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FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER Social Model of Disability DIVERSITY DISABILITY...

FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER Social Model of Disability DIVERSITY DISABILITY - The denial of opportunities, the restriction of choice and self determination and the lack of control over the support systems in their lives - It is the society that disables people, through designing everything to meet the needs of the majority of people who are not disabled. - is understood as an unequal relationship within a society in which the needs of - There are two distinct models of disability. people with impairments are often given 1. MEDICAL little or no consideration. 2. SOCIAL - PWDs are disabled by the fact that they are Medical Model of Disability excluded from participation within the mainstream of society as a result of DISABILITY physical, organizational and attitudinal - individual problem barriers. - inability to see, walk or hear is understood - These barriers prevent them from gaining as their disability equal access to information, education, - personal tragedy model employment, public transport, housing and social/recreational opportunities. - However, recent developments promote inclusion. Anti-discrimination legislation, equal-opportunity policies and programmes of positive action have arisen Concepts ( According to World Health Organization ] (WHO) Disability - is any restriction or lack of, resulting from an Concepts ( Union of the Physically Impaired impairment, of ability to perform any activity in the against Segregation ) manner or within the range considered normal for a Disability human being. - the disadvantage or restriction of activity caused Impairment by a contemporary social organization which takes - any loss orabnormality of psychological, little or no account of people who have physical physiological or anatomical structure or function. impairments and thus excludes them from Handicap participation in the mainstream of social activities. - a disadvantage for a given individual, resulting from an impairment or disability, that prevents the fulfillment of a role that is normal depending on IMPLICATIONS age, sex, social and cultural factors for that individual. EMPLOYMENT VS. NONDISABLED PEERS OPPRESSION DISABLEISM IMPLICATIONS POLICY Provide“segregated COMPARISON MAKERS services” PWDs Internalized Oppress MEDICAL MODEL SOCIAL MODEL The individual is the The barriers are problem. problems created by society. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER The individual needs to The barriers need to be change. removed. Disabled people Disabled people have become the victim, independence, control client, have no and choice. responsibilities and are disempowered. Information on Information on access impairments is used to needs is on a need to categorize know basis to ensure people. inclusion. OTHER Concepts At-risk - This term refers to the children who, although not currently identified as having a disability, are considered to have a greater than usual chance of developing a disability. People First Policy - Language trend that involves putting the person first, not the disability. Historical & Legal Foundations Era of Extermination (BC) Jean Marc Gaspard-Itard ANGELS DEVILS - One of the earliest teachers to argue that special teaching methods could be effective Mutterings Changelings in educating disabled children. revelations Punishment for - Between 1801 and 1805, Itard used Benefit through sins systematic techniques to teach a boy, alms Intercourse with “Children of devil named Victor, how to communicate with Great Spirit” others and how to perform daily living skills, Angels from such as dressing himself heaven - “solve the metaphysical problem of determining what might be the degree of intelligence, and the nature of ideas in the lad, who deprived from birth of all education should have lived entirely separated from the individuals if his kind” Itard (1789). FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER - “solve the metaphysical problem of 2001 Governance of Basic determining what might be the degree of Education Act or RA 9155 intelligence, and the nature of ideas in the (ALS) lad, who deprived from birth of all education should have lived entirely separated from 2004 Bureau of Non-Formal Ed the individuals if his kind” TO Bureau of ALS or EO 356 Eduard Seguin (1812-1880) Standard Curriculum for - focused on teaching individuals with ID Elem Public Schools and (sensory and motor training) Private Maria Montessori (1870-1952) Madaris or DO 51, series - self- construction of the child and “prepared of 2004 environment”. 2006 UN Convention of the Rights of PWDs The Philippine Education for All (EFA) 2015 National Action Plan Juvenile Justice and Welfare Act RA 93 2007 UN Declaration on the Rights of IP Magna Carta for Disabled Persons RA 9442 Modern Period (20th centuRY) Philippines 2008 Pantawid Pamilyang Pilipino Program (4Ps) 1907 Insular School for the Deaf and 2009 Inclusive Education as a Blind Strategy for Increasing Participation Rate of 1960 Undersecretary of Education Children DO 72, s.2009 s and Culture for Non-formal Institutionalizing Mother Education tongue-based Multilingual PD 1139 Ed (MLE) DO 74, s.2009 Magna Carta of Women 1983 Law to Enhance Mobility of RA 9710 PWDs BP 344 2010 Mainstreaming and Institutionalization on 1987 1987 Philippine Madrasah Ed Program TO Constitution Bureau of Elem Ed and Regional and DO 1989 Proclamation 480 declares 1990-1999 as the “Decade 2011 Adopting the National IP of Education for all” Education Policy Framework DO 62, s. 2011 1990 World declaration of EFA 2012 Kindergarten Act / RA 1992 Magna Carta for the 10157 Disabled or RA 7277 Revised School-Based Special Protection Against Management Framework, Abuse, Exploitation and Assessment Process and Discrimination Act or RA Tool (APAT) 7610 2013 Enhanced Basic 1994 Salamanca Statement for Education Act RA 10533 the Education of CwD Batas Kasambahay RA 10361 1996 Four Pillars of Learning Report to UNESCO 2015 Open System High School System Act RA10665 1997 The Indigenous People‟s Rights Act or RA 8371 2016 The Individuals with Disabilities Education Act 2000 The Dakar Framework for (SB 1298) Action EFA FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER IE for Children and Youth with Special Needs Act (SB 996) 2017 Philippine Professional Standards for Teachers DO 42, s. 2017 PSGs for BEEd, BSEd, BECEd, BSNEd requiring prof ed course on Foundation of Special and ADAPTATIONS Inclusive Education - changes permissible in educational environments which allow the student equal 2019 DO 21 Policy Guidelines opportunity to obtain access, results, on the K to 12 Basic Education benefits, and levels of achievement - allow students with disabilities to participate 2020 An Act Instituting Services in inclusive environments by compensating for LWDs in Support of IE for learners’ Weaknesses. EDUCATION - a description of the changes in general and Special Education special education that are needed for the - Defined as classes or instruction designed student to meet his/her goals and objectives for learners with disabilities, and gifted and - includes accommodations and modifications talented learners or LDGTL (UNESCO, to the general and special education 2017). programs, supplemental aids (including - Mainstreaming – the practice of educating assistive technology) and/or supports from students with learning challenges in regular school personnel to meet the needs of the classes during specific time-periods based student. on their skills (UNESCO, 2017). Accommodations - Integration – LDGTL are placed in - change how the learners with disabilities, mainstream education (UNESCO,2017). giftedness and talents learn the same material and meet the same expectations as Inclusive Education their age peers. - A process intended to respond to students' - do not alter the content of assignments, give diversity by increasing their participation students an unfair advantage or in the case and reducing exclusion within and from of assessments, change what a test education (UNESCO, 2009). measures. - Education