PROBLEMANG PANLIPUNAN
Tapos na ang maliligayang araw ng mga mahilig mam-bully o mangapi sa mga eskuwelahan.
Ito ang bago batas na ipinatutupad ngayon matapos kumpirmahin ng Malacanang na tapos nang lagdaan ni Pangulong Benigno S. Aquino III ang Republic Act 10627 o ang Anti-Bullying Act of 2013.
Ang Republic Act 10627 ay nilagdaan ng Pangulong Aquino noong nakaraang September 12.
Sa ilalim ng batas, lahat ng mga elementary at secondary school ay naatasang bumuo ng patakaran upang masugpo ang bullying kung saan lahat ng mga magulang, guro at guardian ay mabibigyan ng kopya nito.
Dito mahigpit na ipagbabawal sa anumang uri ng pambu-bully sa loob ng paaralan, mga school-related function at maging sa pamamagitan ng information techonology.
Ang sinumang mapapatunayang nambully ay papatawan ng kaukulang parusa habang ang nagsumbong ng pambu-bully ay mananatiling confidential.
Tiniyak din sa batas ang proteksyon upang hindi makaganti ang nambubully sa nagsumbong o nabiktima. – Beth Cami
Ang global warming ay tinatawag din itong climate change o ang pag-init ng klima ng mundo. Sa kasalukuyan, ito ay isa sa pinakamalubhang suliranin na kinakaharap hindi lamang ng ating bansa kundi ng buong mundo at ng sangkatauhan. Ang problemang ito ay hindi lamang problemang politikal o sosyal. Sa ngayon ang climate change ay mararamdaman na ng ating bansa at ng iba pang mga bansa sa mundo. Dahil sa pagtaas ng tubig dagat, maraming mamamayan sa mga lugar sa rehiyon ng Pasipiko ang mawawalan na ng matitirhan. Ito ay ikinababahala ng maraming bansa at kinauukulan sa ngayon. Dagdag pa dito, bunga ng climate change ay maraming mga ecosystems ang napipinsala sanhi ng pagka-extinct ng maraming mga hayop tulad ng mga isda, amphibians at reptiles. At ang mas malala ay ang unti-unting paglawak at paglaki ng mga disyerto, ang transpormasyon ng mga dating lupang agrikultural na matuyo at unti-unting maging mga disyerto ito. Ang resulta nito ay maaapektuhan ang produktong agrikultura, kukunti ang ani at resulta nito ay babagsak ang ating ekonomiya at nangangahulugan din ng mas lalong kahirapan. Mas maraming maghihirap at mas maraming bilang ng mga tao ang magugutom. Papasok na dito yong tinatawag na law of supply and demand na kung saan kukunti ang supply ng pagkain na hindi makasasapat sa paglaki o palobong populasyon ng tao sa ating bansa.
Gaya sa ibang mga lugar sa daigdig, ang kondisyon ng panahon o klima sa bansa ay di puwedeng lubos na matantiya o unpredictable ayon sa mga dalubhasa. Gaya ng bagyong Undoy at Raming na nagdulot ng lubhang pinsala di lamang sa ari-arian kundi ng buhay at kabuhayan. Ayon sa ulat bukod sa Angat dam, ang tubig sa iba pang mga dam sa bansa ay nasa critical level dahil sa El Niño phenomenon. Siyempre ang problemang ito ay isa lamang sa problemang dulot ng climate change o global warming na kapag hindi matutugunan ng pansin ay magreresulta ng mas malawak at malubhang problema.
dahil sa kawalang disiplina ng bawat isa sa atin na nilalang ng ating Dakilang Panginoon, isa ito sa nagiging sanhi kung bakit ang ating mundo ay painit ng painit. Ito ay dahilan din ng pagsusunog ng mga tao ng iba,t-ibang klaseng domestik products gaya ng plastiks atbp. Nagiging masama ang epekto nito sa tao dahil sa kakulangaN ng mga batas para parusahan kung sino man ang nakitang magsunog ng alinmang plastiks. UNa dito ay ang ating pangkalusugang aspeto. Pangalawa, ay ang ating ekonomiya, sapagkat kapag mainit ang panahon, alam nating maaapektuhan ang ating agrikultura at industriya. Dahilan para maghirap ang ating bansa, Ukol dito, magkakaroon pa tayo ng sakit sa balat dahil sa exposure sa araw..
Ang mga panukalang batas sa Reproduktibong Kalusugan(Ingles: Reproductive Health bills na kilala bilang RH Bill) ang mgapanukalang-batas na inihain sa lehislatura ng Pilipinas na naglalayon na siguruhin ang pangkalahatang paglapit sa mga paraan at impormasyon sa pagkontrol ng panganganak at pangangalagang pang-ina. Ang mga panukalang batas na ito ay naging sentro ng pambansang talakayan. Sa kasalukuyan ay mayroong dalawang mga panukalang-batas na may parehong mga layuin:
Ito ang bago batas na ipinatutupad ngayon matapos kumpirmahin ng Malacanang na tapos nang lagdaan ni Pangulong Benigno S. Aquino III ang Republic Act 10627 o ang Anti-Bullying Act of 2013.
Ang Republic Act 10627 ay nilagdaan ng Pangulong Aquino noong nakaraang September 12.
Sa ilalim ng batas, lahat ng mga elementary at secondary school ay naatasang bumuo ng patakaran upang masugpo ang bullying kung saan lahat ng mga magulang, guro at guardian ay mabibigyan ng kopya nito.
Dito mahigpit na ipagbabawal sa anumang uri ng pambu-bully sa loob ng paaralan, mga school-related function at maging sa pamamagitan ng information techonology.
Ang sinumang mapapatunayang nambully ay papatawan ng kaukulang parusa habang ang nagsumbong ng pambu-bully ay mananatiling confidential.
Tiniyak din sa batas ang proteksyon upang hindi makaganti ang nambubully sa nagsumbong o nabiktima. – Beth Cami
Ang global warming ay tinatawag din itong climate change o ang pag-init ng klima ng mundo. Sa kasalukuyan, ito ay isa sa pinakamalubhang suliranin na kinakaharap hindi lamang ng ating bansa kundi ng buong mundo at ng sangkatauhan. Ang problemang ito ay hindi lamang problemang politikal o sosyal. Sa ngayon ang climate change ay mararamdaman na ng ating bansa at ng iba pang mga bansa sa mundo. Dahil sa pagtaas ng tubig dagat, maraming mamamayan sa mga lugar sa rehiyon ng Pasipiko ang mawawalan na ng matitirhan. Ito ay ikinababahala ng maraming bansa at kinauukulan sa ngayon. Dagdag pa dito, bunga ng climate change ay maraming mga ecosystems ang napipinsala sanhi ng pagka-extinct ng maraming mga hayop tulad ng mga isda, amphibians at reptiles. At ang mas malala ay ang unti-unting paglawak at paglaki ng mga disyerto, ang transpormasyon ng mga dating lupang agrikultural na matuyo at unti-unting maging mga disyerto ito. Ang resulta nito ay maaapektuhan ang produktong agrikultura, kukunti ang ani at resulta nito ay babagsak ang ating ekonomiya at nangangahulugan din ng mas lalong kahirapan. Mas maraming maghihirap at mas maraming bilang ng mga tao ang magugutom. Papasok na dito yong tinatawag na law of supply and demand na kung saan kukunti ang supply ng pagkain na hindi makasasapat sa paglaki o palobong populasyon ng tao sa ating bansa.
