025
 Lesson Objectives:

At the end of the lesson, the students are expected to:

- Define and differentiate between special education, mainstreaming, and inclusive education.

- Analyze the role of culture and policy in fostering inclusive educational environments.

- Identify key components of a unifying framework for inclusive education.

- Develop strategies for creating a more inclusive school culture and policy.

Activity

Analyze the illustration below. Think about this scenario based on our
educational setting.
Source: [Link]

The human in the picture stands as a failure teacher and those animals are the
students. As what I can see, students have different abilities and only the monkey
and bird can climb the tree, that’s why I called that person as a failure because he
didn’t respect or consider the diversity.

Analysis

Schools must promote an environment that does not restrict the growth of the
child. In this lesson, you will discover features for making schools inclusive.

Activity:
Analyze the illustration from the previous activity, and give your insights
regarding the exam that will be conducted by the teacher to his students. (10pts.)

The human in the picture stands as a failure teacher and those animals are the
students. As what I can see, students have different abilities and only the monkey
and bird can climb the tree, that’s why I called that person as a failure because he
didn’t respect or consider the diversity.

Abstraction

A UNIFYING FRAMEWORK
Booth and Ainscow (2002)
explained that these three dimensions—
creating inclusive cultures, evolving
inclusive practices, and producing
inclusive policies—are interconnected and
"chosen to direct thinking about school
change" (2002:7). Considered the
backbone of the framework is the laying
down and establishing of an inclusive
culture. Without this at the foundation, it
will be quite difficult to get people to shift
policies and practices. A non-supportive
culture would most likely result in resistance from the school's direct stakeholders.
They explain that these three dimensions also branch out into sections to further
guide schools into implementing more direct steps toward this paradigm shift.
 Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).

The Dimensions and Sections in the Index

DIMENSION A Creating inclusive cultures

Section A.l Building community
Section A.2 Establishing inclusive values

This dimension creates a secure, accepting, collaborating, and stimulating

community, in which everyone is valued as the foundation for the highest achievements of
all. It develops shared inclusive values that are conveyed to all new staff, students,
governors, and parents/carers. The principles and values, in inclusive school cultures,
guide decisions about policies and moment-to-moment practice in classrooms, so that
school development becomes a continuous process.

DIMENSION B Producing inclusive policies

Section B.l Developing the school for all
Section B.2 Organizing support for diversity
This dimension makes sure that inclusion permeates all school plans. Policies
encourage the participation of students and staff from the moment they join the school,
reach out to all students in the locality, and minimize exclusionary pressures. All policies
involve clear strategies for change. Support is considered to be all activities that increase
the capacity of a school to respond to student diversity. All forms of support are developed
according to inclusive principles and are brought together within a single framework.

DIMENSION C Evolving inclusive practices

Section C. I Orchestrating learning
Section C.2 Mobilizing resources

This dimension develops school practices that reflect the inclusive cultures and
policies of the school. Lessons are made responsive to student diversity. Students are
encouraged to be actively involved in all aspects of their education, which draws on their
knowledge and experience outside school. Staff identifies material resources and
resources within each other, students, parents/careers, and local communities which can
be mobilized to support learning and participation.

(Source: The Dimensions and Sections in the Index of Inclusion. Adapted from Booth & Ainscow,
2002:8)

CREATING INCLUSIVE CULTURES

As we face the diverse needs of our society, policymakers intend a canny

key to address learners’ different needs. A principle that welcomes and caters to
all learning opportunities within the same school setting. Thus, this anchored the
idea of learning with no boundaries. Judge (2003) said that the school
community must accept all learners and set aside their feebleness. Inclusion is
not only inclusive for learners with a disability but also gender, sexual
orientation, race, ethnicity, age, culture, and social class (Hodkinson, 2011). As
Booth (2000) associates inclusion as similar to a big church that has firmed
foundations, in which society follows a similar doctrine of ‘intolerance to
difference’.
1. Least Restrictive Environment

Individuals with Disabilities Education Act

(IDEA) creates a basic principle that suggests
all students with disabilities should attend the
school in their neighborhood and be integrated,
to the maximum extent possible, with students
without disabilities. Thus, it makes clear that
every child with a disability must receive their
education alongside students without
disabilities to the maximum extent appropriate.
This supports that students with disabilities
must be provided with an appropriate education
according to their needs.