environments that adapt the - They do make it possible for SWANs to design and physical structures, teaching show what they know without being methods, and curriculum as well as the impeded by their disability. culture, policy and practice of education environments so that they are accessible to Ways to Accommodate all students without discrimination. SWANs (Pre-COVID-19): - Placing students with disabilities within mainstream classes without these Presentation Accommodations adaptations does not constitute inclusion (e.g.,listen to audio recordings instead of reading texts) (Article 24, CRPD). Response Accommodations (e.g., give an oral exam instead of a written exam) Setting Accommodations (e.g., allow the use of fidget spinners in class) Timing Accommodations (e.g.,allow frequent breaks until the completion of a task) EFFECTIVE PRACTICE IN TEACHING INCLUSIVE Schedule Accommodations SCHOOL (e.g., give more time to complete a project)  FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER Inclusive education is transformative rather than just Organization Accommodations (e.g., use an alarm to help with time being alleviative (Toh, 2018) and it equates to the idea management) of equity. RA 10533 otherwise known as The Enhanced Basic Modifications Education Act of 2013, and its implementing IRR, - changes what a student is taught or define the inclusiveness of enhanced basic education expected to learn through the implementation of programs designed to address the physical, intellectual, psycho-social and Examples of modifications include: cultural needs of learners, which shall include, but shall - individualize expectations or materials for not be limited to, Programs for Learners with an activity Disabilities, Programs for Learners under Difficult - assigning different tasks or expectations Circumstances, Madrasah Program, Indigenous for assignments Peoples Education Program, and Programs for the - grading (modifications, pass/fail, open Gifted and Talented (DO 21, s. 2019,section 8). book tests) - alternative assignments - modified tests LEARNERS WITH EMOTIONAL AND - modifications to the discipline policy BEHAVIORAL DISORDERS (EBD) - open book test Special Education Inclusive Education CHARACTERISTICS AND TYPES: LDGTL are All learners, regardless The key characteristics of emotional and behavioral accommodated in a of the disorders (EBDs) include: special class along with condition, participate in a - Impulsiveness, short attention span, other learners of the mainstream classroom same condition. alongside their age aggression/acting out, defiance and refusal peers. to follow rules, disrespect for authority, difficulty handling frustration, blaming A special curriculum is The learners adhere to a others, self-injury, withdrawal, excessive structured on the prescribed curriculum fear/anxiety, tantrums, learning problems, learners’ condition (e.g. and and difficulty forming relationships. intellectual methodology with some disability, visual accommodations / impairments)but is based adaptations and 1. Internalizing on the regular modifications to meet the - Internalizing behaviors are problems that curriculum. needs of LDGTL are focused on the individual's self, such as withdrawal, anxiety, depression, and LDGTL are given All students simply emotional problems. These behaviors are specialized and intensive require good instruction, instruction but different teaching often less observable to others and can lead anchored on their strategies may be to issues like poor academic performance, curriculum. employed to those with social withdrawal, and mental health high or very high problems if left untreated. education needs. 2. Externalizing - Externalizing behaviors, on the other hand, The special education The general education teacher teacher oversees the occur in interaction with the social oversees the learning of learning of students and environment and include problems like the LDGTL with the in some cases, with the aggression, impulsivity, defiance, and collaborative help of a hyperactivity. These outward-directed partnerships of other shadow teacher or a behaviors are more easily observable by professionals listed in the special education others and can result in difficulties like IEP. teacher antisocial behavior, delinquency, and peer problems. Specific Psychiatric Disorders: 1. Anxiety Disorders The term “anxiety disorder” is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER generalized anxiety disorder, panic disorder, behavior go along with these mood obsessive-compulsive disorder (OCD), changes. post-traumatic stress disorder (PTSD), Some of the well-known people diagnosed with social anxiety disorder (also called social Bipolar Disorder: phobia), and specific phobias. It is - Ernest Hemingway estimated that 3.6% of 10–14-year-olds and - Demi Lovato 4.6% of 15–19-year-olds experience an - Kanye West anxiety disorder. 6. Oppositional Defiant Disorder Some of the well-known people diagnosed with Oppositional defiant disorder (ODD) is a Anxiety Disorder: behavioral condition characterized by a - Adele persistent pattern of angry, defiant, and - Oprah Winfrey disobedient behavior toward authority - Ryan Reynolds figures. It typically manifests in childhood - Johnny Depp and can lead to difficulties in social, 2. Obsessive Compulsive Disorder academic, and family settings. OCD is characterized by recurrent, Some of the well-known people diagnosed with unwanted thoughts (obsessions) and/or ODD: repetitive behaviors (compulsions). - Shia LaBeouf Repetitive behaviors (handwashing, 7. Conduct Disorder counting, checking, or cleaning) are often - Conduct disorder is a mental health performed with the hope of preventing condition that affects children and teens. obsessive thoughts or making them go People with this condition persistently away. Performing these so-called “rituals,” display severely antisocial and aggressive however, provides only temporary relief, and behaviors. They may bully others, be not performing them markedly increases abusive to small animals, lie, steal, drink anxiety. alcohol, use drugs, or skip school, often Some of the well-known people diagnosed with before their teenage years. OCD: 8. Disruptive mood dysregulation disorder - Leonardo Di Caprio (DMDD) - David Beckham A childhood disorder characterized by a - Albert Einstein pervasively irritable or angry mood recently 3. ADHD added to DSM-5. The symptoms include ADHD is a brain disorder that makes it frequent episodes of severe temper difficult to focus, sit still, and keep track of tantrums or aggression (more than three details. It can cause problems with work, episodes a week) in combination with school, and relationships. persistently negative mood between Some of the well-known people diagnosed with episodes, lasting for more than 12 mo in ADHD: multiple settings, beginning after 6 years of - Paris Hilton age but before the child is 10 years old. - Justine Timberlake - Michael Phelps ASSESSMENT 4. Depression Depression is a serious mood disorder A. RTI (Response To Interval) characterized by persistent feelings of I. It aims to identify struggling students early sadness, hopelessness, and loss of interest on and give them the support they need to in activities. It can significantly impact daily thrive in school. The word intervention is functioning. key to understanding what RTI is all about. Some of the well-known people diagnosed with The goal is for the school to intervene, step Depression: in, and start helping before a student falls - Dwayne Johnson far behind. - Lady Gaga Teachers can provide targeted teaching — called - Robin Williams interventions — to help struggling students catch 5. Bipolar Disorder up. A big part of the RTI process involves closely Also known as manic-depressive illness, monitoring student progress—that way the school bipolar disorder is a serious medical can see which students need more academic condition that causes dramatic mood support. swings from overly “high” and/or irritable to RTI isn’t a specific program or type of teaching. It’s sad and hopeless, and then back again, a proactive approach: RTI measures students’ skills often with periods of normal mood in and uses this data to decide which interventions to between. Severe changes in energy and use. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER II. TIER LEVELS 2. Gather and analyze information. Next, the Tier 1 - Primary Instruction team pulls together information and data ○ Involves all students in school about the behavior. It may look at school ○ Schools must ensure proper and records, interview school staff who know sound instructional teaching and work with the student, and screen or processes or use research-based test the student. instructions The goal is to answer questions like: ○ Teachers should periodically screen - When and where is this behavior their students happening? ○ Must consider alternative - Where is it not happening? approaches to measure progress. - How often is the behavior occurring? - Who is around when it occurs? Tier 2 - Secondary Intervention - What tends to happen right before and right ○ Takes places for students who have after the behavior? not been able to advance out of Tier 1 The student can provide this information, too. Only ○ Identified students are placed in a kids know how they feel in the moment. Asking smaller group setting to learn them to keep track of feelings and emotions helps ○ It aims to supplement but not the team. The team might also note how replace primary instruction through classmates react. the reinforcement of basic concepts. ○ Teachers should carefully monitor 3. Find out the reason for the behavior. Using students in Tier 2 the information collected, the team makes their best guess about what’s causing the Tier 3 - Serious Intervention behavior. It may be that the student is trying ○ takes places for students who to escape or avoid something, for example. continue to struggle from Tier 1 and 4. Make a plan. Finally, led by the school Tier 2 of RTI psychologist or a behavior specialist, the ○ Increase the time and frequency of team creates a plan based on its best instructions for students guess. Here’s where the school creates the ○ Individualized learning goals for BIP to teach and encourage positive students behavior by the students. Often, as the ○ Content specialists are assigned to team learns more, it will need to adjust the students plan. ○ The group size becomes smaller to 1 to 2-person group INSTRUCTIONAL ACCOMMODATIONS B. FBA (Functional Behavioral 1. Effective and sound CM Practices Assessment) I. Clear rules in the classrooms 1. Must be posted in the classroom I. PURPOSE: 2. Must be written in a positive way - To identify the purpose that a behavior II. Consistent Consequences serves a student/learner. III. Engaging Lessons - It aims for a long-term behavior change 1. Choice-making opportunities II. For it to work, a support team that Choice-making, also known as instructional includes teachers, professionals, choice, is a concept in education that parents, etc. empowers students by providing them III. The steps of an FBA During an FBA, with opportunities to decide for their the school team gathers information learning. With this method, teachers offer and uses it to create a plan to structured options and motivate students to improve behavior. Here are the follow an instructional request. To do this, steps the team takes. offer the student up to three options and ask 1. Define the challenging behavior. An FBA them to choose just one. Then, offer them a starts by defining the student’s behavior in a time to decide. Wait for their response until specific and objective way. For example, then. Finally, reinforce their options and instead of saying the student is “defiant,” the guide them through the advantages and team might say the student “rips up disadvantages of their choice. worksheets and doesn’t respond when 2. Previewing asked to show work in math class.” Enhance the memory of students to facilitate learning by reviewing previous FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER lessons and relating them to the current knowledge of your students. Regularly lesson. To do this, engage students with assess and monitor student progress. This thought-provoking questions that encourage allows you to identify students’ areas of reflection. Then, establish clear intentions improvement. More importantly, it helps you for the current lesson. This strategy guides to adjust your instruction and learning the learning process for students with materials accordingly. emotional disturbance and difficulty 6. Interval duration during reading learning. sessions 3. Mnemonic instruction Reading is an essential and inevitable part Mnemonic instruction has been proven of school learning. Some classrooms even effective in teaching students with learning tend to engage students in long reading and behavior problems, even those sessions. However, this is not a productive advanced and normally achieving. Use this learning experience for students with EBD. memory-enhancing tool when teaching These students exhibit shortened attention your students, especially those with spans and difficulty focusing. Therefore, emotional and behavioral disorders. This engaging them in reading sessions without strategy supports their learning process, breaks can only lead to mental fatigue and making it easier for them to retain and concentration loss. A productive learning retrieve information. To apply this strategy, experience for students with EBD is teachers can associate visual or acoustic breaking the reading time into shorter cues with the concepts they are teaching. intervals. To do this, you can stop in For example, teachers can associate between sessions to ask questions, actions or hand signals with words they are encourage self-reflection, and clarify some introducing to students. Educators can points. place their hands above their heads and By doing this, you can boost your students’ wiggle their fingers every time they reading comprehension and assist in their introduce or mention the word “Imagination.” cognitive process. Using this strategy in the Using this effective teaching strategy classroom helps students increase benefits students with behavioral and verbal engagement, decode words more easily, problems. It addresses their learning understand their meanings, and make problems and facilitates their learning connections with previous knowledge. process. IV. Relationship Building 4. Adjust task difficulty Students learn differently. Some are quick to 2. Conflict Resolution Strategies learn new words, concepts, and formulas, a. Conflict can be necessary at times while others need more practice and b. Listening repetition. When teaching students with c. Make jokes (if things are heated) EBD, it is crucial to recognize their learning i. Diffuses tensions difficulties. Although challenging, it helps d. Compromise identify the pace of your students. Once you e. Life-Spacing Interview - I ESCAPE understand their pace, adjust the difficulty i. Isolate the student to remove level of your teaching and class exercises to distractions and ensure suit your learners’ capabilities. privacy. 5. Personalized method of instruction ii. Explore the student’s Every student is unique, with a different perspective by asking them preferred learning style. Personalizing the to elaborate on what approach to instruction is crucial for happened and why it effective teaching and learning experiences. happened. Tailor instruction to meet the individual iii. Summarize the student’s requirements and preferences of your feelings and the content of students. To personalize instruction and the narrative to clarify the ensure learning, it is helpful to start with the account and remind the steps below. Firstly, it is important to specify students of his statement. your objectives for your students. This way, iv. Connect the feeling of the you can design your instruction according to student with the behavior the goals you aim to achieve. Then, break exhibited during the incident. down the course into smaller units, so you v. Alternative behaviors must have a clear understanding of the content be explored and provided by and skills that must be taught. Take into guiding the student to consideration the varying abilities and prior FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER suggest the actions s/he used rating scales may not be reliable. Response could have taken differently. to medication doesn't necessarily confirm ADHD. vi. Plan to practice new Individualized assessments considering school, behavior when the same psychological, and family factors are crucial for feeling or situation arises effective management. once again. vii. Enter the person back into Learners with ADHD refers to students who have the class and help the attention deficit hyperactivity disorder, a student prepare and adjust neurodevelopmental disorder characterized by positively upon re-entering. difficulties with attention, impulsivity, and hyperactivity. In the context of the abstract 3. Behavior Modification provided, it pertains to students in South African a. Positive reinforcement classrooms who face barriers to learning due to b. Positive Behavior Intervention System ADHD. i. Token systems ii. tiers/level = extra privileges WHERE DOES IT CAME FROM? c. A positive environment must be maintained ADHD, or Attention Deficit Hyperactivity Disorder, is d. No bullying and there must be Fun involved a complex neurodevelopmental condition that affects millions of children worldwide. 