Gaya sa ibang mga lugar sa daigdig, ang kondisyon ng panahon o klima sa bansa ay di puwedeng lubos na matantiya o unpredictable ayon sa mga dalubhasa. Gaya ng bagyong Undoy at Raming na nagdulot ng lubhang pinsala di lamang sa ari-arian kundi ng buhay at kabuhayan. Ayon sa ulat bukod sa Angat dam, ang tubig sa iba pang mga dam sa bansa ay nasa critical level dahil sa El Niño phenomenon. Siyempre ang problemang ito ay isa lamang sa problemang dulot ng climate change o global warming na kapag hindi matutugunan ng pansin ay magreresulta ng mas malawak at malubhang problema.
dahil sa kawalang disiplina ng bawat isa sa atin na nilalang ng ating Dakilang Panginoon, isa ito sa nagiging sanhi kung bakit ang ating mundo ay painit ng painit. Ito ay dahilan din ng pagsusunog ng mga tao ng iba,t-ibang klaseng domestik products gaya ng plastiks atbp. Nagiging masama ang epekto nito sa tao dahil sa kakulangaN ng mga batas para parusahan kung sino man ang nakitang magsunog ng alinmang plastiks. UNa dito ay ang ating pangkalusugang aspeto. Pangalawa, ay ang ating ekonomiya, sapagkat kapag mainit ang panahon, alam nating maaapektuhan ang ating agrikultura at industriya. Dahilan para maghirap ang ating bansa, Ukol dito, magkakaroon pa tayo ng sakit sa balat dahil sa exposure sa araw..
Ang mga panukalang batas sa Reproduktibong Kalusugan(Ingles: Reproductive Health bills na kilala bilang RH Bill) ang mgapanukalang-batas na inihain sa lehislatura ng Pilipinas na naglalayon na siguruhin ang pangkalahatang paglapit sa mga paraan at impormasyon sa pagkontrol ng panganganak at pangangalagang pang-ina. Ang mga panukalang batas na ito ay naging sentro ng pambansang talakayan. Sa kasalukuyan ay mayroong dalawang mga panukalang-batas na may parehong mga layuin:
Panukalang batas ng kapulungan Bilang 4244(House Bill No. 4244) o "An Act Providing for a Comprehensive Policy on Responsible Parenthood, Reproductive Health, and Population and Development, and For Other Purposes"(Ang Aktong Nagbibigay ng Komprehensibong Patakaran tungkol sa Responsable Pagiging Magulan, Reproduktibong Kalusugan, at Populasyon at Pag-unlad, at Para sa Iba pang mga Layunin) na ipinakilala ng representatibong si Edcel Lagman ng Unang Distrito ng Albay.
Panukalang batas ng Senado Bilang 2378(Senate Bill No. 2378) "An Act Providing For a National Policy on Reproductive Health and Population and Development"(Ang Akong Nagbibigay ng Pambansang Patakaran tungkol sa Reproduktibong Kalusugan at Populasyon at Pag-unlad) na ipinakilala ni Senador Miriam Defensor-Santiago.
Bagaman may pangkalahatang kasunduan tungkol sa mga probisyon sa pang-ina at pang-anak na kalusugan, may malaking pagtatalo sa pangunahing mungkahi na ang pamahalaan ng Pilipinas at ang pribadong sektor ay magpopondo at magsasagawa ng malawak na pamamahagi ng mga kasangkapang pang pagpaplano ng pamilya gaya ng kondom, mga pill na pangkontrol sa panganganak at IUDhabang ang pamahalaan ay patuloy na nagpapakalat ng impormasyon sa mga gamit nito sa lahat ng mga sentro ng pangangalagang pangkalusugan(health care centers).
Likurang impormasyon(background)[baguhin]
Ang unang beses na ang isang panukalang batas tungkol sa Reproduktibong Kalusugan ay iminungkahi noong 1998. Sa kasalukuyangika-15 Kongreso ng
Pilipinas, ang mga panukalang batas sa Reproduktibong Kalusugan na inihain dito ay isinulat ng Pinunong Minoridad ng Kapulungan na si Edcel Lagmanng Albay na HB 96; representatibong Dale Bernard Tuddao ng Iloilo, HB 101, mga representatibo ng Akbayan na sina Kaka Bag-ao at Walden Bello, HB 513; representatibo Rodolf Biazon ng Muntinlupa, HB 1160, representatibo Augusto Syjuco ng Iloilo, HB 1520, representatibo Luzviminda Ilagan ng Gabriela. Sa Senado, si Sen. Miriam Defensor-Santiago ay naghain ng kanyang sariling bersiyon ng panukalang batas sa Reproduktibong Kalusugan. Noong Enero 31, 2011, ang Komite ng Kapulungan ng mga Representatibo sa Populasyon at Mga Ugnayang pang-Pamilya ay bumoto na pag-isahin ang lahat ng mga bersiyon sa Mababang Kapulungan na pinamagatang "An Act Providing for a Comprehensive Policy on Responsible Parenthood, Reproductive Health, and Population and Development, and For Other Purposes"(Ang Aktong Nagbibigay ng Komprehensibong Patakaran tungkol sa Responsable Pagiging Magulan, Reproduktibong Kalusugan, at Populasyon at Pag-unlad, at Para sa Iba pang mga Layunin).
Ang isa sa pangunahing pagkabahala sa panukalanag batas na ito(ayon sa komentong nagpapaliwanag dito) ay ang kasalukuyangpopulasyon ng Pilipinas ay gumagawa dito na "ika-12 pinaka-mataong bansa sa buong mundo ngayon" at ang bilis ng pertilidad ng mga kababaihang Pilipino ay nasa "itaas na bracket ng 206 mga bansa". Isinasaad nito na ang mga pag-aaral at pagsisiyasat(survey) ay "nagpapakitang ang mga Pilipino ay tumutugon sa pagkakaroon ng maliit na sukat ng mga pamilya sa pamamagitan ng malayang pagpili ng mga paraan ng pagpaplano ng pamilya". Ito ay tumutukoy rin sa mga pag-aaral na "nagpapakitang ang mabilis na paglago ng populasyon ay nagpapalala ng kahirapan samantalang ang kahirapan ay lumilikha ng mabilis na paglago ng populasyon". Kaya ito ay naglalayong pabutihin ang kalidad ng buhay sa pamamagitan ng "konsistente at magkaayon na pambansang patakarang pang populasyon".
