FSIE Midterm Reviewer PDF

FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1902 Interest in educating Filipino children with disabilities was ex- pressed by...

FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1902 Interest in educating Filipino children with disabilities was ex- pressed by Mr. Fred Atkinson, the General Superintendent of Education. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1907 The first formal SPED program began with the establishment of the Insular School for the Deaf and Blind in Manila. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1926-1927 The Philippine Association for the Deaf was founded, and Welfare Ville Children's was established to educate individuals with mental retardation. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1945-1953 Institution for children with physical disabilities were set up, includ- ing the National Orthopedic Hospital and Elsie Gaches Village for physically and mentally handicapped youth. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1956-1957 Special classes for deaf students in regular schools were imple- mented, and the Bureau of Public Schools created the Special Education Section. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1960-1965 Colleges began offering special education course, and training for school administrators in special classes was launched. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES The training of teachers for children with behavioral problems and 1970-1978 the organization of the National Committe on Special Education took place. The National Commission Concerning Disabled Per- sons was established. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1980-1983 The School for Crippled Children in Cebu was founded, and the Accessibility Law was passed to improve facilities for disabled persons. BRIEF HISTORY OF SPECIAL EDUCATION IN THE PHILIP- PINES 1990s Focus on training teachers and raising awareness, including the declaration of "Autism Consciousness Week" and the issuance of policies to promote better facilities for disabled students. STANDARS FOR SPECIAL EDUCATION PROGRAMS ACROSS PUBLIC AND PRIVATE SCHOOLS NATIONWIDE EQUITY Promote access, E_____ and participation of children with special needs education in the mainstream of basic education. 1 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p STANDARS FOR SPECIAL EDUCATION PROGRAMS ACROSS PUBLIC AND PRIVATE SCHOOLS NATIONWIDE QUALITY Improve the Q______, relevance and efficiency of special educa- tion in schools and communities. STANDARS FOR SPECIAL EDUCATION PROGRAMS ACROSS PUBLIC AND PRIVATE SCHOOLS NATIONWIDE SUSTAIN S______ special education programs and services in the country. VISION FOR CHILDREN WITH SPECIAL NEEDS "The State, community and family hold a common vision for the ADEQUATELY Filino child with special needs. By 21st century, it is envisioned POTENTIAL/S that he/she could be A_________ provided with basic education. RIGHTS This education should fully realize his/her own P_________ for FILIPINO development and productivity as well as being capable of self-ex- pression of his/her R_____ in society. More importantly, he/she is God-living and proud of being a F_______." VISION FOR CHILDREN WITH SPECIAL NEEDS "It is also envisioned that the child with special needs will get full parental and community support for his/her education without DISCRIMINATION D_____________ of any kind. This special child should also be provided with a healthy environment along with leisure and recre- ation and social security measures" (Department of Education handbook on Inclusive Education, 2000). POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION The policy on Inclusive Education for A__ is adopted in the Philippines to accelerate access to education among children and ALL youth with special needs. Inclusive education forms an integral component for the overall educational system that is committed to an appropriate education for all children and youth with special needs. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION The two-pronged goal includes the D__________ of key strate- DEVELOPMENT gies on legislation, human resource development, family involve- ment and active participation of government and non-government organizations. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION The goal of the special education programs of the Department of APPROPRIATE Education all over the country is to provide children with special needs A_________ educational services within the mainstream of basic education POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION Special Education Aims to: INDIVIDUALIZED Provide a flexible and I_____________ support system for chil- dren and youth with special needs in a regular class environment in schools nearest the students' home. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION Special Education Aims to: PROVIDE P______ support services, vocational programs and work train- 2 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p ing, employment opportunities for efficient community participa- tion and independent living. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION Special Education Aims to: College Implement a life-long curriculum to include early intervention and parent education, basic education and transition programs on vocational training or preparation for C______. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION Special Education Aims to: Make available an array of educational programs and services: the Special Education Center built on "a S_____ within a school SCHOOL concept" as the resource center for children and youth with special needs. Inclusive education in regular schools, special and resi- dential schools; homebound instruction, hospital instruction and community-based programs; alternative modes of service delivery to reach the advantaged children in far-flung towns, depressed areas and underserved barangays. RIGHTS AND POLICIES OF PAPUA NEW GUINEA ON SPED Under the National Special Education Policy (2003), all children, including those with disabilities, have the right to education in an RIGHTS TO INCLUSIVE EDUCATION inclusive environment. The policy asserts that student with special needs should, wherever possible, be integrated into mainstream schools. RIGHTS AND POLICIES OF PAPUA NEW GUINEA ON SPED The Education Act of 1983 (amended in 1995) explicitly outlines RIGHT TO EQUAL ACCESS TO EDUCATION the right to education for all children, including those with disabil- ities. RIGHTS AND POLICIES OF PAPUA NEW GUINEA ON SPED Students with disabilities have the right to access special educa- tion services and support systems. This includes: RIGHT TO SPECIAL SUPPORT AND SERVICES 1. Access to Special Education Resource Centers (SERCs), which provide specialized support. 