The continuum of services pyramid is a graphical model of individual services

and programs that supports the various needs of all learners with additional needs.
It always starts in the Least Restrictive Environment (LRE) and moves
across the continuum so that all of the learner’s needs can be met. As a
student’s needs change, services may move up and/or down the continuum.
The goal is always down. The continuum of services is fluid, as a student’s
needs change, services and service delivery can change.
The IEP team plays a huge role to determine the proper placement of
learners with additional needs. The placement must be individual-determined
based on the student’s abilities and needs. The degree of disruption of the
education of other students, resulting in the inability to meet the unique needs of
the learners with additional needs are some placement considerations.
The general education classroom is the first option the team must consider.
However, we cannot deny that students cannot be educated satisfactorily, even
when supplementary aids and support are provided. The IEP team will review and
consider the (a.) Child's classroom performance; (b.) Teacher input; (c.) Parent
input; (c.) Classroom observations; (d.) Behavioral referrals to decide on proper
placement and support services intended for the child's unique needs.

The LRE is expected to provide for an environment where individuals with

disability live in a welcoming and inclusive atmosphere with people supporting and
accepting them. Regular schools/classes, as implemented in Australia, New
Zealand, and the US, have been providing LRE to individuals with disabilities. This
LRE should not end in the classroom or school but should also be extended to
streets and other public areas which need to be more accessible to individuals with
disabilities.

2. Special Education vs. Mainstreaming vs. Inclusive

Education
 Part of what needs to occur when creating cultures is to also determine
distinctions among frameworks and practices. Most important in this scenario is to
understand how different special education, mainstreaming, and inclusive education
is from each other. In the previous chapter, we discussed how special education is
often regarded as segregated and exclusive. It has to be noted, however, that this
perception is entirely due to its nature of addressing cases in a highly individualized
way. This is not mean that special education is an environment that violates human
rights. Because special education assesses, instructs, and evaluates students
individually and intentionally, this type of educational setting is beneficial to those
with very unique needs as well.
Mainstreaming shares more similarities with inclusion than with special education.
Both look at integrating the child with additional needs into a general education
setting. There are, however, nuances between the two as well (see Table 3.1).

Table 3.1. Comparing Special Education, Inclusion, and Mainstreaming

Special Education Inclusion Mainstreaming
Learners Students who are All same-aged Selected learners are
not part of the peers/learners are in included in a general
classroom norm one class regardless education class based
of ability. on their readiness
instead of their age.
Curriculum Strengths-based and General education The learner may
needs-based curriculum have access to both a
individualized general education
curriculum curriculum and a
more individualized
curriculum.
Assessment and Mostly strengths- Both norm-referenced
Norm-referenced
Evaluation based but is and strengths-based
sometimes also
standards-based
Learning Placement All services happen All services happen Receives services in
and inside the special inside the general
Delivery of both the general
education classroom education classroom. education classroom
Services
but other services and outside through the
such as therapeutic use of resource rooms
interventions may be and therapeutic
integrated into this programs.
setting or delivered
separately.

Philosophy Learner-centered: Rights-based: All Preparatory and

Some learners have learners have a right to Integrative: Learners are
very specific needs access quality given access to general
that may not be education that is education but will need
appropriately available to others. to catch up on skills first.
addressed in a general
 education classroom.

II. PRODUCING INCLUSIVE POLICIES

As reiterated in the previous chapters, the premise of inclusion starts with an
acceptance and embracing of diversity. It is difficult to start the movement if this
practice is not rooted in a culture that assumes the right perspectives and values.
For simultaneous paradigm shifts to happen among its education stakeholders,
schools must first create a new culture.