Pilipinas, ang mga panukalang batas sa Reproduktibong Kalusugan na inihain dito ay isinulat ng Pinunong Minoridad ng Kapulungan na si Edcel Lagmanng Albay na HB 96; representatibong Dale Bernard Tuddao ng Iloilo, HB 101, mga representatibo ng Akbayan na sina Kaka Bag-ao at Walden Bello, HB 513; representatibo Rodolf Biazon ng Muntinlupa, HB 1160, representatibo Augusto Syjuco ng Iloilo, HB 1520, representatibo Luzviminda Ilagan ng Gabriela. Sa Senado, si Sen. Miriam Defensor-Santiago ay naghain ng kanyang sariling bersiyon ng panukalang batas sa Reproduktibong Kalusugan. Noong Enero 31, 2011, ang Komite ng Kapulungan ng mga Representatibo sa Populasyon at Mga Ugnayang pang-Pamilya ay bumoto na pag-isahin ang lahat ng mga bersiyon sa Mababang Kapulungan na pinamagatang "An Act Providing for a Comprehensive Policy on Responsible Parenthood, Reproductive Health, and Population and Development, and For Other Purposes"(Ang Aktong Nagbibigay ng Komprehensibong Patakaran tungkol sa Responsable Pagiging Magulan, Reproduktibong Kalusugan, at Populasyon at Pag-unlad, at Para sa Iba pang mga Layunin).
Ang isa sa pangunahing pagkabahala sa panukalanag batas na ito(ayon sa komentong nagpapaliwanag dito) ay ang kasalukuyangpopulasyon ng Pilipinas ay gumagawa dito na "ika-12 pinaka-mataong bansa sa buong mundo ngayon" at ang bilis ng pertilidad ng mga kababaihang Pilipino ay nasa "itaas na bracket ng 206 mga bansa". Isinasaad nito na ang mga pag-aaral at pagsisiyasat(survey) ay "nagpapakitang ang mga Pilipino ay tumutugon sa pagkakaroon ng maliit na sukat ng mga pamilya sa pamamagitan ng malayang pagpili ng mga paraan ng pagpaplano ng pamilya". Ito ay tumutukoy rin sa mga pag-aaral na "nagpapakitang ang mabilis na paglago ng populasyon ay nagpapalala ng kahirapan samantalang ang kahirapan ay lumilikha ng mabilis na paglago ng populasyon". Kaya ito ay naglalayong pabutihin ang kalidad ng buhay sa pamamagitan ng "konsistente at magkaayon na pambansang patakarang pang populasyon".
We the students from PLMar, Bachelor of Science in Education under the supervisory of Prof. Lu go here in the Malanday National High School to observe and to develop our teaching skills so in the future we know the different teaching strategies that we need to apply because teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing you personal time, energy, and resources. Sometimes it means disappointment, heartaches and pains. But touching the hearts of people and opening the minds of students can give you joy and contentment which money could not buy. These are the moments that can’t never been buy because when the student learned the good things from teacher and apply it to their own lives, then the happiness of the teacher in their heart has been never lose.
A positive relationship between the student and the
teacher is difficult to establish, but can be found for both individuals at
either end. The qualities for a positive relationship can vary to set a
learning experience approachable and inviting the students to learn. A teacher
and student who have the qualities of good communications, respect in a
classroom, and show interest in teaching from the point of view of the teacher
and learning from a student will establish a positive relationship in the
classroom.
Children have different strategies for learning and
achieving their goals. A few students in a classroom will grasp and learn
quickly, but at the same time there will be those who have to be repeatedly
taught using different techniques for the student to be able to understand the
lesson. On the other hand, there are those students who fool around and use
school as entertainment. Teaching then becomes difficult, especially if there
is no proper communication. Yet, teachers, creating a positive relationship
with their students, will not necessarily control of all the disruptive
students.
The key is, teachers need to continuously monitor
the student in order for him or her to be aware of any difficulties the student
is having. Understanding the child’s problem, fear, or confusion will give the
teacher a better understanding the child’s learning difficulties. Once the
teacher becomes aware of the problems, he or she will have more patience with
the student, thus making the child feel secure or less confused when learning
is taking place in the classroom.
Because the teacher is the second parent of the
child that’s why it is important to them that they know the needs of their
student specially when they need a help to know the right and wrong.
CURRICULUM DEVELOPMENT REFLECTION PAPER (K-12 SYSTEM and 21st Century)
On
January 10, 2014 Grace cel Beraquit discussed the elements of 21st century and
that is Globalization of economics where power is in Asia with China leading
and Dependence or international markets that need global prospective from
entrepreneurs’ and workers. Grace cel Beraquit discussed it briefly to us, she
defined it one by one that's why we learned a lot she also give an example of
the goal, plan and subject which was the Deped has in 21st century to improve
it.
Then
the second reporter is Rose ann Chavez, Rose ann discussed the continuation of
the report of Grace cel Beraquit, she also give the elements of 21st
century and that is Increased concerned, positive action about environment,
degradation, water and energy shortage, global warming, pandemics like Aids,
flu and others. Because the curriculum is needed that requires cooperation for
global solution from citizens with sound knowledge of local and environmental
issues, openness to change habits to promote sustainability. Rose ann Chavez
discussed it by reading only she doesn’t has a interaction to us but as I see
rose ann has a ability to be a teacher someday because she have a good voice
and she has a confident to talks in the front.
And
the last reporter is Kathrina Villasotes she tackle the continuation of the
report of Grace cel Beraquit and Rose ann Chavez and that is
internatinalization of employment due to increased global migration, increased
opportunities for working overseas, grater need to have multinational work
teams. As a future teacher we need to know that the curriculum develops higher
cultural awareness and sophisticated interpersonal skills. Kathrina Villasotes
explain it with confident and with a loud voice in the front, she also have a
beautiful visual so that most of our classmate attract and focus on her when
she was reporting in our front i also seek that Kathrina Villasotes has the
ability to be a good teacher someday because she can handle her class even
thought she doesn't use a force and anything that can feel afraid to her
students in the future.
On
January 13, 2014 Daryle Laban tackles the Aims of curriculum in the 21st
century and that is to be successful learners, confident individual and
responsible as a students and future teacher this is very important to me to be
a successful in my profession. He also give the three LS skills first is
literacy skills under of this is technology in this modern year the teachers
need to be aware to the different technology because they need to be involve to
their students hobbies because in this century most of the students are Interested
in the different technologies like cell phones, computers and tablets, second
is learning skills under of this is leadership and socialization which means
the teachers needs to assess their students to be independent to handle their
own situation and to socialize and communicate with each other to explore and
to develop their own knowledge about the real things and the last is life
skills, life skills is a higher, critical and creative thinking this is all
about the knowledge or level of the students knowledge of how they handle their
own cognitive process by answering the activity that the teachers gives to
them.