4. Self- monitoring Understanding the multifaceted nature of ADHD a. students regulate their behavior causation is crucial for effective diagnosis, b. Hold themselves accountable treatment, and support for affected children and c. Students will be able to their families. i. Identity target behavior ii. Research the behavior NEURAL SYSTEM iii. Establish goals INJURIES/ABNORMALITIES ( four iv. Record actions regions implicated in ADHD ) v. Evaluate progress - Prefrontal Cortex: 5. Social Skills Training “Why children with ADHD can't keep a simple a. Social competence instruction in mind for more than a moment?”, “Why i. Learn how to share are they so impulsive?” ii. Make eye contact iii. Express sympathy and emotions The prefrontal cortex is responsible for executive when appropriate functions such as impulse control, attention iv. Lasting discussions with others regulation, and decision-making, all of which are b. Plan actual lessons and put students in commonly impaired in individuals with ADHD. similar situations. Disruptions in the development or functioning of this brain region can contribute to the symptoms 6. Wraparound Services observed in ADHD. a. Bring all the necessary people to help students - Basal Ganglia: i. Parents “why do children with ADHD interrupt their behavior ii. Teachers when warned?” , “Why do they so often misjudge iii. Coaches b. Talks about life after the consequences of their actions?” school not just in the classroom The basal ganglia play a significant role in regulating various cognitive processes, including Understanding ADHD in Learners attention, impulse control, and motor function. The structural and functional anomalies in this brain region may contribute to the characteristic ADHD (Attention deficit hyperactivity disorder) is symptoms of ADHD. Disruptions in the connectivity commonly diagnosed in children, but it may not be and activity of neural circuits involving the basal a distinct disease, rather a collection of ganglia can result in difficulties with attention symptoms stemming from various emotional, regulation and hyperactive-impulsive behaviors psychological, or learning issues. observed in individuals with ADHD. Diagnosis and treatment are complicated by - Cerebellum: overlapping symptoms with other conditions like “Why does 5 minutes seem like an hour to a child depression and anxiety. There are no definitive with ADHD?” , “Why are so many children with tests or genetic markers for ADHD, and commonly FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER ADHD uncoordinated or clumsy?”, “Why do - Certain maternal conditions, such as children with ADHD fail to learn from their diabetes, hypertension, thyroid disorders, mistakes?” and autoimmune diseases, have been associated with a higher likelihood of ADHD The cerebellum, traditionally known for its role in in offspring. motor coordination, has been implicated in various cognitive and emotional functions. Injuries OTHER BIOHAZARDS: this hazard can be to the cerebellum region during early development the effect after the birth that can cause or disruptions in its normal maturation process have ADHD been suggested as potential contributing factors to - head trauma the development of ADHD symptoms. - Tumors - low levels of nutrients - Corpus Callosum: - central nervous system infections The corpus callosum is a crucial structure that facilitates communication between the CHARACTERISTICS AND TYPES two hemispheres of the brain. In some cases, individuals with ADHD have been The characteristics of ADHD in emerging adults found to have differences in the size, include slightly higher prevalence compared to structure, or function of the corpus callosum broader adult samples, poorer academic and compared to neurotypical individuals. occupational functioning, psychiatric comorbidities, alcohol and substance use, as well as stimulant GENETICS misuse. Neuropsychological tests generally show average to high average intellectual functioning, - Inheritance from the parents/ADHD run variable attention, and intact executive function in families: scores, although some studies indicate subjective Children who have a parent or sibling with executive dysfunction. ADHD are more likely to develop the Types disorder themselves compared to those Predominantly Inattentive Presentation: without a family history. While the specific It is hard for the individual to organize or genes involved in ADHD are still being finish a task, to pay attention to details, or to identified, studies have identified several follow instructions or conversations. The candidate genes that may contribute to the person is easily distracted or forgets risk of developing ADHD. These genes are details of daily routines. thought to influence brain development, Predominantly Hyperactive-Impulsive neurotransmitter function, and other Presentation: The person fidgets and talks biological processes implicated in ADHD. a lot. It is hard to sit still for long (e.g., for - Environment Interactions: a meal or while doing homework). Smaller Prenatal exposure to toxins such as lead, children may run, jump or climb constantly. alcohol, nicotine, and certain medications The individual feels restless and has trouble has been linked to an increased risk of with impulsivity. Someone who is impulsive ADHD. Maternal smoking during pregnancy may interrupt others a lot, grab things from is another environmental factor that has people, or speak at inappropriate times. It is been associated with a higher likelihood of hard for the person to wait their turn or listen ADHD symptoms in children. to directions. A person with impulsiveness may have more accidents and injuries than PREMATURITY OF DELIVERY others. - Premature birth is often accompanied by Combined Presentation: Symptoms of the complications such as low birth weight, above two types are equally present in the neonatal intensive care unit (NICU) stays, person. and perinatal brain injuries, which can disrupt normal brain development and However, students with ADHD may show signs increase the risk of neurodevelopmental like having trouble sitting still and being quiet disorders like ADHD. Additionally, in class. This might mean they're really active and premature infants may experience impulsive. They might also find it hard to pay environmental stressors and medical attention during lessons. And when things aren't interventions that could impact their very organized, like during lunch or recess, their neurological functioning. ADHD symptoms could get worse. This might make it tough for them to control how they act. It could MATERNAL MEDICAL DISORDERS lead to problems with their behavior, like arguing with teachers or other students, and sometimes FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER they might get in trouble. Also, their ADHD can Questionnaires or rating scales that make them feel bad about themselves and affect measure symptoms of ADHD how they get along with others. It's important for teachers and friends to recognize these signs and 1. The Vanderbilt assessment scale offer support so that students with ADHD don't feel - Reviews ADHD symptoms and left out or judged. other conditions like conduct disorder, oppositional-defiant ASSESSMENTS disorder, anxiety, and depression. 