2. Teacher Training Programs 3. Modified Curricula and Learning Environments RIGHTS AND POLICIES OF PAPUA NEW GUINEA ON SPED Under PNG's commitments to the Convention on the Rights on Persons with Disabilities (CRPD), which it ratified in 2013, children RIGHT TO FULL AND EQUAL PARTICIPATION IN SOCIETY with disabilities have the right to full and equal participation in so- ciety. This ensures that persons with disabilities can engage in all aspects of life, including education, employment, and community activities, without facing discrimination. RIGHTS AND POLICIES OF PAPUA NEW GUINEA ON SPED Papua New Guinea's Constitution (Section 55) guarantees that no person shall be discriminated against on any grounds, including RIGHT TO NON-DISCRIMINATION disability. This constitutional right ensures that children with dis- abilities are treated equally in the education system, with a focus on fostering inclusive, non-discriminatory learning environment. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES 3 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p "An Act to Promote the Education of the Blind in the Philippines" on June 21, 1963, provided for the formal training of special edu- cation teachers of blind children at the Philippine Normal College, REPUBLIC ACT NO. 3562 the rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of the Philippine Printing House for the Blind. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES "An Act Establishing a Ten-Year Teacher Training Program for Teachers of Special and Exceptional Children" was signed into law in 1968. The law provided for the formal training of teachers REPUBLIC ACT NO. 5250 for deaf, hard-of-hearing, with speech impairment, socially and emotionally disturbed, intellectually disabled and mentally gifted children and youth at the Philippine Normal College and the University of the Philippines. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES This states that "the state shall promote the right of every indi- vidual to relevant quality education regardless of sex, age, breed, EDUCATION ACT OF 1982 / BATAS PAMBANSA BILANG 232 socioeconomic status, physical and mental condition, social and ethnic origin, political and other affiliations. The State shall there- fore promote and maintain equality of access to education as well as enjoyment of the benefits of education by all its citizens." LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES Section 2_: "S______ E________ S______" of the Education Act 24 of 1982 affirms that "the State further recognizes its responsibility SPECIAL EDUCATION SEVICE to provide, within the context of the formal education system, services to meet special needs to certain clientele." LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES In 1983, B____ P_______ B_____ 3__, also known as the BATAS PAMBANSA BILANG 344 A____________ L__, was enacted. This law, titled "An Act to En- ACCESSIBILITY LAW hance the Mobility of Disabled Persons," requires cars, buildings, institutions, establishments, and public utilities to install facilities and other devices for persons with disabilities. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES The 1___ C___________ F_ T__ P__________ highlights the rights of exceptional children to education in A______ X__ 1987 CONSTITUTION OF THE PHILIPPINES S______ _ declares that the State shall protect and promote the ARTICLE XIV. SECTION 1 right of all citizens to quality education at all levels and shall ARTICLE XIV. SECTION 2 take appropriate steps to make such education accessible to all. A______ X__ S_____ _ emphasizes that "the State shall provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills." LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES In 1989, R_______ A__ N_ 6___ was enacted, declaring A_____ REPUBLIC ACT NO. 6759 _ of each year as "White Cane Safety Day" in the Philippines. AUGUST 1 This law recognizes the importance of the white cane, which blind persons use for mobility and traveling. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES In 1992, R_______ A__ N_ 7___ was enacted, titled "An Act Providing for Strong Deterrence and Special Protection Against REPUBLIC ACT NO. 7610 Child Abuse, Exploitation, and Discrimination, Providing Penalties for Its Violation and Other Purposes." This law aims to safeguard children from abuse, exploitation, and discrimination by imposing strict penalties for violations. 4 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES In 1992, R_______ A__ _N_ 7___, also known as the M____ C____ F__ D_______ P______, was enacted. The law is ti- REPUBLIC ACT NO. 7277 tled "An Act Providing for the Rehabilitation, Self-development, MAGNA CARTA FOR DISABLED PERSONS Self-reliance of Disabled Persons and Their Integration into the Mainstream of Society and for Other Purposes." It aims to promote the rights and welfare of persons with disabilities. LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES In 2004, R_______ A__ N_ 9___, also known as N______ REPUBLIC ACT NO. 9288 S________ A__ O_ 2___, was enacted. This law is based on the NEWBORN SCREENING ACT OF 2004 premise that a child with intellectual disability could have been normal if screened early. It emphasizes that a simple drop of blood can save a baby from intellectual disability and even death. THE LEGAL FOUNDATIONS OF SPED IN THE UNITED STATES Originally enacted in 1975 (as Education for All Handicapped INDIVIDUALS WITH DISABILITIES ACT (IDEA) Children Act) and reauthorized multiple times, most recently in 2004. THE LEGAL FOUNDATIONS OF SPED IN THE UNITED STATES a civil rights law that protects people with disabilities from dis- SECTION 504 OF THE REHABILITATION ACT OF 1973 crimination in programs and activities that receive federal funding, including schools. THE LEGAL FOUNDATIONS OF SPED IN THE UNITED STATES A law that aims to ensure all students in the U.S. receive a quality EVERT STUDENT SUCCEEDS ACT (ESSA) education, focusing on closing achievement gaps and providing support for underperforming schools. THE LEGAL FOUNDATIONS OF SPED IN THE UNITED STATES The legal foundations of SPED in the U.S. ensure that students with disabilities have the right to an E________ education. The EQUITABLE framework established by IDEA, Section 504, and various case laws plays a crucial role in guiding educational practices and policies for students with special needs. PREVALENCE OF CHILDREN & YOUTH WITH SPECIAL NEEDS PREVALENCE Total number of cases of a particular condition, those with excep- tionality (giftedness and talent) and developmental disabilities and impairments. IDENTIFIABLE PREVALENCE TWO VIEWS OF PREVALENCE TRUE PREVALENCE Cases that have come contact with some systems. The number of children and youth with special needs is derived IDENTIFIABLE PREVALENCE from census data True prevalence refers to the total number of children and youth with special needs, including those who have not been identified and are not in special education programs. TRUE PREVALENCE It reflects the actual number of cases, both diagnosed and undi- agnosed. The 1___ U______ report on the Situation Analysis of Children and Women in the Philippines indicates that the mean percentage 1997 UNICEF (UNITED NATIONS CHILDREN'S FUND) of the persons with some types of disabilities is 13.4 per one thousand population. 