The
second reporter on January 13, 2014 is Glenda Salgado, She discussed the
curriculum in 21st century and what curriculum should school have
for this century, first provide appreciate knowledge and skills which was
important to the students improve their ability and the second one is strong
evidence this is also important to the teachers and students because students
should need to know the topic that they tackles and the evidence about that
topic to appreciate and give an important to that particular subject matter. Glenda
Salgado doesn't have the interaction with our classmates, she also has a small
voice that why we didn't hear her but I think she will improve her ability of
thinking but she need a proper training and she also need to cork her shy
feelings during the report.
And
the last reporter is Clarice Sidon, she discussed the continuation of the
report of Glenda Salgado, co-development means it is the highly consultative,
second is multicultural which means is student should be interdependent and
self directed it is important to the students to developed their own thinking
skills and to be independent person and the last is sustainable which means
maintain the student interest by the teachers and parents evaluation it is
important to the student to improve their skills because the children didn't
know all things they need a assessment from their teachers and from their
parents. Clarice Sidon performance is good because she have an interaction with
my classmates by giving them a question about her topic so our classmates
should also give and share their knowledge about her topic.
On
January 15, 2014 Grace Isaal discussed the Curriculum in 21st
century, She say that the 21st curriculum are relevant to the
learners lives, bring the world to the classroom the example of this is the
learner need to know the different things not only in their own imagination but
also in the real things by going to the different places to explore and improve
their knowledge about the real things.
The
second reporter is Dennis Pagaduan, he discussed the Deped vision that we are people organization committed to a culture of excellence in
public service. Believing that the most important resource of our country is
its people, we
make the task of educating the Filipino child our singular mission. We assist
the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby, enable
him/her to create his/her own destiny in global community. We prepare him/her
to become a responsible citizen and an enlightened leader who loves his/her
country and is
proud to be a Filipino. We provide a school system…Where teachers and
principals achieve the desired learning outcome not only because they are
empowered, competent and accountable, but because they care; Where
administrator exercise visionary leadership responsive to emerging learning
needs of the nation; ensure adequate resources; promote appropriate technology;
create and sustain a conducive climate to enhance learning; and Where the
family, the community and other institutions actively support our efforts. We
affirm the right of every Filipino child especially the less advantaged to
benefit from such a system. This is our vision. With God’s help, we dedicate all our talents and energies to its realization and this is important to us to
know the goals of our curriculum and school has. Dennis Pagaduan have an
interaction with our classmates that’s why most of them cooperate and give
their own opinion and knowledge that they share of this particular topic.
And
the third reporter is Ronalyn Galanta, She discussed the Deped mission because
if the Deped have their vision they also have a mission and that is to provide
quality basic education that equitably accessible to all and lay the foundation
for lifelong and self-actualization need for responsible and productive
citizenship at the local, national and global levels. Ronalyn Galanta doesn't
have her own visual because she said that she research it but it is not the
right topic that’s why she didn't obtain our attention when she discussed the
topic that she tackle but she try her best to discussed her topic neither she
didn't ready to discussed it to us.
On
January 22, 2014 Klarisse Ursolino discussed the new learning goals or overall
goal of the Deped in the 21st century. Klarisse Ursolino has shy in
the front that’s why we didn't hear her voice she doesn't explain her report
that why I have no idea about her topic.
And
the next reporter is Carol Buena she discussed the desires outcomes of the
Deped for 21st century first is possesses a healthy mind and body
second is solid moral and spiritual grounding this is important to the student
in this century because most of the student are influence to the bad things so
their attitudes are affected, third is essential knowledge and skills for lifelong
learning and self actualization this also important to gain more knowledge and
to use it at the right time, forth is engages in critical thinking and creative
problem solving.
The
third reporter is Apple mae Larosa, she tackle the continuation of the report
of Carol Buena and that is desire outcomes and the fifth of this is contributes
to the development of a progressive, just and humane society, six is proud to
be a Filipino yes we need to be proud that we are the Filipino citizen and the last
is appreciates the beauty of the world around him and cares for the environment
for a sustainable future we need to care the environment for the sake of the
future people in our country or even in the other country to see how beautiful
it is.
The
fourth reporter is Milagros Erane, She discussed the Learning Areas first is
languages the mother tongue is Filipino, English and additional for me mother
tongue is starting point for literacy development because the students doesn't
all understand the other languages so they didn't also understand the lesson if
they doesn't know the words, second is math and science subject and the last is
humanities and art this subject are important to the students to know and
appreciates world.
And
the last reporter is Rosely De leon, she discussed the core content, first is
communication and literacies students need to practices their communicative
skills, second is critical thinking and problem solving means the teachers and
parents of the child need to help their children or students to analyze problem
and make them to solve it on their own, third is creativity and innovation and
the last is ethical, moral and spiritual values.
On
January 21, 2014 Kristel joy Ajel discussed the continuation of the report of
Rosely De leon the core content fifth is life and career competencies, six is
development of self sense of community and the last is national and global
orientedness. Kristel joy Ajel is also have a potential to be a teacher someday
because she cope our attention and her voice is loud she also have a confident
in the front on our classmates.
The
second reporter on January 21, 2014 is Puala Robles she tackle the learning
domain in the 21st century first the knowledge and understanding,
second is essential skills and the last is attitudes and values this three is
very important to the teacher because they are the one of the person who teach
to the child to understand these three things to develop their students
knowledge. Paula Robles explain it completely because she have more information
that she tackle during her reporting.
On
January 29, 2014 Riza Otchondra discussed the Pedagogical Approaches, the
pedagogical approaches have an integrative, reflective, collaborative,
constructivist and inquiry-based. Pedagogy means the art of profession of
teaching. Riza Otchondra performance is doesn’t good because she’s shy to us
and she doesn’t have a confidence in the front that’s why I didn’t learn a lot
from her topic.
On
February 3, 2014 I tackle the different types of assessment first is assessment
as learning is the use of a task or an activity to allow students the
opportunity to use assessment to further their own learning. Self and peer assessments allow students to
reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set
their own personal goals and advocate for their own learning and the second one
is assessment for learning which means the teacher should need to determines
the students background knowledge and skills like what the story of Mrs. Thompsom
and her student teddy she review the background of teddy them she realize that
teddy need her help.
And
the last reporter on February 3, 2014 is Joshua Deliaralte he discussed the
monitoring and evaluation system first is outcome and standards-based, second
is comprehensive, third is systematic and the last is valid monitoring and
evaluation system set in place aimed at improving the quality of basic
curriculum this is very important to determines the level of knowledge of the
student and what are the subject that they need to improve. Joshua Deliaralte
is one of my classmates that have a potential to be a teacher someday because
he can cope our attention by giving us an extra activity to show and share our
knowledge about the particular topic even thought our classmate is shy.
Thesis about the factors affecting the teaching strategy in teaching impaired students
CHAPTER I
INTRODUCTION
This study is about the Factors affecting the teaching strategy in teaching impaired students includes the gathering of data to obtain the most effective teaching strategy when it comes to teaching physically and mentally impaired students. Teachers may encounter different kinds of students more so, physically and even mentally impaired students if they are in specialeducation. Teachers commonly feel apprehensive when they learn they are about to teach an impaired student because they know that they must meet the needs of the students. They must have good strategies in teaching and be an effective teacher. In being an effective teacher, there are always instances that problems may occur because of the students especially with regards in mentally impaired students. There are always factors that may affect their teaching strategies, but then again this proves how effective teacher they are.