2. The child attention profile (CAP) An ADHD assessment, with the help of a - Tracks ADHD symptoms. professional, is a process that involves: 3. The Behavior Assessment System for Interviews with the parent, learner, Children (BASC) relatives, and the learners teachers - Identifies hyperactivity, aggression, It is important to ask questions in order to conduct problems, anxiety, check the behavior of the learner when depression, attention, learning interacting at home, school, and other issues, and essential skills. places. For instance, Teachers often identify 4. The Child Behavior Checklist/Teacher ADHD cases during preschool or Report Form (CBCL) elementary school, so it's crucial to keep - Assesses physical complaints, your child's teacher informed and involved aggressive behavior, and in discussions. withdrawal. Time observing the learners behavior at 5. The Conners rating scale school or home - A questionnaire that asks about - The parents are the one who is responsible things such as behavior, work or for observing the learners behavior at home schoolwork, and social life. They can while the teacher can observe at school. show how these symptoms affect Both play a crucial role in observing the things such as grades, job, home learner's behavior in order to know how to life, and relationships. deal with it. Medical evaluations and psychological INSTRUCTIONAL ACCOMMODATIONS assessments: 1. Neuropsychological Test Students with ADHD may: - Neuropsychological tests are specialized Demand attention by talking out of turn or tests that assess various cognitive moving around the room. functions, such as attention, memory, Have trouble following instructions, executive function, and processing speed. especially when they’re presented in a list, Neuropsychological tests are useful in and with operations that require ordered psychological testing for ADHD because steps, such as long division or solving they can provide information about the equations. underlying neurocognitive processes that Often forget to write down homework may contribute to ADHD symptoms. assignments, do them, or bring completed 2. Intelligence Tests work to school. - Intelligence testing is a method used to Often lack fine motor control, which makes assess cognitive abilities like verbal note-taking difficult and handwriting a trial to comprehension, perceptual reasoning, read. working memory, and processing speed. Have problems with long-term projects It helps identify cognitive deficits that may where there is no direct supervision. contribute to ADHD symptoms or impair Not pull their weight during group work and daily functioning. may even keep a group from accomplishing 3. Mood and Personality Tests its task. - Mood and personality testing can aid in diagnosing ADHD, a neurodevelopmental Instructional accommodations tailored to fit the disorder affecting attention, impulsive needs of ADHD learners are essential for behavior, and hyperactivity. Different mood optimizing their learning experience and academic and personality patterns can impact a success. person similarly to ADHD, so clinicians must rule out potential issues. Types of tests Flexible Seating - Flexible seating allows include self-report questionnaires, them to choose seating arrangements that structured interviews, and rating scales. best suit their individual needs, whether it's a standing desk, wobble stool, or cushioned FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER floor seating, empowering them to optimize educators acknowledge and accommodate their learning environment for improved the unique needs of ADHD students, giving concentration and productivity. them the opportunity to work at their own Concise and Clear Instructions - It will pace and minimize the stress and anxiety help reduce confusion, minimize that can arise from time constraints. distractions, and facilitate understanding The use of checklists and setting and retention of information. Concise completion goals - These tools empower instructions prevent information overload ADHD students to take ownership of their and allow ADHD learners to quickly grasp learning process, develop effective time key concepts without becoming management skills, and build confidence in overwhelmed. their ability to succeed academically. Allowing ADHD learners to choose what mastery they want in terms of tests - ADDITIONAL INFORMATION Letting them choose what they want promotes a sense of autonomy, motivation, Collaboration between parents, teachers, or and engagement in their learning process. caregivers Personalized assessments tailored to their - Collaboration between parents, students, interests and strengths can provide a more medical professionals, as well as teachers accurate reflection of their understanding can greatly improve the academic and abilities, allowing educators to better performance of children with ADHD, even support their learning needs though teaching them can be challenging at Frequent Feedbacks to a positive times. behavior - Giving frequent feedback to - When dealing with a child who struggles ADHD students about their positive with ADHD, it is crucial to recognize the behavior not only reinforces desired problems and collaborate to solve them. It is behaviors but also enhances their easier to collaborate with the learners' self-awareness, motivation, and overall teacher in order to solve issues. First, academic success. It creates a supportive identify the teacher's concerns and choose learning environment where students feel a problem to fix. Second, analyze the valued and empowered to reach their full situation and collaborate to develop a plan potential. for achieving the objectives. Third, monitor The use of pictures, diagrams and color performance with checklists and coding - These visual aids help facilitate evaluations. Follow through on the tasks comprehension, organization, and memory that were agreed upon. Fourth, monitor retention. By incorporating visual aids into progress on a regular basis and revise the instruction, educators can cater to the intervention plan as needed. Fifth, avoid diverse learning styles and sensory criticism and support the teacher's efforts. preferences of ADHD students, promoting Remember, the teacher is in control at engagement, clarity, and academic success. school, while you are in charge at home. Homework and Reading buddy/Partner - Finally, if needed, engage a consultant to Partnering with peers can enhance the meet with parents and teachers. academic experience for ADHD students by creating a supportive and interactive The most significant laws and policies relevant learning environment. to learners with ADHD in the Philippines Allowing Frequent breaks and include: movements - For individuals with ADHD, who often struggle with maintaining 1. Republic Act No. 7277 (Magna Carta for attention for extended periods, incorporating Disabled Persons): This law guarantees movement breaks allows them to release the rights and privileges of persons with excess energy and reset their focus, disabilities, including access to education, ultimately enhancing their ability to engage employment, and social services. It in learning tasks. mandates the creation of programs and Short Quizzes - Since ADHD students may services to support the integration and struggle with attention and sustained inclusion of learners with disabilities, concentration, shorter quizzes are less likely including ADHD, in mainstream educational to overwhelm them and are more settings. manageable to complete within their 2. Republic Act No. 10533 (Enhanced Basic attention span. Education Act of 2013): Commonly known Extended due dates for tests or as the K to 12 Law, this legislation aims to assignments - By extending due dates, provide quality education for all Filipino FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER learners, including those with disabilities. It early. Their strong commitment to the emphasizes inclusive education and the well-being of people with ADHD motivates provision of