5 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p In the projected population of 80 million, more than eight and a DISABILITIES half million have D___________. A recent UNICEF (2022) study estimates that around 1.6 million Filipino children have disabilities. According to DepEd data from CLASSES school year 2016-2017, 232,975 students with disabilities or spe- cial learning needs were included in regular C______. Learning Exceptionalities DIAGNOSED CONDITIONS (11 TYPES) CONDITIONS BASED ON OBSERVED MANIFESTATIONS The DepEd classifies exceptionalities into two categories: (FIVE TYPES) Among diagnosed conditions, I___________ D___________ were the most common in elementary students (20,377 cases), INTELLECTUAL DISABILITIES while V_____ I__________ were most prevalent in secondary VISUAL IMPAIRMENTS students (13,828 cases) For conditions based on manifestation, there was a high prevalence of difficulties with S______, and challenges in SEEING, REMEMBERING, CONCENTRATING, PAYING AT- R__________, C_____________, P_____ A________, and TENTION, AND UNDERSTANDING U___________, affecting 41,317 elementary and 64,338 sec- ondary learners It is service delivery system which operates on the " school within a school" concept. SPECIAL EDUCATION CENTER This functions as the base for the special education programs in a school. The most popular type among the special education programs. SPECIAL CLASS / CONTAINED CLASS It is composed of pupils with the same exceptionality or disability. Children and youth with disabilities are A______ to study in reg- ular classes and learn side by side with their peer for the last forty ALLOWED years PARTIAL MAINSTREAMING 2 Types of Mainstreaming FULL MAINSTREAMING Children who have moderate to severe forms of disabilities are mainstreamed in regular class in subjects like Physical Education, PARTIAL MAINSTREAMING Home Technology, Music and Art Children with disabilities are enrolled in regular classes and recite FULL MAINSTREAMING in all the subjects As mandated by Batas Pambansa 344 or the Accessibility Law and in support of Republic Act (RA) 7277 or the Magna Carta PWD (PERSON WITH DISABILITY) ACCESS for Disabled Persons, school building designs and facilities are required to have P__ A_____ I_______ describes the process by which a school accepts chil- dren with special needs for enrollment in regular classes where they can learn side by s ide with their peers. The school organizes INCLUSION its special education program and includes a special education teacher in its faculty The Department of Education strongly advocates inclusive edu- BASIC SERVICE cation as a B____ S______ for all types of exceptional children. In the 1994 Conference on Special Needs Education held in S________, S____, the participants reaffirmed the right to ed- ucation of every individual to education as enriched in the 1984 SALAMANCA SPAIN Universal Declaration of Human Rights. The reaffirmation served as a renewal of the pledge made by the world community at the 1990 World Conference on Education for All. With these declarations and the urgency of the need for early intervention, the Department of Education adopted the policy of inclusive education in 1997. A Handbook on inclusive Education INCLUSIVE EDUCATION was issued as the main reference and guide to the practice of inclusive education. National, regional, and division-wide training 6 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p on inclusive education were conducted to promote the concept of I________ E________ SALIENT FEATURES OF INCLUSIVE EDUCATION INCLUSION I________ creates a warm, accepting classroom environment that respects and embraces individual differences. SALIENT FEATURES OF INCLUSIVE EDUCATION STUDENTS Inclusion uses a multilevel, multimodality curriculum, adapting materials and pace for special needs S_______ SALIENT FEATURES OF INCLUSIVE EDUCATION Inclusion promotes I__________ T_______, where regular and INTERACTIVE TEACHING special education teachers collaborate, and students work and learn together SALIENT FEATURES OF INCLUSIVE EDUCATION Inclusion emphasizes co-teaching, collaboration, and ongoing TEACHER SUPPORT T______ S______ to reduce professional isolation and assess all student's learning If the class is discussing activities on saving the environment, the COLLAGE OF PICTURES deaf student can work on C_______ O_ P_______ on the topic. This can be verbal, visual or physical PROMPTS / CUES V_____ A___ like charts, diagrams, or videos with captions could VISUAL AIDS be incorporated into lessons to support learning A student with dysgraphia could use speech-to-text software dur- ing group activities. If the class is creating a report, students can UTILIZATION OF TECHNOLOGY record their ideas orally, and the software transcribes them for latter group discussion. For example, in a lesson about saving the environment, students could: MULTI-SENSORY APPROACHES Listen to nature sounds (auditory learners) Watch documentaries (visual learners) Students with various abilities can participate in skits or short plays. Roles can be adopted, such having student with verbal THEATER PLAY challenges act through gestures, or students with motor impair- ments manage backstage tasks like directing or lighting. DepEd SPED Programs and Services RESOURCE ROOMS AND SPED CENTERS R_______ R____ A__ S___ C______ INLUSIVE EDUCATION PROGRAMS I________ E________ P_______ EARLY INTERVENTION PROGRAMS E___ I___________ P_______ SPED Units in Schools Parental Involvement DEPED ORDER NO. 44, S. 2021 Continuous Teacher Training Free Basic Education Individualized Education Programs (IEPs) REPUBLIC ACT NO. 11650 (2022) Access to Support Services Funding for Inclusive Education GOVERNMENT INITIATIVES AND SUPPORT Awareness Programs This refers to educational programs and services designed to accommodate students with disabilities. It provides tailored in- SPECIAL EDUCATION struction to meet the unique needs of children with physical, cognitive, emotional, or developmental challenges 7 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p A personalized plan for each student in SPED Purpose: Outlines specific learning goals, services, and accom- modations for the child. INDIVIDUALIZED EDUCATION PROGRAM (IEP) Function: Serves as a roadmap for the child' s education, allowing them to progress at their own pace. Inclusion: Helps students remain part of the classroom community while receiving the support they ne Problems with SPED TEACHER SHORTAGE T______ S_______ FUNDING ISSUES F______ I______ STIGMA AND DISCRIMINATION S_____ A__ D_____________ Refers to a set of educational programs and/or services designed to address the needs of learners with disabilities through educa- SPECIAL EDUCATION (SPED) tional plans and instruments which will bring them to the highest level of their potential and capacity (Handbook for SPED, 1987) It is the services tailored to meet the needs of students with special SPECIAL EDUCATION (SPED) needs and disabilities (Morin, 2023). It is a legal definition and refers to children with learning problems or disabilities that make it harder for them to learn than most SPECIAL EDUCATION NEEDS children the same age. This includes those who have: Mental Retardation, which causes them to develop more slowly than other children. Speech and Lan- guage Impairment, such as a problem expressing themselves or SPECIAL-NEEDS CHILDREN understanding others. Lastly, children with physical and emotional disabilities. Hereditary conditions can affect cognitive and learning abilities GENETIC FACTORS Complications during pregnancy, such as substance exposure, PRENATAL AND PERINATAL INFLUENCES infections, or nutritional deficiencies, can impact development. A child's environment, including exposure to toxins, poor nutrition, ENVIRONMENTAL FACTORS and lack of stimulating experiences, can affect learning. Conditions like ADHD, dyslexia, autism spectrum disorders, and COGNITIVE AND DEVELOPMENTAL DISORDERS intellectual disabilities can create challenges in learning. Trauma, mental health conditions, or significant stress can impede EMOTIONAL AND BEHAVIORAL ISSUES a child's ability to focus and learn effectively. Limited access to resources, educational support, and enrichment SOCIOECONOMIC STATUS opportunities can impact learning potential. 8 Important Tips on Working with Learners' Special Needs INTERACT I________ OBSERVE O_____ USE COMMON SENSE U__ C_____ S____ BE FLEXIBLE B_ F_______ BE CONSISTENT B_ C__________ USE VISUAL, AUDITORY, OR TACTILE CUES U__ V_____ A______ O_ T______ C___ BACK UP PLANNING B___ U_ P_______ BE POSITIVE B_ P_______ Strategies for talking to Kids About Disability CURIOSITY DIRECT Embrace your child's C_______ INTERPRETATIONS Be Honest and D_____ POSITIVE Avoid Making assumptions and I______________ DIVERSITY Keep your explanations P_______ INTERESTS 8 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p Talk about human D________ Emphasize similarities and shared I________ It is written document that outlines the educational plan for a student with a disability, including specific goals and the services INDIVIDUALIZED EDUCATION PROGRAM (IEP) provided. The right of students with disabilities to receive an education that FREE APPROPRIATE PUBLIC EDUCATION (FAPE) is tailored to their individual needs at no cost to their families The principle that students with disabilities should be educated LEAST RESTRICTIVE ENVIRONMENT (LRE) alongside their non-disabled peers to the greatest extent possible. A federal law that ensures students with disabilities have the right INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) to a free appropriate public education. The practice of educating students with disabilities alongside their INCLUSION peers without disabilities in general education classrooms. Adjustments made in teaching or testing to help students with dis- ACCOMMODATIONS abilities succeed, such as extended time or modified assignments. Changes made to the curriculum expectations for a student with MODIFICATIONS a disability, often making the learning objectives less complex. Support services such as speech therapy, occupational therapy, or counseling that assist students in benefiting from their educa- RELATED SERVICES tion. A plan developed to ensure that a student with a disability has 504 PLAN equal access to education, outlining necessary accommodations A diagnosis a doctor may give to children (and some adults) who have trouble understanding or learning information. SPECIFIC LEARNING DISORDER DYSLEXIA DYSGRAPHIA DYSCALCULIA characterized by difficulty in articulation of words. ARTICULATION DISORDER SPEECH IMPAIRMENT FLUENCY DISORDER VOICE DISORDER A specific impairment in understanding and sharing thoughts and ideas LANGUAGE IMPAIRMENT RECEPTIVE LANGUAGE EXPRESSIVE LANGUAGE Also referred to as ASD constitutes a diverse group of conditions AUSTISM related to development of the brain. AUTISM SPECTRUM DISORDER (ASD) Levels of ASD LVL 1 Needs support HIGH-FUNTIONING AUTISM Patient's social and communication skills and repetitive behaviors are only noticeable without support Levels of ASD LVL 2 Needs substantial support AUTISM Patient's social and communication skills and repetitive behaviors are still obvious to the casual observer even with support in place Levels of ASD LVL 3 Needs very substantial support SEVERE AUTISM Patient's social and communication skills and repetitive behaviors severely impair daily life 9 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p A condition characterized by significant limitations in both intellec- tual functioning and adaptive behavior. INTELLECTUAL DISABILITY COGNITIVE LIMITATIONS ADAPTIVE BEHAVIOR CHALLENGE DEVELOPMENTAL DELAYS A broad term that can be used to describe a range of mental health conditions that affect an individual's ability to regulate their emotions and behavior. Difficulty Building or Maintaining Relationships Inappropriate Be- havior or Feelings Pervasive Mood EMOTIONAL DISTURBANCE Physical Symptoms or Fears Anxiety Depressions Bipolar Disorder Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PSTD) Oppositional Defiant Disorder (ODD) A condition where a child exhibits slower-than-expected progress in areas such as physical, cognitive, social, emotional, or commu- nicative development EXAMPLE DEVELOPMENTAL DELAY A three-year-old who struggles to form basic words and sen- tences, lags behind in motor skills like walking or holding small objects, or shows difficulty interacting socially with peers may be diagnosed with a developmental delay. This category applies when a child has two or more significant disabilities that impact their educational experience and require specialized services. EXAMPLE MULTIPLE DISABLITIES A child with both cerebral palsy and an intellectual disability may face challenges with mobility, communication, academic skills, needing an individualized educational plan that includes physical therapy, speech therapy, and cognitive support. This involves any level of hearing loss that impacts a child's ability to learn and process spoken language. EXAMPLE HEARING IMPAIRMENT A child with moderate hearing loss might struggle to understand verbal instructions and require hearing aids, specialized seating arrangements, and possibly a sign language interpreter for effec- tive classroom participation. A physical disability that affects a child's mobility, coordination, and physical functioning, impacting their educational experience. EXAMPLE ORTHOPEDIC IMPAIRMENT A child with spina bifida might require a wheelchair and need ac- cess to classrooms with ramps, adaptive equipment, and frequent breaks to accommodate fatigue. This includes any condition that limits a child's ability to see clearly, even with correction, impacting their educational access and learning abilities. 