This research shows the different reasons of ineffectiveness of teachers when it comes to the strategies in teaching impaired students. Different data from Academia El SeñorNazareno were gathered. This data will help the researcher to make the study possible. The objective of this study is to improve the inefficiency of the teachers for them to be able to fulfil the needs of essential knowledge for their students. Always remember according toBernice Johnson Reagon Life’s challenges are not supposed to paralyze you, they’re supposed to help you to discover who you are.” Having an impaired student is not a problem, they are made to strengthen teachers and teachers are made for them not to feel paralyzed and be their guide.
STATEMENT OF THE PROBLEM/GENERAL PROBLEM:
This thesis is all about Factors affecting the teaching strategy in teaching impaired students at El Señor Nazareno. Researchers may study different strategy of teachers on how they handle their students which are impaired (physically and mentally). Teachers need to give their students sufficient knowledge that they need but every teacher’s need also to take consideration with regards to the student’s age. They need to decrease their teaching technique because student ranging from 4 – 7 years old doesn’t understand or may have complication if the teacher will use higher level of teaching strategy.
SPECIFIC QUESTION:
1. How do teachers teach the impaired students at Academia El SeñorNazareno?
2. How do teachers handle their temper in teaching mentally and physically impaired students?
3. What are the limitations of the teachers in teaching and handling impaired students?
4. What are the teaching strategies in the past century that cannot be implemented nowadays with regards in handling impaired students?
5. What could be the effects of these past teaching strategies if these are still implemented up untilnow?
SIGNIFICANCE OF THE STUDY
The researchers had a seminar about the Resources for the Blind (RBI).They experienced how to be a blind for a day. With that experience, the researchers realize how hard it is to be a visually impaired person. Aside from these persons, other physically and mentally impaired persons always need guidance in their everyday life for them to cope up with their surroundings. Because of their situation the researchers decided choose the topic, Factors affecting the Teaching strategy in teaching impaired students. This is because teachers are the most responsible with this kind of students for them to have knowledge on how to work on their own despite of their incapability.
The teacher in younger generation will mostly benefit in this study because this will gave them additional strategies on how to handle student which are physically and mentally impaired. Teachers will also learn more about the do’s and dont’s in handling this kind of students so that they can provide sufficient knowledge that the students need. Aside from the teachers parent are also responsible with their children this study give more knowledge to the present on how to guide and treat their children which are physically and mentally impaired especially when they are about to go to school. There is a need of cooperation between the teachers and the parents for the students to be able to cope up with their surroundings despite of their incapability.
HYPOTHESIS:
• Do impaired students can be able to cope up with the teaching strategies used by their teachers?
OPERATIONAL HYPOTHESIS:
The impaired students can be able to cope up with the teaching strategies used by their teachers.
NULL HYPOTHESIS:
The impaired students cannot be able to cope up with the teaching strategies used by their teachers.
• Are those teaching strategies used by teachers to the impaired students are effective?
OPERATIONAL HYPOTHESIS:
Those teaching strategies used by teachers to the impaired students are effective.
NULL HYPOTHESIS:
Those teaching strategies used by teachers to the impaired students are not effective.
SCOPE AND LIMITATION:
This study which is all about the "Factors Affecting the Teaching Strategies in Teaching Impaired Students" focuses on the different strategies of teachers in teaching physically and mentally impaired students and the factors that may affect their teaching. The researchers gathered different information and data regarding the said topic.
This study includes the teacher’s strategies of sharing essential knowledge that the students need in different and not common way. These strategies focus on how it may strengthen the student’s academic performances for them to be able to cope up easily with the lesson and attain new learnings. This study also includes the students which are physically and mentally impaired and the different guiding principles for them. One of the basis of the researchers is the Academia El Señor De Nazareno, this is where they gather some data and other information related with the topic.
DEFINITION OF TERMS:
APPREHENSIVE – Capable of understanding or quick to do so.
COMPLICATION – Making difficult, complex.
COPE – To deal, to overcome.
DATA – Factual information.
ESSENTIAL – of the outmost important.
IMPAIRED – Being in a less than perfect or whole condition.
INSTANCES – Cause or motive.
MENTALLY – Relating to the mind, specially; of or relating to the total emotional and intellectual response of an individual to external reality.
SPECIAL EDUCATION – Classes or instruction designed for student with special education needs.
SUFFICIENT – Enough to meet the needs of a situation or a proposed end.
CHAPTER II
REVIEW OF RELATED LITERATURE
INTERNATIONAL LITERATURE
The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different strategies used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles and teaching style on impaired students.
Learning and Teaching Styles many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982). The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. However, identifying and defining the vast number of learning styles can become an enormous task. According to Cornett (1983), the myriad of labels and categories used in identifying the different areas of style can be overwhelming for educators.
In the meantime, to enable vision-impaired students to study at a school near home and avoid isolation, the government in 1967 began aggressively promoting vision-impaired students mixed education programs. In 1978, the government began urging schools to establish resources classes in physically-and mentally-challenged students to be educated, in 1997, the Special Education Law was revised and announced. Physically-Mentally Challenged students having reached the age of three are eligible for preschool special education. To enable junior high school graduates who are physically, mentally challenged receive in senior high school or vocational school or the vocational department of a special education school that provides vocational education according to their wishes.
Currently, placement of special education students includes special education schools, special education classes at regular schools, resource classes, regular classes, circuit guidance, and assistance, home education and bedside education as described below:
1. Special Education Schools – There are schools for the mentally-challenged, vision-impaired, and hearing-impaired. Schools for the hearing impaired enroll students who are seriously hearing-impaired or deaf, while schools for the mentally-challenged mainly enroll students who are moderately-, seriously mentally-challenged and those who suffer from multiple handicaps. Since the Special Education Law was revised and announced in 1997, special education schools fall into the following categories: comprehensive schools for the handicapped, schools for the hearing-impaired, schools for the vision-impaired, schools for the mentally-challenged and experimental schools as described below:
A. Comprehensive Schools for the Handicapped
B. Schools for the Hearing Impaired
C. Schools for the Vision Impaired
D. Schools for the Mentally Challenged
E. Experimental Schools
In 1968, National ChanghuaRen’ai Experimental School was founded in Hemei, Changhua. The school was a special education school enrolling physically-challenged students and students suffering from cerebral palsy. In the beginning, the school had a primary school and a junior high school. In 1982, vocational school was added. In addition to general courses, the curriculum pays special attention to functional training, language training, counseling, and vocational training.
In recent years, most of the school’s students have changed from polio sufferers to central nervous system, disorder suffers. Therefore, the curriculum has been designed to focus on training students living skills and cultivating their social adaptability. In the meantime, improved teaching material and aid have been developed to instruct children in their learning through computer technology.