appropriate accommodations them to keep working to make sure and support services to meet the diverse everyone with this condition gets the help learning needs of students, including those they need. with ADHD. 3. Department of Education (DepEd) What is Adult ADHD Special Education (SPED) Policy: DepEd - Adult attention-deficit/hyperactivity disorder has policies and guidelines in place to (ADHD), or most commonly known as Adult ensure the implementation of inclusive ADHD is a psychological disorder that education practices and support services for includes a set of persistent signs and learners with special needs, including symptoms, including trouble paying ADHD. These policies emphasize the attention, hyperactivity, and impulsive provision of individualized education conduct. programs (IEPs), specialized instruction, - Adult ADHD symptoms appear in early assistive technology, and other childhood and persist throughout adulthood. accommodations to address the unique In other circumstances, ADHD fails to be learning needs of students with ADHD and identified or diagnosed until the person other disabilities. reaches adulthood. - Adult ADHD symptoms may not be as Recent implementations/ INNOVATIONS for distinct as those seen in younger people. In ADHD student adulthood, hyperactivity may decrease, but - There are other implementations that can impulsive behavior, restlessness, and be given to ADHD students, and one of trouble paying attention may remain them is implementing ICT for students with ADHD, which means using computers and technology to help them learn better. Gifted and talented Learners This includes using special tests to understand how they learn and what they struggle with. Teachers can then use The idea of multiple intelligences leads to new programs and games on computers to teach ways of thinking about students who have special them in a way that fits their needs. For gifts and talents. Traditionally, the term gifted example, there are tools that can read out referred only to students with unusually high verbal loud for students who have trouble reading skills. Their skills were demonstrated especially or help them organize their work. There are well, for example, on standardized tests of general also apps that can remind students to stay ability or of school achievement. More recently, focused and manage their time better. By however, the meaning of gifted has broadened to using these tools, students with ADHD can include unusual talents in a range of activities, such learn better and do well in school. Teachers as music, creative writing, or the arts (G. Davis & also need to learn how to use these tools Rimm, 2004). To indicate the change, educators properly so they can help their students often use the dual term gifted and talented. succeed. - These are learners between the ages of 4 ADHD in Society and 21 whose abilities, talents, and potential - The AD/HD Society of the Philippines, for accomplishment are so exceptional or started in 2000, is a non-profit group that developmentally advanced that they require helps people with Attention special provisions to meet their educational Deficit/Hyperactivity Disorder (ADHD). It needs. began as a group of parents and now - They learn more quickly and independently includes doctors, teachers, parents, and than most students their own age. adults with ADHD. Their main goal is to - They often have well-developed vocabulary, support these individuals and their families, as well as advanced reading and writing creating a strong network to stand up for skills. their needs. The organization works hard to - They are very motivated, especially on be kind, helpful, and effective in improving tasks that are challenging or difficult. the lives of those with ADHD through - They hold themselves to higher than usual various programs. They have been standards of achievement. successful in making more people aware of ADHD in the Philippines and stressing the importance of recognizing and treating it GIFTED LEARNERS TALENTED LEARNERS  FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER -Gifted means having -Talented means having exceptional talent or a natural aptitude or skill natural and creative for something. ability. -Gifts become talents -Gifted children are born when they're developed with natural abilities well and nurtured. above the average for -Talented learners show their age. skills in areas like dance, -Gifted learners show music, arts, etc. aptitude for subjects like math, science, history, geography ROBERT STERNBERG: - Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive adaptation to, selection, and shaping of real-world environments relevant to one's life. - Robert Sternberg is an American psychologist. He is best known for his intelligence theory, which states that there are three aspects to intelligence. These are creative, analytical, and practical intelligence. JOSEPH RENZULLI (1936-2023): - An American psychologist who developed the "Schoolwide Enrichment Model" for identifying and nurturing giftedness. This model goes beyond just IQ and emphasizes a combination of factors like creativity, task commitment, and leadership. - Three-ring model of giftedness promoted a broadened conception of giftedness. The Schoolwide Enrichment Model has become Building on the Three-Ring Model, the SEM is a one of the most popular programs for framework for implementing gifted education programs developing children's talents. within a school. It aims to provide enrichment opportunities for all students, not just those identified Three-ring model: as "gifted." Key aspects include: Above-average Ability: This refers to strong cognitive skills in areas like language, math, problem-solving, or Tier 1 Enrichment: This involves providing stimulating spatial reasoning. Traditionally, IQ tests were used as a and challenging activities for all students within the measure, but the model acknowledges the limitations regular curriculum. This could involve differentiated of relying solely on IQ. instruction, project-based learning, or opportunities for Creativity: This encompasses originality, independent study. inventiveness, and the ability to think outside the box. Tier 2 Enrichment: This offers additional enrichment Gifted students often demonstrate these qualities in activities for students who demonstrate a particular their thinking and problem-solving approaches. interest or talent. This might involve special classes, Task Commitment: This refers to a student's clubs, or mentorship programs. motivation, perseverance, and dedication to mastering Tier 3 Enrichment: This provides in-depth exploration a task or pursuing an area of interest. Gifted students for a smaller group of students who exhibit all three often display a strong work ethic and a genuine characteristics of the Three-Ring Model. This could passion for learning. involve independent research projects, internships, or participation in advanced programs. HOWARD GARDNER (BORN 1943): - An American developmental psychologist known for his theory of multiple FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER intelligences. This theory proposes that 8. Naturalistic Intelligence: This intelligence intelligence is not a single entity but rather a involves a strong ability to recognize and categorize collection of eight distinct intelligences, each natural objects (plants, animals, minerals) and to with its own strengths and weaknesses. interact with the natural world. Examples include This broader view of intelligence has naturalists, biologists, geologists, and farmers. implications for identifying and educating gifted students with diverse talents. JANE PIIRTO - The theory of multiple intelligences was first - The Piirto Pyramid offers a holistic proposed by Howard Gardner in his 1983 perspective on talent development, book "Frames of Mind", where he broadens highlighting the interplay between individual the definition of intelligence and outlines characteristics and the surrounding several distinct types of intellectual environment. It is a valuable tool for competencies. Gardner developed a series educators, parents, and anyone interested of eight inclusions. criteria while evaluating in understanding and nurturing talent in each "candidate" intelligence that was various domains. based on a variety of scientific disciplines. He writes that we may all have these Structure: intelligences, but our profile of these intelligence may differ individually based on The model is visualized as a pyramid with several genetics or experience. sections representing different influences on talent development. These sections can be broadly Multiple Intelligence: categorized into two main areas: The Individual (Inner Pyramid): This section 1. Verbal-Linguistic Intelligence: This intelligence focuses on the intrinsic characteristics of the involves strong language skills, fluency in person with talent. communication, and sensitivity to the sounds, The Environment (Outer Suns): This section rhythms, and meanings of words. Examples include represents the external factors that can gifted writers, poets, orators, and skilled debaters. influence talent development. 