UNESCO (2005) realistically acknowledges that a societal change in attitude

need not be initially present in a community before inclusion can be fully practiced.
Rather, it must be viewed as a perspective or an ideal to work toward. Without this
realization, differences in standards and quality of education may surface as
potential problems. Just very recently, the pre-service education curriculum was
restructured so that special needs education units are not only given to special
needs education majors but to other education majors as well. This is a huge step
for teachers and a nod to inclusive education. The following is a list of other possible
steps that educators can take to facilitate the much-needed societal shift and inform
policy:

 Involve other sectors of society. Current training and awareness campaigns

seem to limit the movement of inclusion to a mere home-school relationship. At
most, these are extended to the departments for social welfare and health.
However, for an inclusive set-up to truly be successful, active involvement of the
entire community must be ensured. For instance, those in the business,
commercial, security, and religious sectors must also be given representation in
training. These campaigns must be wide enough in scope to cover supermarkets,
restaurants, malls, and public and government agencies not directly associated
with social welfare or health, transportation, land, airline and maritime
companies, the media, and even the research teams of our policymakers. At the
same time, they must be specific enough to reach the local churches, the
subdivision playgrounds, and the village stores. In recent years, students at the
tertiary level from various programs have been showing a growing interest in the
PWD community. For instance, students belonging to architectural and interior
design programs have been working on theses and capstone projects where their
main clients have additional needs. The idea is for everyone—regardless of their
training or exposure—to become more sensitive and aware of the PWD
population. The more aware a community is, the more it will be able to help.

 Collaborate. Whether creating an academic program specific to a child with

additional needs or creating a new legislative bill for the PWD community,
collaboration is crucial. Each member of the inclusive education team would have
their strengths and weaknesses, and these have to be used wisely to benefit the
child with additional needs, Del Corro-Tiangco (2014), states that general
education teachers are trained in the general curriculum but would not know how
to teach and manage children with additional needs; while a special needs
education teacher would be equipped to handle atypical behaviors but would not
 know much about the general education curriculum. True collaboration would
guarantee an inclusive program that would cover as many areas as possible.

 Recognize the shift in roles of the teachers. With the shift to inclusive education,
the role of special education (SPED) teachers suddenly seems to be reduced to
only "as needed." As a result, the SPED teacher's role no longer becomes that of
an implementer but that of a consultative nature instead. It also becomes the
responsibility of the general education teacher to know what to do when faced
with a learner with additional needs in his or her classroom. The SPED teachers'
role—their training, their insights, and their skills as a supposed prime mover in
the inclusive education framework—must neither be diminished nor disregarded.
Instead, these must be used to ensure a good inclusive program is provided to
children with additional needs. Conversely, general education teachers must go
through skills training and capacity-building workshops to ensure that they are
supporting all types of learners in their classrooms appropriately.

 Include transitions in planning. An abrupt systemic change that is not well-

planned or that disregards practices—whether existing or implied—may hinder
the shift to inclusion and cause resentment from all stakeholders. Instead, current
practices have to be respected and honored to facilitate a gradual shift to
inclusive education.

Booth and Ainscow (2002) recommend that schools reflect on their current
policies and practices to check their readiness for an inclusive set-up, they also
devised a questionnaire that would help administrators, faculty, and other
stakeholders comprehensively gather baseline data. A move that would greatly help
in informing policy would be to examine different aspects of the school and the
delivery of its services. Specifically, schools may 100k at the following:
o Student admissions
o Accessibility to utilities and facilities
o Supports available to students, parents, and school personnel
o Learner accommodations
o Exclusionary or discriminatory incidents
o Number of bullying cases
o Faculty and staff promotions

III. EVOLVING INCLUSIVE PRACTICES

1. Universal Design for Learning
A framework for understanding how to create curricula that meet the needs of
all learners that is flexible and reduces barriers in the learning process. The main
goal is not to simply master content, but to master the learning process. It helps
teachers customize the curriculum to serve all learners. Its approach addresses and
redresses the primary barrier to learning: inflexible, one-size-fits-all curricula that
raise unintentional barriers. It is based on brain research and guided by three
principles:
Teachers may incorporate UDL by the following strategies (Rose & Meyer, 2002):
 Use multiple strategies to present content.
The use of various strategies to be incorporated to present the topic enhances the
mode of instruction. Strategies such as field trips, web-based communications,
inviting guest speakers, conducting role plays, and using cooperative learning and
hands-on activities are some ways to boost the eagerness for knowledge.
Example scenarios: Students can role-play important events in history to give them a
better understanding of the events and people involved. Also, offer a choice of
learning contexts by providing opportunities for individual, pair, and group work as
well as distance learning, peer learning, and fieldwork.
 Use a variety of materials.
In the presentation new concept, use materials such as online resources, videos,
podcasts, PowerPoint presentations, manipulatives, and e-books.
 Provide cognitive support.
Give students organizing clues; for example: “I have explained the four main points,
and now I am going to summarize them.” Present background information for new
concepts using pictures, artifacts, videos, and other materials that are not lecture-
based. Scaffold student learning (provide temporary support to reduce the
complexity of a task) by providing a course syllabus, outlines, summaries, study
guides, and copies of PowerPoint slides.
 Teach a variety of learning styles.
Build movement into learning. Give instructions both orally and in writing to engage
students auditory and visually. Consider using large visual aids for slides, graphics,
and charts.
 Provide flexible opportunities for assessment.
Allow students to demonstrate their learning in multiple ways that include
visual and oral presentation, rather than only written assessment.
According to the National Center on Universal Design for Learning at CAST,
the research that supports UDL comes first from the research basis for the general
principles of UDL, which come from cognitive learning science and neuroscience,
and also derived from the work of Lev Vygotsky and Benjamin Bloom on
understanding individual differences and the pedagogies required to address them.
Research has been identified on specific practices for meeting the needs of
individual differences as well as research on the specific applications of UDL.