Regular Schools, currently special education classes fall into two categories – classes for the physically-mentally changed and classes for the gifted. The first category includes self-sufficiency classes, resource classes, circuit guidance and assistance, bedside education, and regular classes receiving special treatment.
General Situation of Special Education, Education for the Physically-, Mentally Challenged. Students receiving special education fall into many categories. How to provide them with the most suitable education measures in order to give them the opportunity to fully develop their potential has become the chief task of special education. As far as Taiwan is concerned, in the days immediately after the Japanese Occupation, the only way special education students could receive an education was by studying at special education schools. At that time, there was the Provincial Tainan School for the Blind and Mute and the Provincial Taipei School for the Blind and Mute.
Schools for the vision impaired. This Category mainly enrolls students with vision disabilities. The compulsory curriculum of schools for the vision impaired is basically the same as that of regular schools, while the curriculum of senior high and vocational schools for the vision impaired is prepared in accordance with the “Guidelines for Curriculum of Senior High and Vocational Schools for the Vision Impaired. “Special courses such as Braille and Chinese Characters, Direction and Movement, and Daily Life Training are included in the curriculum specifically for vision-impaired students.
For Visual: Inclusive Teaching Practices Before the start of the Semester;
a. Provide reading lists or course outlines of all important or recurring information in advance to allow time for enlarging, taping or brailing to be made.
b. Whenever possible, provide information on disk. It can then be easily read using talking computer software.
c. Assist the disability liaison staff in defining the student’s needs in your class. In particular, laboratory classes and field trips need extra forethought and planning with the disability liaison staff.
d. Notify the student and Disability Services of any class time or room changes.
Teaching Aids:
a. Read out information written on the board or shown on overheads.
b. Assist the student and support staff by providing information in enlarged copies of the required size and allow enough time to view the materials.
c. Explain clearly any diagrams, tables or graphs.
During the Class:
a. Be aware that the student may miss facial expressions, hand gestures and visual cues.
b. Identify yourself by name, in case the person does not recognize your voice.
c. Use the student’s name when referring to them in class.
d. Indicate verbally when you are entering or leaving the person’s presence.
e. Ask if assistance is required rather than assuming it is.
f. Allow students to organize their own seating.
g. Doors should be kept closed or open, not partly open.
h. Keep corridors clear of objects.
i. Please bear in mind that glare can be a big problem and student may see better on some days than others.
College requires enormous amounts of reading, and this is perhaps the single largest barrier for students who are blind or visually impaired. There is tremendous variability in the level of impairment for this group of students. Basically, there are students who are "legally blind," which is defined as having worse than 20/200 vision after correction, and students who are totally blind. Some students have diseases that cause their visual acuity to fluctuate from time to time, thus necessitating accommodations during this time period. Students who are visually impaired may benefit from the following strategies:
Instructional Strategies to Help Students Who Are Blind or Visually Impaired
* Provide a list of required textbooks and/or syllabi in advance to allow time for arrangements such as texts on tape, or enlarged print.
* Permit lecture notes to be taped and/or provide enlarged copies of lecture notes where appropriate.
* Make available large print copies of classroom materials by enlarging them on a photocopier.
* Convey in spoken words whatever you write on the chalkboard.
* Read aloud subtitles when using media resources.
* Assist the student in finding note takers or readers as necessary.
* Reserve front row seats for students who are visually impaired.
* Inform students who are blind if you rearrange classroom furniture.
* Keep classroom doors fully opened or closed. Do not leave them ajar.
* Contact the office of Services for Individuals with Disabilities to assist in arranging tests in alternate formats, i.e.., oral, taped, or enlarged print. A minimum of five working days notice is requested.
Educational Implications of Visual Impairment Students with visual impairments sometimes have fewer natural learning experiences because they are not able to observe objects and interactions. The areas of learning which are particularly affected are:
* Concept development;
* Life skills;
* Orientation and mobility skills; and
* Academic development.
Development of concepts is the basis of all learning. Spatial relationships, time, body awareness and self-awareness are just a few examples of fundamental concepts individuals need tomake sense of their world. These concepts may need to be specifically taught to students with visual impairments. Although the main focus will be on academic development, providing a variety of opportunities for personal development can have a profound impact on a student who is visually impaired. Encouraging a positive self-image, appropriate dress, well-developed self-care skills,
Teacher Assistant, the teacher assistant is part of the support team. The primary responsibility of the Teacher assistant is to support the classroom teacher, enabling the teacher to provide an educational program that meets the needs of all the students in the class, including the student with a visual impairment. It is important to define the role of the teacher assistant. The teacher assistant needs to be sensitive to the interactions between the student and peers, facilitating these relationships and the natural support that peers can provide. Supporting the student with a visual impairment who uses Braille as a
Reading mode, involves becoming proficient in the use of Braille.
Braille Reading Skills: The student will require pre-Braille and Braille reading program, in addition to participating in the regular reading program.
Writing Skills
* Teach a student who uses Braille to write his/her signature. Raised lined paper and signature guides are available.
* Teach keyboarding skills (grade 3 or 4) after the Braille writing skills are established.
* Provide access to a computer at an early age. Adaptations may be necessary.
* The student should be able to spell words letter by letter as well as by using Braille contractions. Encourage a student to use the Perkins Brailler as early as pre-school. As Braille proficiency increases, teach the use of a slate and stylus and an electronic braillewriter.
* Options for taking notes are: dictation by the teacher; provision of a print copy to be brailed for the student; scanned by the student and then listened to and/or brailled; tape record the lesson with notes to be brailled later; use of ascribe; braille a peer’s notes.
* Check periodically to ensure that the student is making accurate notes.
Self Concept and Socialization Blindness will interfere with a student’s ability to observe appropriate social behaviors and to learn basic life skills. Social and life skills that other students learn naturally through observing others and modeling and must be taught specifically to the student with blindness. The student with blindness will need to explore objects tactually to gain information and form accurate concepts. However, it is necessary for the student to learn when it is acceptable to touch, particularly when this relates to appropriate and inappropriate physical contact. Encourage the student to communicate his/her needs. Encourage the student to participate in a variety of group activities. Provide counseling and support for adolescents. This is the stage when students will experience puberty, learn about relationships and dating and need to come to terms with not being able to drive a car. It is particularly important for the student to develop a strong self-image at a time when peer acceptance is influenced by appearance and behavior.
Summary
This review of related literature revealed that a variety of instruments have been used to identify existing preferred learning styles and teaching styles for physically, mentally impaired students as measured by various instruments. Examples of these instruments include the Canfield Learning Styles and Instructional Styles Inventory (Heikkinen, Pettigrew, &Zakrajsek, 1985; Payton, Hunter, & McDonald, 1979; Payton, Hunter, McDonald, &Hirt, 1980; Matthews, 1995; Grosse, 1985; Simon, 1987; Hunter, 1980; Battle, 1982; Raines, 1978; Hunter, 1979). This study added to the growing body of research on the effect that learning style and teaching style of the physically-mentally impaired student achievement and instructor evaluations.