2. Logical-Mathematical Intelligence: This intelligence involves a facility with logical reasoning, Inner Pyramid: problem-solving, abstract thinking, and patterns. Genetics: This refers to the inherited traits and Examples include mathematicians, scientists, predispositions that can influence a person's engineers, and computer programmers. potential for developing talent in a particular 3. Visual-Spatial Intelligence: This intelligence domain. involves a strong ability to perceive the visual world Cognitive Aspects: This includes a person's accurately, to visualize mentally, and to create intelligence, learning style, and cognitive abilities. visual images. Examples include artists, architects, relevant to the specific talent domain. sculptors, and interior designers. Personality Attributes: This encompasses 4. Bodily-Kinesthetic Intelligence: This personality traits like creativity, perseverance, intelligence involves a strong ability to control one's motivation, and emotional intelligence that can body movements, to handle objects skillfully, and to contribute to talent development. express ideas through physical movement. Predictive Behaviors: These are specific Examples include athletes, dancers, surgeons, and behaviors or actions observed in individuals that craftspeople. might indicate a potential for developing talent in a 5. Musical Intelligence: This intelligence involves certain area. a strong ability to perceive, perform, and create music. Examples include musicians, composers, Outer Suns: conductors, and singers. Home: This represents the family environment and 6. Interpersonal Intelligence: This intelligence its influence on a person's development, including involves a strong ability to understand and interact parental support, encouragement, and access to effectively with others. It includes sensitivity to resources. others' emotions, motives, and intentions. School: This refers to the educational environment Examples include leaders, counselors, teachers, and its role in nurturing talent. It includes factors and social workers. like quality of instruction, opportunities for 7. Intrapersonal Intelligence: This intelligence exploration, and availability of specialized programs involves a strong ability to understand oneself, for gifted students. one's thoughts, feelings, and motivations. It Community and Culture: This encompasses the includes self-reflection and introspection. Examples broader social and cultural context that can include philosophers, psychologists, and some influence talent development. It includes access to writers. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER mentors, role models, and cultural values that might result of both genetics and environment. Twin emphasize or discourage specific talents. studies suggest that the environment plays an Chance: This refers to unexpected events or active role in how genes are expressed. Clark opportunities that can play a role in shaping a (2013) states, "It is misleading to think of either person's talent journey. genes or the environment as being more Gender: While not a direct influence, societal important-genes can express themselves only in an attitudes and expectations around gender roles can environment, and an environment has no effect impact opportunities and support for developing except by evoking genotypes already present" talents traditionally associated with one gender or another. In his model, Gagné (1995, 1999) not only identified a variety of factors but also Applications: discriminated between gifts and talents. According to him, gifts are natural abilities that The Piirto Pyramid is a valuable framework for: must be developed into talents, which emerge - Understanding factors that contribute to through the systematic learning, training, and talent development: It helps identify and practicing of those skills that are characteristic address potential roadblocks or limitations, of a particular field. This development may be as well as nurture the strengths that facilitated or hindered by two general categories of contribute to talent growth. factors: - Developing talent programs: By considering the various influences on talent Intrapersonal catalysts (Biological) are development, educators and program influenced by genetic background and include designers can create more comprehensive physical (e.g., health, physical appearance) and and effective learning environments. psychological (e.g., motivation, personality, - Identifying and nurturing talent in volition) factors. diverse populations: The model acknowledges the role of the environment Environmental catalysts (Environmental) and can help ensure opportunities for talent include surroundings (e.g., physical, social, development are accessible to everyone, cultural); persons (e.g., parents, teachers, regardless of background. mentors, siblings, peers); undertakings (e.g., programs for gifted and talented students, extracurricular activities); and events (e.g., death of a parent, major illness, winning an award). CHARACTERISTICS AND TYPES: According to McAlpine & Reid (1996), a gifted and talented student can be studied in different types of characteristics such as: 1. Learning Characteristics - is proficient in gathering and learning information quickly. - can analyze and criticize a problem logically and effectively. - can quickly determine the patterns and relate one thing to another. 2. Self-determination Characteristics - is aware and can question injustice and unfair decisions. - is skeptical when it comes to authoritative statements. - is curious and strives to get an explanation CAUSES about things. The development of gifts and talents cannot be 3. Creative Thinking Characteristics attributed to a single factor such as genetics or - can create their own ideas and invent their environment. Intelligence is thought to be a own works. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER - is intellectually playful and imaginative. Ego strength - does not conform to social norms and is not Perception of self/self-efficacy afraid to be different. Courage Character 4. Social Leadership Characteristics - can communicate effectively with other Environmental Factors Influencing Gifted people. Behaviors - shows leadership skills by taking the Formal Education initiative. Stimulation of childhood interest - is well-known among peers. Parental personalities Role Model Availability 5. Motivational Characteristics Physical Illness/Wellbeing - is independent and can do tasks efficiently. - is highly motivated and knows their own ASSESSMENTS priority and personal goals. - is a perfectionist and strives to achieve The Identification Process personal standards. - In developing a method for identifying These characteristics fall under Joseph Renzulli's gifted and talented students, there are classification of gifted learners in several ways: important issues to be considered (Johnsen, 2008): 1. Above-Average Ability - Gifted students will exhibit their talents - Cognitive Characteristics not only in a domain but also within a - Academic Achievement specific area of interest. For example, - Intellectual Trait Nicole, a fourth grader, performed similarly 2. Creativity to his peers on classroom science activities - Creative Thinking but was