2. Differentiated Instruction
According to Tomlinson (2010), differentiated (or differentiating) instruction is
a teacher's response to students' varying needs, interests, and learning styles. "It
refers to a systematic approach to planning curriculum and instruction for
academically diverse learners. It is a way of thinking about the classroom with the
dual goals of honoring each student's learning needs and maximizing student's
learning capacity." When teachers differentiate instruction, they use a variety of
teaching and learning strategies that are necessary to meet the diverse needs of
students in any class (Friend & Bursuck 2009).

Why Differentiate Instruction?

All learners are unique and have varying interests, talents, strengths, as well
as needs. Hence, teaching and learning experiences must reflect this diversity. To
ensure engaged, successful, and flourishing learners, teaching and learning
experiences need to be designed in a way that provides opportunities for students
to learn and demonstrate their understanding in varied ways. Thus, Differentiating
Instruction (DI) helps ensure that learners are engaged in respectful tasks and
provide diverse means of learning that reflect their strengths and address their
needs simultaneously.

How Is Instruction Differentiated?

Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the
curriculum that can be differentiated: (1) content, (2) process, (3) product, and
(4) learning environment in response to the students' characteristics: interests,
readiness, and learning profile. As an overview, differentiation is achieved by
providing materials and tasks:
a. at varying levels of difficulty;
b. with varying levels of instructional support;
c. by using multiple grouping arrangements;
d. that involve student choice; and
e. use varied evaluation strategies.

As teachers, you must know your curriculum. You are suggested to revisit or
identify which are non-negotiable and negotiable learning objectives and tasks. You
are also expected to know your students' interests, readiness level (based on
diagnostic data), and learning styles/profiles (strengths and or needs). You may
create a class profile to provide an overview of the class's characteristics and needs.
Next, you have to identify and plan what and how to differentiate your material. The
goal is to start small and take simple steps toward differentiating instruction. Table
3.3 provides a guide on how to effectively differentiate in the classroom.

Table 3.2 Differentiation Strategies

CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT
How is the
 What is taught? How is it taught? How is it classroom
assessed? arranged?
What is How is it
learned? learned? How is
learning
demonstrated?
Provide additional Choices of reading Homework options Flexible grouping:
materials/skills materials Varied whole class, small
Student choice of
Reduce materials presentation styles: groups, one-on-one, peer
product (oral
Skills Say it, Show it, and teaching, pairs, partner
presentations, written
Explorations by Model it learning, independent
report, role plays,
interest Use media (video, learning, and cooperative
simulations, etc.)
audio, computer, learning
TV, and Varied journal prompts
manipulatives) Flexible seating
Varied pacing Choice Boards Think-
Tac-Toe Preferential seating
Reading buddies: -
Read/ summarize - Tiered activities (by
readiness and interest) Pull-out from class
Read/Question/ (for learners with
Answer -Visual More items (advanced special needs)
organizer/ learners)
summarizer Fewer items (with
Think- special needs)
PairShare by
readiness, Learning contracts
interest, and RAFT (Role,
learning profile Audience,
Learning
centers/ Format, Topic)
stations Small-
group
instruction
Jigsaw (expert
groups)
Cooperative
learning
activities
Teams,
Games and
Activities
Cubing
Learning
contracts

How Is the Classroom Managed During Differentiated Learning?