10 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p EXAMPLE A student with severe visual impairment may use Braille textbooks VISUAL IMPAIRMENT and a magnification tool for reading, in addition to having a spe- cialized teacher for the visually impaired to aid with classroom activities. It is an acquired injury to the brain caused by external physical force, resulting in a range of cognitive, behavioral, and physical challenges. EXAMPLE TRAUMATIC BRAIN INJURY (TBI) A child who sustained a head injury in an accident may have memory loss, struggle with concentration, and need frequent breaks and additional instructional support in school It is a dual sensory impairment that significantly limits a child's ability to access visual and auditory information, necessitating intensive support. EXAMPLE DEAF-BLINDNESS A student who is both deaf and blind may rely on tactile signing, a personal aide, and specially adapted materials in Braille for their education. Finished Pre-school, Grade School, and High School being a BRINA KEI MAXINO class Valedictorian at a regular class Human reproduction is a complex biological process that ensures the continuation of the species. It involves the S_____ U____ of SEXUAL UNION male and female gametes, resulting in fertilization, which leads to the development of a new individual. G______ are haploid cells (sperm and ovum) that fuse during GAMETES F____________ to form a diploid zygote, containing genetic ma- FERTILIZATION terial from both parents. The male reproductive system produces S____ in the testes, SPERM while the female system produces E__ C___ in the ovaries. Both EGG CELL systems are essential for gamete formation and fertilization. The menstrual cycle, typically 2_ days, regulates ovulation and prepares the female body for potential pregnancy. Ovulation oc- 28 curs around day 14. ZYGOTE EMBRYO Human Development Sequence: FETUS BABY Fetal development progresses through distinct stages: from em- 10 bryo to fetus, with major organs forming by week 1_. Begins when the egg meets the sperm, creating a zygote! The zygote travels through the fallopian tube and attaches to the ZYGOTE ZONE uterine wall. During this stage, the cells grow and divide into layers that will EMBRYO EXPEDITION become organs and tissues. The embryo becomes a fetus. This is when the baby grows bigger, FETAL FOREST stronger, and starts kicking. TO ASSESS IF THE BABY HAS SOME SERIOUS HEALTH CON- Main purpose of newborn screening DITIONS Used to collect the baby's blood in newborn screening HEEL PRICK 11 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p Who performs the newborn screening? NURSE / DOCTOR What does the newborn screening aim to detect? GENETIC DISORDER An international scientific research project with the goal of deter- mining the base pairs that make up human DNA, and of iden- HUMAN GENOME PROJECT (HGP) tifying, mapping, and sequencing all of the genes of the human genome from both a physical and a functional standpoint. Sometimes I mix up letters or get confused with words on a page. I may also read slowly, take longer to understand written instruc- tions, and sometimes skip over words or entire lines by accident. DYSLEXIA Spelling can be hard, and I might struggle with remembering what I just read. It's tough to get my words onto paper, and my handwriting can be really messy. I may have trouble with letter shapes, spacing, and organizing thoughts on the page. Sometimes I know what I DYSGRAPHIA want to write, but my hand just can't keep up, and I end up feeling frustrated. Numbers get jumbled up, and math problems don't make sense sometimes. I might mix up addition and subtraction, struggle with DYSCALCULIA telling time, or find it hard to remember sequences or steps in cal- culations. It's tricky to estimate distances or count things quickly. Sometimes I find it hard to judge distances, and I might bump into things or trip over objects. I also struggle with copying things from VISUAL PERCEPTUAL / VISUAL MOTOR DEFICIT the board, lining up math problems, and reading maps or charts. I have a hard time reading people's facial expressions, gestures, or tone of voice, so sometimes I miss jokes or misunderstand peo- NON-VERBAL LEARNING DISABILITIES ple's emotions. I may also find it tough to follow visual information or solve spatial puzzles. It's hard to follow conversations or directions, especially if there's background noise. I may need people to repeat things, or I might AUDITORY PROCESSING DISORDER misunderstand words that sound similar. Sometimes, it feels like I hear the words, but they get jumbled up in my brain. Sometimes words just don't come out right, and it's hard to under- stand when instructions get too long or detailed. I might mix up my LANGUAGE PROCESSING DISORDER words, struggle to follow stories, or need extra time to understand complex questions. TYPES OF ADHD PREDOMINANTLY INATTENTIVE PRESENTATION ATTENTION DEFICIT HYPERACTIVITY DISORDER PREDOMINANTLY HYPERACTIVE IMPLUSIVE PRESENTA- TION P____________ I__________ P___________ COMBINED PRESENTATION P____________ H__________ I_______ P___________ C_______ P___________ Keeping the classroom rules simple and easy to understand helps students with ADHD know exactly what is expected of them. Reg- ularly reviewing and updating these rules ensures that everyone SET CLEAR AND CONSISTENT EXPECTATIONS is on the same page. Posting the rules in a visible area allows students to reference them when needed. Keeping the classroom tidy and reducing unnecessary noise or visual distractions can help them focus better. If needed, seating MINIMIZE DISTRACTIONS them near the front of the class, closer to the teacher, can also minimize distractions and help them pay attention. Regular communication is important for students with ADHD to understand their progress. Providing immediate responses to both positive and negative actions helps students recognize expec- GIVE FREQUENT FEEDBACK tations. If the negative behavior is minor and not causing much disruption, it might be best to ignore it. 12 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p Praising or giving something for positive behavior helps reinforce what the student is doing well. Giving quick feedback encourages REWARD POSITIVE BEHAVIOR them to repeat good actions. Students with ADHD often struggle with sitting still for long peri- ods. These include simple tasks like handing out papers, running ALLOW BREAKS an errand, or getting a drink of water. This will help students reset and return to their work with more focus. ADHD students often need to move or fidget to stay focused. Allowing them to stand up during lessons or use small objects like USE TOOLS AND FLEXIBLE RULES stress balls can help them maintain attention without disrupting others. Breaking tasks into smaller, manageable parts can help prevent ADHD students