GUIDING PRINCIPLES
There are three limitations that are imposed on children with visual impairments. These include: a loss in the range and variety of experiences; restriction in the ability to get around, which influences opportunities both for gaining access to experiences and for developing social relationships; and restriction in interaction with the environment, as a result of the lack of ready control to the environment. To minimize or eliminate these restrictions, it is important to provide concrete and unifying experiences as well as to encourage the student to be a part of the action by "doing".
Concrete Experiences
Students need to be provided with meaningful experiences and interaction with real objects that they can touch, hear, smell and see. They may also need guided exploration and explanations of what they are interacting with. Explanations will provide vocabulary associated with the experience and will help the student make sense of what they are feeling and make connections to previous experiences. These experiences will help develop the students understanding of new concepts, develop their language, and motivate them to explore their environment which will subsequently lead to motor development.
Learn by Doing
The students need to be directly involved with all aspects of the day in order to better understand the world including where materials are kept, the process of preparing food, the completion of chores and other daily routines. Involvement in these repeated routines will promote independence and minimize the student's dependence on others.
• Encourage the students to move about the classroom to obtain materials or information.
• Encourage them to be responsible for their own belongings in school.
• If the experience includes several steps, make sure the students participate in all the steps from the beginning to the end of the process. If the student only completes one or a few of the steps, they may be unaware of all of the other steps that someone else completed. As soon as possible, let the student move through the activity independently so they do not become dependent on someone moving them through the motions.
These repeated opportunities and natural experiences will help the student make associations. These skills are essential in helping the student reach his greatest potential.
If a student cannot participate independently, explore ways that the student can be assisted through the activity, allowing him to complete the steps that he can do independently. Gradually fade assistance until the student can be independent. Some students, particularly those who are blind, will need to be gently moved through the activity in order to understand what is expected. This is best when the facilitator is behind the student so that the facilitator’s body is oriented the same way as the student’s body.
Unifying Experiences
It is important that the student continue to have many hands-on experiences and repeated exposure to experiences as the student gets older. Repeated experiences will build on previously learned information and broaden their understanding. This will foster new language and different aspects of experiences and concepts to be discussed.
Deliberate, relevant and purposeful lesson planning is critical for all students. Intentionally incorporate concept development into the lesson plans. Most concepts must be directly taught and not assumed that the student is learning these skills independently or through passive listening. Watch for situations for which the student has had no prior experience (e.g. foods in different forms: corn-on-the cob, cooked corn, popcorn, dried corn; matter in altered form: water, steam, ice, dew, condensation; sources of things: milk comes from cows; occupations: what jobs people perform; etc.)
"In general, children who are visually impaired will need more time than sighted peers to acquire developmental skills, especially those skills acquired primarily through vision....Active involvement and participation in exploring the world help to optimize the motor and cognitive development of young children who are visually impaired."
( Early Focus: Working with young Children Who Are Blind or Visually Impaired and Their Families, Pogrund&Fazzi)
INCLUSION STRATEGIES
The student with visual impairments will need assistance to being included in all the school activities. The student will need assistance learning their way around the school campus and classrooms. Although it will take extra planning, the student will also need special considerations to be fully included in the school campus activities. Developing friendships and having positive social interactions may require help on your part to advocate for them and build acceptance.
ADAPTING THE STANDARDS
Students with visual impairments, require adaptations to the curriculum that address their unique learning needs. These students face unique limitations and challenges when trying to learn about their environment. To minimize or eliminate these restrictions, it is important to provide: concrete experiences; opportunities to learn by doing; and unifying experiences. These methods are embedded throughout the strategies and activities provided in the following pages.
ORIENTING STUDENT TO THEIR ENVIRONMENT
It’s essential to train students with visual impairments to navigate safely from one location to another. The goal for the student should be that they will be able to travel independently from any point in the classroom to any other point in the classroom as well as be able to travel from the classroom to significant locations in the school building. Remember, if a student's vision is impaired, they will not be able to observe activities that are available in their environment unless they are shown what is available through guided exploration.
School Campus Orientation
Orient the student to their classroom, playground and school building including any additional classrooms the student will be going to.
Show the student where their cubby or locker will be and walk them around the classroom and school building, pointing out important or helpful landmarks.
Let the student explore the different work stations and areas that they will need to travel to. This would be a good opportunity to tell the student what activities are available in each of the stations and what the rules and expectations are for each of those areas.
It is important to orient or familiarize the student to the playground prior to their first day whenever possible. This can be done by first showing the student any climbing structures and guide them in finding the walls or fences that they can use to trail with a hand (if appropriate). Students who are visually impaired need support from staff during periods of free play on the playground. Make certain that students with visual impairments play and talk with classmates rather than sit on the sidelines.Describe choices of activities that are available. Support the inclusion of the student in group activities.
Strategies to Encourage Environmental Exploration
Use your voice to help the student. Describe with clear directions and in a normal speaking voice where you are and how the student can get to you.
Explain what is happening around the student. Show where sounds and smells are coming from. As the student explores, describe everything with variety, quality, and richness.
Orient the student to the classroom/school/playground and furnishings within those areas. Let the student know if you’ve changed the room around or left a door open.
Avoid over-protection. Remember that all children get bumps and scrapes occasionally. Safety is important, but over-protection can be just as detrimental to a student as under-protection
MATERIAL ADAPTATIONS
Adaptations to materials can help reduce the negative impact of visual impairments. Adaptations and the use of assistive technology can "help level the playing field" for students with visual impairments.Keep in my, however, that in order for materials to be least-restrictive, they should be adapted only to the extent necessary for efficient learning.
TACTUAL ADAPTATIONS
If a student cannot attain a functional reading speed using large print or low vision devices to read regular size print, then braille should be considered as a complimentary tool for literacy. Keep in mind, however, that not all students are good candidates for braille instruction. It is not only essential to have the cognitive abilities and foundational concepts, but it is important to have finger sensitivity and fine motor coordination to maintain sustained touch and systematically track across paper.
Braille
Children who are totally blind or who cannot use printed material for reading may use braille. Some students may be taught to read using braille and print simultaneously.
Braille Writer and Slate & Stylus
A braillewriter is a manually operated, six-key machine that, as its name indicates, is used to produce braille. Electronic and computerized braillers are also available. The slate and stylus, used to take notes, can be easily carried in a pocket or on a clipboard. The slate is a metal frame with openings through which braille dots are embossed with the aid of the pointed stylus.
Braille Translation Software
Braille translation software converts printed text into braille. Translated text may then be printed for the student using a braille embosser (braille printer).
Braille Embosser
The braille embosser is a printer attached to a computer which is used to produce a braille copy of text. A braille embosser may also be attached to braille note taking devices for the same purpose. With the use of a braille embosser, a student is able to print a copy of his or her personal notes and written work.