Structure the classroom by establishing routines during differentiated learning
activities.
1. Explain to the students the reason for differentiation. Make sure this is
understood by all.
2. Use "anchor activities" which students can automatically work on when
completing assigned tasks to maintain a productive work environment and
maximize instructional time. Examples of anchor activities are: reading a
 chosen book (e.g., for book report), journal writing based on a prompt, skills
practice (spelling, math), use of manipulative objects, etc.
3. Assign roles during small-group activities/instruction to ensure
accountability and a positive learning environment. These are suggested
group roles, but older learners and their teachers may decide on other
roles. Learners should have the opportunity to assume each of the roles.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand monitor
4. Implement routines for collaborative work.
a. Establish working groups (by interest, by readiness, etc.)
b. Have a plan for "quick finishers"
c. Have a plan for when to ask for help (role of the errand monitor).
Individualized Educational Plan

It is a written document prepared for a named student which specifies the

learning goals that are to be achieved over a set period and the teaching
strategies, resources, and supports necessary to achieve those goals (National
Council for Special Education 2006). In addition, the Ontario Ministry of
Education 2004 defines IEP as a written plan describing the special education
program and/or services required by a particular student, based on a thorough
assessment of the student’s strengths and needs – that is, the strengths and
needs that affect the student’s ability to learn and to demonstrate learning.

Roles of Special Education Teacher and Regular Education Teacher in Inclusive

Education.
The special education teacher in today’s schools plays a very critical role in
the proper education of exceptional students. The teacher is unique in that he/she
can fit many different roles in the educational environment. However, each of these
distinct roles involves a variety of responsibilities and functions. Understanding these
responsibilities can only help the special educator become more familiar with the role
and increase the chances for success. (American Academy of Special Education
Professionals 2006).
Overview IEP Process
(Source: Ontario Ministry of Education 2004)

The special educator may be faced with a variety of responsibilities including

but not limited to the following:
• Curriculum development
• Parent conferences
• Involvement at the annual review-an annual meeting held by the IEP
Committee to discuss the progress of each child with a disability and to plan
the next year’s Individual Education Plan
• Involvement in the triennial evaluation process-an evaluation that takes place
every three years to determine if the conditions for the original classification
are still present or need to be modified.
• The requirement here would be limited to progress reports and
recommendations for the following year.
• Monitoring the IEP, modifications, and accommodations
• Working very closely with related service providers especially vocational and
transition specialists if in the secondary level. (American Academy of Special
Education Professionals 2006)

Inclusive Education Teacher

• Accepting children with disabilities.
• Developing positive attitudes between normal and disabled children.
• Placing the children in the classroom in proper places so that they feel
comfortable
and are benefited by classroom interaction.
• Removing architectural barriers wherever possible so that children with
disabilities move independently.
• Involving the children with disabilities in almost all the activities of the
classroom.
• Making suitable adaptations in the curriculum transaction so that the children
with disabilities learn according to their ability.
• Preparations of teaching aids/adaptation of teaching aids, which will help the
children with disabilities, learn.
• Collaborating with medical and physiological panels, social workers, parents,
and special education teachers.
• Adaptation in evaluation for children with special needs.
• Providing remedial instruction to the children who require it (Tyagi,2016)
 Application

UDL is a classroom practice that ensures participation and achievement of all

types of learners and where the teacher assumes diversity and uniqueness for all
students in the classroom.
Given this, create a plan for UDL. Assume that you are a Grade 7 teacher
(from your respective discipline) teaching Grade-7 topic/s. Your class is composed of
35 students. Of the 35, one has an official diagnosis of ADHD and you suspect that
another might have dyslexia.

First, I’ll do a normal learning system but I’ll openly let them ask questions on
which part that they don’t understand, Second, I’ll conduct a group activity
about a certain topic so that they could give their different understanding
about that topic, And lastly, I’ll do an assessment so that I know how to
improve my teaching style and who needs more guidance.

Assessment

Instruction: Read and analyze each of the questions. Encircle the best answer in
the choices.