from feeling overwhelmed. Clear, simple instruc- AVOID OVERLOADING THEM tions also make it easier for them to understand and follow what' s expected. Pairing them with a helpful, kind classmate can provide reminders to stay on task and offer encouragement. This also gives them a chance to improve their social skills and build positive relation- ENCOURAGE PEER SUPPORT ships with other students, which can sometimes be a challenge for ADHD learners. "INCLUSIVE EDUCATION IS THE FOUNDATION OF EQUITY AND C____________" COLLABORATION - DR SUDHAKAR INCLUSION It seeks to E_____ communities, systems and structures to ENABLE C_____ D_____________, C________ D________, P______ COMBAT DISCRIMINATION P____________ and O_______ B______ to learning and partic- CELEBRATE DIVERSITY ipation for all people. PROMOTE PARTCIPATION OVERCOME BARRIERS It means that all students attend and are welcomed by their neighborhood schools in age-appropriate, regular classes and are INCLUSIVE EDUCATION supported to learn, contribute and participate in all aspects of the life of the school. INCLUSION All differences according to age, gender, ethnicity, language, FORMS OF DIFFERENCE ARE ACKNOWLEDGED AND RE- health status, economic status, religion, disability, lifestyle SPECTED and other F____ O_ D_________ A__ A___________ A__ R________. "Inclusion is a process of addressing and responding to the diver- sity of needs of all learners through I________ P___________ in learning, cultures and communities, and reducing E________ within and from education. INCREASING PARTICIPATION It involves changes and modifications in content, approaches, EXCLUSION structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children." (UNESCO, 2005) Inclusion focuses on E_____ and F_______ and on the inclusion EQUITY of all students regardless of disability, gender, ethnicity or other FAIRNESS disadvantage. Inclusion in education is an approach to educating students with special educational needs. Inclusion R______ the use of special REJECTS schools or classrooms to separate students with disabilities from students without disabilities. 13 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p This means different and diverse students learning side by side in the same classroom. They enjoy field trips and after-school activ- ities together. They participate in student government together. INCLUSIVE EDUCATION Inclusive education values diversity and the unique contributions each student brings to the classroom. The Universal Declaration on Human Rights (Article 26) 1948 UNESCO Convention Against Discrimination in Education 1960 The International Covenant on Economic, Social, and Cultural 1966 Rights Convention on the Elimination of All Forms of Discrimination 1981 against Women The World Programme of Action Concerning Disabled Persons 1982 The Convention on the Rights of the Child 1989 The Jomtien World Conference on Education for All (EFA) 1990 Standard Rules on the Equalization of Opportunities for Persons 1993 with Disabilities The Salamanca Statement and Framework for Action on Special 1994 Needs Education The World Education Forum, Dakar 2000 The UN Convention on the Rights of Persons with Disabilities 2006 "...everyone has a R____ to education..." RIGHT Universal Declaration of Human Rights "The ultimate goal affirmed by the World Declaration on Education for All is to M____ the basic learning needs of all children, youth, and adults." MEET World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. GOALS OF EFA (EDUCATION FOR ALL) EXPAND E_____ early childhood care and education. GOALS OF EFA (EDUCATION FOR ALL) PROVIDE P______ free and compulsory primary education for all. GOALS OF EFA (EDUCATION FOR ALL) PROMOTE P______ learning and life skills for young people and adults. GOALS OF EFA (EDUCATION FOR ALL) 50 Increase adult literacy by 5_ percent. GOALS OF EFA (EDUCATION FOR ALL) ACHIEVE A______ gender parity by 2005, gender equality by 2015. GOALS OF EFA (EDUCATION FOR ALL) IMPROVE I______ the quality of education. "Inclusion is a P______. Inclusive education is not merely about providing access into mainstream school for pupils who have previously been excluded. It is not about closing down an un- acceptable system of segregated provision and dumping those PROCESS pupils in an unchanged mainstream system. Existing school sys- tems - in terms of physical factors, curriculum aspects, teaching expectations and styles, leadership roles will have to change. 14 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p This is because inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice" (Barton, 1998). Inclusion is concerned with ensuring that: all children of whatever B_________ have access to high quality education. BACKGROUND WELCOMED they are W_______ by teachers and other staff. VALUED ANTI-INCLUSIVE their contribution is V_____. any form of selection based on academic ability, or ability to pay fees is A___ I________. Inclusion in the Philippines as a core principle of K to 12: SENSIVITY RESPONSVENESS promotes institutional S__________ and R_____________: na- ture, situation, realities of the earners Inclusive Education in the Philippines LEARNER-CENTERED realized through; L_______ C_______ and C_______ CONTEXT RESPONSIVE R__________ programs Guiding Principles of Inclusive Education Responsiveness to R_____ RIGHTS CONTEXT Sensitivity and Responsiveness to C______ Inclusion Separate special education provides no G________ of success for children who need special attention; inclusive schools that GUARANTEE provide supportive, context-appropriate conditions for learning demonstrate far better outcomes. OBJECTIVE OF SPED To develop the M______ Potential of the child with special needs MAXIMUM to enable him to become self-reliant and shall be geared towards proving him with the opportunities for a full and happy life. SPECIFIC OBJECTIVE OF SPED The development and maximization of L_______ C___________, LEARNING COMPETENCIES as well as the inculcation of values to make the learner with special needs as useful and effective members of society. ULTIMATE GOAL / OBJECTIVE OF SPED MAINSTREAMING The integration of M____________ of learners with special needs into the regular school system and eventually into the community. PIONEERS OF SPED First woman physician in Italy (University of Rome, 1894) Montessori approach Casa dei Bambini (Children's House) 1907 MARIA MONTESSORI "Education must foster both the development of individuality and that of society. Society cannot develop unless the individual devel- ops, as we learn from observing. Most of our actions would have no reason for being if there were no other people around us, and 15 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p we do most of the things we do because we live in association with others" PIONEERS OF SPED "Special children must have special schools with well-trained teachers who used materials adapted to those children's capa- bilities. They should not