well beyond grade level in his - Artistic Talent theoretical understanding of the shape of the universe and black holes, which 3. Task Commitment emerged incidentally during an opportunity - Leadership Skills for independent study. - Motivation and Perseverance - Giftedness is a dynamic concept. A single test score may not capture how a These traits help identify different types of gifted child's gifts might be developed into talents, learners, such as intellectually gifted, creatively particularly for children who have limited gifted, and those with exceptional task commitment, opportunities for out-of-school enrichment illustrating the diverse ways giftedness can activities (Johnsen, Robins, Witte, & manifest. Renzulli's model integrates well with Feuerbacher, 2003). Any identification McAlpine and Reid's detailed characteristics, method should therefore consider ways providing a comprehensive understanding of the of providing opportunities for students multifaceted nature of gifted and talented students. to exhibit their gifts and collect samples of the students' work over a period of Although a gifted and talented student may have time. these great characteristics, there are still common - Gifts and talents are exhibited by difficulties that may lead to underachievement. children who have disabilities, or who These difficulties can be about: come from different ethnic, cultural, and economic backgrounds. To improve the 1. Struggling with perfectionism identification of special populations of gifted - high standards within oneself and students, professionals need to examine expectations from others may put immense local and state definitions so that a wider pressure on students to achieve a perfect range of characteristics are considered. output or performance. Teachers also need to be trained to observe 2. Struggling with masked disabilities characteristics that may be manifested in - a gifted student may have a learning different ways by different cultural groups disability or impairment masked by their and by children with disabilities (Fernández, giftedness. Gay, Lucky, & Gavilán, 1998; Johnsen & Ryser, 1994; Whitmore, 1981). Personality Factors Influencing Gifted - Early identification is important to the Behaviors development of gifts into talents. Need for achievement Identifying students' gifts early is particularly FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER important for children who come from economically disadvantaged backgrounds. Types of Abilities Test When provided with challenging learning activities that nurture their gifts, these Individual Tests children perform at a much higher level than - Comprehensive Test of Nonverbal children who are provided a skill-based Intelligence (CTONI-2) curriculum that focuses on their - Universal Nonverbal Intelligence Scale weaknesses (Borland, Schnur, & Wright, (UNIT-2) 2000; Johnsen & Ryser, 1994). - Stanford-Binet 5th edition (SB-5) - Wechsler Preschool Primary Scale of Best Practices: Intelligence (WPPSI-IV) - Wechsler Intelligence Scale for Children Given these four issues, best practices in (WISC-V) identification methods incorporate: - Woodcock-Johnson Tests of Cognitive Abilities (WJ-IV Cog) Multiple assessments, because no one test can possibly sample all of the behaviors that a Non-Verbal Tests gifted student might demonstrate. Consequently, - Naglieri Nonverbal Ability Test (NNAT-3) information needs to be gathered from qualitative - Comprehensive Test of Nonverbal assessments (e.g., portfolios, checklists); from Intelligence (CTONI-2) quantitative assessments; from different sources - Universal Nonverbal Intelligence Scale (e.g., teacher, parent, student, peer); and in (UNIT-2) different contexts (e.g., school, home, - Otis-Lennon School Ability Test (OLSAT 8) extracurricular activities). Group Tests The two main categories for gifted identification - Cognitive Abilities Test (CogAT) are achievement tests and abilities tests. - Differential Ability Scales (DAS-2) Achievement Tests A pre-referral process, where teachers provide challenging and differentiated opportunities in Achievement tests look for a child's knowledge their classrooms and observe their students' in a subject area. They may be responses. group-administered, like the SAT and ACT, or they might be administered individually by a Parent involvement in developing knowledge trained professional, like the Woodcock about gifted students so that they understand Johnson Tests of Achievement. the purpose of a gifted program and can Group-administered achievement tests are become observers and developers of their own often standardized and the results provide a children's gifts. numerical score. Individually administered achievement tests done by a professional are often INSTRUCTIONAL ACCOMMODATIONS part of a larger gifted assessment whose results cover the child's learning profile in more depth. When teachers work from a set of principles they Achievement tests can be used as gifted testing to can adapt to the needs of students and support screen students for particular areas of academic growth, regardless of context. Using these 6 strength. principles can not only support gifted students, but perhaps all students. Abilities Tests The six principles include: Abilities tests evaluate a child's cognitive - Focus on a Unique pattern of strengths. abilities or intelligence quotient (IQ). These are - Group Students by interest and abilities delivered individually by a trained professional, - Encourage learners to move as far and as often someone with an advanced degree in fast in the basic skills as possible education, psychology, or social work. The - Erich individuals interest results are numerical and descriptive since it - Offer mediation, counseling, and mentoring often includes the professional's observations - Provide the tools for life-long learning of the child, interpretation of the results, and recommendations. Abilities tests can be used for Teachers who have experience working with gifted gifted assessment, which provides a more in-depth students will be able to build a learning path that learning profile of the child. Commonly used allows a child with high potential to both express abilities tests include: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION FINALS | TERM 3 REVIEWER and explore their cognitive abilities, while also conservation and promotion of the Filipino artistic addressing their social needs. and cultural traditions. Cooperative learning: they can work in a Philippine Science High School System It is a group with others and make an important service institute of the Department of Science and contribution to the success of a project or Technology (DOST) whose mandate is to offer on a task. free scholarship basis for a secondary course with Tutoring: the gifted learner can be involved special emphasis on subjects pertaining to the in explaining activities and concepts that Sciences with the end view of preparing its they already understand to the class. students for a Science career. This is according to Small challenges: if a gifted learner is Section 2 of Republic Act 3661 that established the particularly good at a subject, they will be first Philippine Science High School campus in able to take on extra tasks and challenges 1964. set by the teacher. Headway School for Giftedness - This school uses different forms of instruction and curricular Activities such as: approaches to develop and nurture the giftedness Educational trips (Museums; Aquariums; of their students. It provides a learning environment Exhibits) that is conducive for learning. The school also uses Research and Insights a differentiated and flexible program that responds Free Time (passion; hobbies) to the unique learning abilities of their students. The school employs an interdisciplinary team approach ADDITIONAL INFO: composed of specialists in General Education, Early Childhood Education, Special Education, Famous Gifted and Talented People: Counseling, Psychology, Developmental 1. Albert Einstein - Gifted in Theoretical physics Paediatrics and mentors in areas of special and Theory of Relativity interests. BEREA Arts and Sciences High School This 2. Wolfgang Amadeus Mozart Gif