B 1. Which of the following is NOT a characteristic of the 'screening' procedure:

a. Determining the type of disability
b. No cost to the parents
c. Validating the signs of a disability
d. The potential for a more in-depth evaluation
B 2. Which of the following pertains to special education?
a. Program with specially designed instruction.
b. Instruction is designed to meet the needs of a child with a disability.
c. Instruction is provided in the most typical and least restrictive setting
appropriate for the child.
d. All of the above
D 3. What does the acronym IEP mean?
a. Intelligence Emotional Personality c. Individualized Education Plan
b. Irate Educators Protesting d. Independent Education Program
A 4. A program tailored to the needs of a learner with exceptionalities is called:
a. An individualized education program (IEP)
b. A cognitive development plan (CDP)
c. A set of learning objectives (SLO)
d. A special education plan (SED)
C 5. Which of the following procedures must an Individualized Education Program
(IEP) team follow in order to determine that a student is eligible for special education
services?
a. Documenting the student's aptitude based on standardized achievement
instruments.
b. Evaluating the student in all areas of suspected disability
c. Evaluating the student's adaptive functioning abilities with behavioral
rating scales.
d. Administering formal instruments to obtain a standardized score
B 6. This is the process of putting children with special needs into classrooms with
their peers who have no disabilities.
a. Inclusion b. Mainstreaming c. Resourcing d. Placement
C 7. Refers to the amount of time in each school day that a student spends in the
resource or a general education classroom.
a. Assessment b. Child Find c. Placement d. Mainstreaming
D 8. What program is a separate class that serves children with more severe
problems which make it difficult for them to learn in a regular classroom setting?
a. Inclusion b. Mainstreaming c. Resource Room d. Special Class
A 9. It is a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age [Link] type
of disability is being described?
a. Autism b. Hearing Impairment
c. Mental Retardation d. Attention Deficit Hyperactivity Disorder
D 10. The Individualized Educational Program (IEP) includes:
a. Written evaluation
b. Assessment tests
c. Interviews
d. All of the above

ANSWERS KEY:
1. B
2. B
3. D
4. A
5. C
6. B
7. C
8. D
9. A
10. D
 ASSESSMENT RESULT

Name of Students Score

1. Amasan , Arra Mae D. REPORTER
2. Andaya Jr., Oscar B. REPORTER
3. Anieves , Romalyn May REPORTER
4. Araza , Alexis Joy G. 10
5. Bastasa , Julie Anne G. 10
6. Biron, Andrian 10
7. Caber, Angelyn M. 10
8. Cabubas, Cyrine Jane 10
9. Calma, Triashia Joy M. 10
10. Cañada, Alexa Shaine A. 10
11. Cañada, Anastacio III V. 10
12. De Guzman, Cheene B. 10
13. Dealagdon, Mary Jane 10
14. Dimalaluan, Justine T. 10
15. Doing, Romelyn C. 10
16. Espela, Princess P. 10
17. Estrelles, Hanzel M. 10
18. Gallo, Arriane May REPORTER
19. Gentallan, Mary Ann REPORTER
20. Guande, Yhanxien Veij 10
21. Ignacio, Kenje M. 10
22. Jaropojop, Jasmine Kaye 10
23. Legista, Love Jean L. 10
24. Lentejas, Via Marie J. 10
25. Loberiano, Jessica S. 10
26. Lomiares, Cecelio Jr. S. 10
27. Manicio, Justine Reiber D. 10
28. Mañozo, Ma. Lavella 10
29. Mira, Joemar 10
30. Montallon , Mia T. 10
31. Montañez, Kim D. 10
32. Orquin, Charlene, V. 10
33. Ortiz, Kristel Ann A. 10
34. Rizabal, Jomariz, A. 10
35. Rosales, Ryza M. 10
36. Salomon, Jusper A. 10
37. Sito, Shana Mae N. 10
38. Taneo, Jhon Errol S. 10
39. Tarrayo, John Cyron N. 10
40. Termo, Margelyn D. 10
 - END -

“Every student can learn, just not on the same day, or in the same way.”
― George Evans.

References:

o Halal et al. (2020). Foundations of Special and Inclusive Education. Rex

Bookstore. Philippines
o Bacasmot, Jocelyn et al., “Foundations of Special and Inclusive Education”.
Project Write Ched XI, 2020
o [Link]
teachers
o [Link]