be abandoned to state institutions where MARGARET BANCROFT conditions were appallingly inhumane." Haddonfield School for the Mentally Deficient and Peculiarly Backward (1883) PIONEERS OF SPED Known as one of the founding fathers of special education JEAN MARC GASPARD ITARD "Wild boy of Averyon" Advocated the education of the deaf PIONEERS OF SPED Pioneered modern educational methods for teaching the severely EDUARD SEGUIN intellectually disabled The Moral Treatment, Hygiene, and Education of Idiots and Other Backward Children Barriers to Inclusive Education Attitudes Physical Barriers CURRICULUM C_________ LANGUAGE Teachers FUNDING L_______ and communication Socio-economic factors F______ Organization of the education system Policies The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO & MES, 1994) "...inclusion and participation are E________ to human dignity ESSENTIAL and to the enjoyment and exercising of human rights..." UNESCO, 1997 The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO & MES, 1994) on the diversity of children's characteristics and needs: "...are the most effective means of combating discriminatory at- INCLUSIVE titudes, creating welcoming communities, building an I________ society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system..." Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportuni- ties and experiences. Inclusive education is about children with disabilities - whether the disability is mild or severe, hidden or OPPORTUNITIES obvious - participating in everyday activities, just like they would if their disability were not present. It's about building friendships, membership and having O____________ just like everyone else. INCLUSION REQUIRES THE TEACHER TO BELIEVE THAT A__ STUDENTS HAVE SOMETHING I________ TO OFFER IN 16 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p ALL THE CLASSROOM AND THAT WE REALLY ARE BETTER OFF IMPORTANT L_______ TOGETHER LEARNING Students with disabilities and additional needs who are studying in an inclusive general education classroom may need accom- modations in the form of I____________ S______ and other INSTRUCTIONAL SUPPORT supplementary services. Others who need more intensive support are provided with curricular modification. Are supports provided to students to help gain full access to class content and instruction without altering the curriculum standards ACCOMMODATION and competencies expected and to demonstrate accurately what they know. Accommodations may be provided both during A_________ and I__________, depending on the learning profile and needs of a ASSESSMENT child and may vary in response, terms setting, of presentation, INSTRUCTION and scheduling. (Beech,2010 Children with disabilities may need specialized presentation for- PRESENTAION ACCOMMODATION mats especially those with sensory disability, so they can learn. Allows students with disabilities and additional needs a variety of ways to complete assignments, written tasks, performance tasks RESPONSE ACCOMMODATION and other activities. It is the changes in the location or conditions of the educational setting or environment may be necessary for students who need SETTING ACCOMMONDATION support in terms of behavior, attention, and organization of space and materials. Changing time allotment, schedule of tasks and assessments, and management of time are some types of scheduling accom- modations. Students with slower ability in processing information SCHEDULING ACCOMMODATIONS and directions well as with focusing issues may need these types of accommodation. are instructional and assessment related decision made to ac- commodate a student's educational needs that consist of indi- MODIFICATION vidualized learning goals and outcomes which are different than learning outcomes of a course or subject. Provided for students with significant or content expectations se- vere disabilities where are altered, and the performance outcomes CURRICULUM MODIFICATION are changed in relation to what are l expected of typically devel- oping students of the same age (DEC 2007). When I__________ and A_________ is modified, student with disability is still given the right to access the same learning op- INSTRUCTION portunities in general education class, but the tasks are more ASSESSMENT respectful and appropriate to the student's abilities and needs. This includes changes in instructional level, content and perfor- mance criteria, as well as the breadth and depth of content being CURRICULAR MODIFICATIONS learned by students Students with disabilities or additional needs may be given more, less, or different content and resource materials altogether and also may assess using different standards more appropriate to LEARN the student, being provided with fewer objectives, shorter lessons and smaller number of vocabularies to L____. Essential as parents are the primary caregivers and have direct influence on their children. BROFENDRENNER'S ECOOLOGICAL THEORY This is anchored on B_____________ H____ E_________ T_____, which states that there are environmental systems that comprise a child's social context. 17 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p Focus is given to the M__________, where the child and is/her family belong, along with peers, school, and the immediate com- munity (i.e., neighborhood) Within these microsystems, where the child has direct interactions MIRCOSYSTEM with parents, peers, and others, while mesosystem refers to the linkages or relationships between microsystems such as the con- nections between family experiences and school experiences and between family and peers (Santrock 2011). Having established the critical role of parents in a student's devel- opment and academic progress and achievement, it is essential HOME-SCHOOL COMMUNICATION that there is a close home and school collaboration and communi- cation. Communicating with parents may be done in several ways. HOME-SCHOOL COMMUNICATION CONFERENCES PARENT-TEACHER C__________ WRITTEN W______ COMMUNICATION COMMUNICATION DIGITAL C____________ CONTRACTS HOME-SCHOOL C________ OTHER WAYS TO INVOLVE PARENTS PARENT P_____ EDUCATION GROUPS PARENT SUPPORT G_____ Assessment results are used to decide a child's appropriate ed- ucation placement within a continuum from the least to the most restrictive settings. Educational placement of the students will be PLACEMENT based by the teams on their observations, assessment results, and other factors A general education classroom is the least restrictive environment for a child with additional needs. Access to the same learning ex- periences and opportunities is provided as to typically developing PLACEMENT students. Thus, it is considered as the "most normalized or typical setting" (Gargiulo, 2012) Another option for placement is to be in a G______ E________ class but the child receives supplementary instruction and ser- GENERAL EDUCATION vices such as speech, physical, and occupational therapy or counseling services during the school day. Students who may be part of general education may be part of a general education class are pulled out of their class to receive SPECIALIST instruction from a S_________ teacher in a resource room in order to target their learning needs. Involves caring for children or young people who need somewhere EMERGENCY PLACEMENT safe to stay immediately, Usually for a night or weeks It involves looking after children or young people for a few months up to 2 years until difficulties at home are resolved or alternative PRIMARY PLACEMENT plans are made for their future. this may also include for taking care of children or young people until they reach 18years old. It is caring for children or young people for short periods for their RESPITE PLACEMENT primary foster or kinship career. Referral for evaluation and special education services begins by I__________ students who have additional needs and who may IDENTIFYING be at risk for developmental disabilities. A team of professionals, known as a prereferral team, is com- prised of special education teachers, counselors, administrators, and psychologists who collaborate to determine reasons for the PRE-REFERRAL PROCESS observed challenges (Hallahan et al. 2014) Once a intervention program has of pre-referral been designed, 18 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p implementation and evaluation follow to determine how effectiv e it is. Designed to provide instructional and/or immediate behavior management support to a child. Helps to lessen the number of cases referred to special education PRE-REFERRAL STRATEGIES and makes efficient use of time and financial resources to spend. Lessen the tendency of over referrals to special education A process of collecting information about a child's strengths and ASSESSMENT needs. Assessment begins with initial identification in Child Find and pre referral process. The results of the assessment are sued to ASSESSMENT PURPOSES decide on a child's educational placement and to plan instructional programs for a child identified to have additional needs. Standardized assessments that compare a child's performance with a representative sample of students of the same chronolog- NORM-REFERENCED TESTS ical age Scores are reported as numerical scores, percentage of correct CRITERION -REFERENCED TESTS responses, letter grades, or graphic score reports. Also called as non-standardized assessments Considered more authentic and thus can be used primarily to describe performance and inform instruction. INFORMAL ASSESSMENT Can be curriculum-based or performance-based such as teacher made instruments used in classrooms and portfolio assessments. Provide students the opportunity to apply knowledge and skills in meaningful, real-world settings (e.g., classroom, playground, etc.) rather than artificial and contrived setting (Dennis et al. 2013). AUTHENTIC ASSESSMENT Real-life assessment tasks HOW DO I START AN INCLUSION PROGRAM? BUILD A T___ I______, DON'T DICTATE TEAM INSPIRE MEET PEOPLE W____ THEY ARE WHERE PREPARED BE P_______ TO START SMALL, BUT DO IT WELL FAILURE ATTITTUDE DON'T GIVE IN TO F______ OR THE NAYSAYERS OBSTACLES INFORMATION BE PREPARED TO BE AN "A_______ AMBASSADOR" IDENTIFY O________, BARRIERS, AND SETBACKS BE PREPARED TO PROVIDE I__________ HOW DO I MAINTAIN AN INCLUSION PROGRAM? B____ ON YOUR SUCCESSES BUILD C_____ TO ONGOING TRAINING COMMIT COLLABORATION COMMIT TO C____________ AND SHARED DECISION MAK- LEADERSHIP ING DEVELOP STRONG L_________ FOR INCLUSION 19 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p This is locating where these children are through the family mapping survey, advocacy campaigns and networking with local health workers. The children with special needs who are not in school shall be listed using Enclosure No. 1. These children shall CHILD FIND be visited by Special Education (SPED) teachers and parents should be convinced to enroll their children in SPED Centers or schools nearest their home. This is the continuous process of identifying the strengths and weaknesses of the child through the use of formal and informal tools for proper program grade placement. Existing SPED Centers ASSESSMENT in the Division shall assist regular schools in the assessment process. Regular schools with or without trained SPED teachers shall be provided educational services to children with special needs. PROGRAM OPTIONS These schools shall access educational services from SPED Centers or SPED trained teachers. This shall be implemented in the forms of adaptations and accom- modations to foster optimum learning based on individual's needs CURRICULUM MODIFICATIONS and potentials. This plays a vital role in preparing the children in academic, moral and spiritual development. Parents shall involve themselves PARENTAL INVOLVEMENT in observing children's performance, volunteering to work in the classroom as teacher aide and providing support to other parents. The condition of having or being composed of different elements: variety; especially: the inclusion of different types of people (as people of different races or cultures) in a group or organization. DIVERSITY Age ( generational differences) Race Gender Ethnicity Sexual orientation Religion. Physical attributes etc. Education Job , skills. Disability Height/Weight Marital status. Language/Accent. 5 GENERATIONS TRADITIONALISTS BORN BEFORE 1945, CURRENTLY IN THEIR 70S OR OLDER 5 GENERATIONS BABY BOOMERS BORN 1946-1964, CURRENTLY IN THEIR 50S TO 70S 5 GENERATIONS GENERATION X BORN 1965-1980, CURRENTLY IN THEIR 30S TO 50S 5 GENERATIONS MILLENIALS BORN 1981-1995, CURRENTLY AROUND 30 OR UNDER 5 GENERATIONS GENERATION Z BORN 1996-2012, CURRENTLY IN THEIR 20S AND UNDER This means creating an environment where employees can show up fully, without feeling they must hide or minimize any part of INCLUSION IN THE WORKPLACE themselves. Here, you won't see everyone sharing everything. The goal is that employees can share parts of themselves or their lives without INCLUSIVE WORK CULTURE fear of retaliation EFFECTIVE STRATEGIES TO CREATE AN INCLUSIVE WORK- PLACE S1. IMPLEMENT DIVERSE HIRING PRACTICES WIDENING RECRUITMENT CHANNELS UNBIASED JOD DESCRIPTIONS DIVERSE INTERVIEW PANELS 20 / 21  FSIE MIDTERM REVIEWER Study online at https://quizlet.com/_fzev2p EFFECTIVE STRATEGIES TO CREATE AN INCLUSIVE WORK- PLACE S2. FOSTER A CULTURE OF BELONGING INCLUSIVITY SUPPORT EMPOWERMENT EFFECTIVE STRATEGIES TO CREATE AN INCLUSIVE WORK- PLACE WORKSHOPS AND SEMINARS PROVIDE INCLUSIVE TRAINING AND EDUCATION ONLINE COURSES DIVERSITY DIALOGUES CULTURAL COMPETENCY TRAINING EFFECTIVE STRATEGIES TO CREATE AN INCLUSIVE WORK- PLACE CREATE INCLUSIVE POLICIES AND PRACTICES EQUITY AND FAIRNESS LEGAL COMPLIANCE EMPLOYEE TRUST AND SATISFACTIONS EFFECTIVE STRATEGIES TO CREATE AN INCLUSIVE WORK- PLACE PROMOTE DIVERSE REPRSENTATION IN LEADERSHIP DIVERSE PERSPECTIVES ROLE MODELING INCREASED ENGAGEMENT cnu favorite mong professor??? si ma'am abi 21 / 21