Abacus
The Cranmer Abacus was especially adapted for individuals who are blind to complete math operations. An abacus can be procured through quota funds from the American Printing House for the Blind if you have access to quota funds. There are several abacus that are available through other venders including Amazon which is featured to the right.
Measurement tools with Braille and Raised Markings
Various braille clocks, rulers, and measuring kits are especially designed for use by students with visual impairments. This tactual analog clock is available through APH. It has braille and raised large print markings and hands that are easily rotated.
Braille or Talking Compass & GPS
A braille compass allows a student who is blind to find North, South, East and West independently. This equipment is especially useful in Orientation & Mobility.
AUDITORY DEVICES
Help the student develop auditory skills by encouraging them to explore the source of all sounds and understand their meaning. For younger students, or those with cognitive delays, they must be taught to move to sound sources to get what they want (ex. walk to the water fountain to get water, walk to the running water to wash their hands, or go to the lunch table when they enter the cafeteria). Encourage the student to turn their head, turn their body, and point to isolated sounds. Talk about the positions of sounds: in front, behind, beside, left, right, above.
Recording Devices
Students may use a tape recorder, CD players, MP3 players, Ipads/Ipods, and other digital recorders to listen to recorded texts. Some of these devices can also be used to listen to recorded lessons, formulating compositions or writing assignments, and many other purposes.
Talking Books & Other Recorded Book
The Library of congress National Library Service for the Blind and Physically Handicapped (talking Book program), Recording for the blind, and other organizations provide free library services to visually handicapped persons. They offer a wide variety of texts and leisure-reading materials on disk, cassettes, and, most recently, on diskettes for various computers (which use speech synthesizers). Because the speeds at which these disks and cassettes are played differ from the speeds of commercially manufactured recordings, the National Library Service lends special Talking book and cassette-playback/record machines to eligible persons. More portable playback/record cassette equipment can be purchased from the American Foundation for the Blind, the American Printing House for the blind, and various other companies throughout the United States. Registering your student for a Bookshare.org account is another excellent way to access recorded books.
Electronic Dictionary w/Speech
An electronic dictionary with speech may be used by a student who cannot access a print dictionary. This dictionary, which may also include a thesaurus, is hand-held and battery operated. It uses a standard (QWERTY) keyboard on which the words are entered. Information is produced in both a spoken and large print format.
Variable Speed Components
Built into cassette machines, these components can be used to vary the speed at which the student plays a recording, thereby speeding up or slowing down the rate of listening.
Audible Gym Equipment
Beeper balls, balls with bells, goal locators with sound, and other adapted gym equipment can make gym time more accessible to students with visual impairments.
Screen Reading Software
With this hardware and software, students who are blind are able to access print material on a computer screen. Students can use the internet, word processing programs, calculators and access other printed material without having to see the screen.
Talking Calculators
Talking hand-held calculators are available from several manufacturers. They perform the function of speaking each entry and result and are capable of performing all the computations of a non-adapted electronic calculator. Earphones are available for many models.
LOCAL LITERATURE
Educating Students with Visual Impairments for Inclusion in Society
A Paper on The Inclusion Of Students With Visual Impairments
Executive Summary
"Inclusion," "full inclusion" and "inclusive education" are terms which recently have been narrowly defined by some (primarily educators of students with severe disabilities) to espouse the philosophy that ALL students with disabilities, regardless of the nature or the severity of their disability, receive their TOTAL education within the regular education environment. This philosophy is based on the relatively recent placement of a limited number of students with severe disabilities in regular classrooms. Research conducted by proponents of this philosophy lacks empirical evidence that this practice results in programs which are better able to prepare ALL students with visual impairments to be more fully included in society than the current practice, required by federal law, of providing a full range of program options.
Educators and parents of students with visual impairments have pioneered special education and inclusive program options, for over 164 years. It is significant that the field of education of visually impaired students was the first to develop a range of special education program options, beginning with specialized schools in 1829 and extending to inclusive (including "full inclusion") public school program options since 1900.
Experience and research clearly support the following three position statements outlining the essential elements which must be in place in order to provide an appropriate education in the least restrictive environment for students with visual impairments. This document also contains papers which provide additional information supporting each of these position statements and a list of selected readings on inclusion for students with visual impairments.
I. Students with visual impairments have unique educational needs which are most effectively met using a team approach of professionals, parents and students. In order to meet their unique needs, students must have specialized services, books and materials in appropriate media (including braille), as well as specialized equipment and technology to assure equal access to the core and specialized curricula, and to enable them to most effectively compete with their peers in school and ultimately in society.
II. There must be a full range of program options and support services so that the Individualized Education Program (IEP) team can select the most appropriate placement in the least restrictive environment for each individual student with a visual impairment.
III. There must be adequate personnel preparation programs to train staff to provide specialized services which address the unique academic and non-academic curriculum needs of students with visual impairments. There must also be on going specialized personnel development opportunities for all staff working with these students as well as specialized parent education.
Providing equal access to all individuals with disabilities is the key element of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. Access involves much more than providing ramps. Access is also the key element of inclusion, which involves much more than placement in a particular setting. The relationship of access and inclusion may not be obvious to individuals who are not familiar with the educational and social impact of a vision loss. Placing a student with a visual impairment in a regular classroom does not, necessarily, provide access and the student is not, necessarily, included. A student with a visual impairment who does not have access to social and physical information because of the visual impairment, is not included, regardless of the physical setting. Students with visual impairments will not be included unless their unique educational needs for access are addressed by specially trained personnel in appropriate environments and unless these students are provided with equal access to core and specialized curricula through appropriate specialized books, materials and equipment.
Conclusion: Students with visual impairments need an educational system that meets the individual needs of ALL students, fosters independence, and is measured by the success of each individual in the school and community. Vision is fundamental to the learning process and is the primary basis upon which most traditional education strategies are based. Students who are visually impaired are most likely to succeed in educational systems where appropriate instruction and services provided in a full array of program options by qualified staff to address each student's unique educational needs, as required by Public Law 101-476, The Individuals with Disabilities Education Act (IDEA).
Helping Parents Deal with the Fact That Their Child Has a Disability
By: Bill Healey (1997)
Being told that your child has a disability can be as traumatizing as learning of a family member's sudden death. Many parents are stunned by such news. Receiving such a message can produce overwhelming emotions of shock, disbelief, anxiety, fear, and despair. Within that moment, research has shown that some parents cannot distinguish between the unconscious wish for an idealized normal child from an unthinkable, sudden reality of one who is not.
For some parents, just trying to comprehend the disparity between their desires for their child and the disability that exists compounds their emotional and intellectual efforts to adjust to the situation. They may feel grief, depression, or shame. Some may also ask questions of "why me" and conclude that they are being punished for sins or bad acts of the past. Depending on the severity of the disability and the magnitude of the demand for coping, a few parents may even contemplate death for the child or themselves These thoughts represent an all- encompassing need to achieve inner peace.
Tips for helping parents accept their child's disability
• Relay a diagnosis with compassion and an appropriate degree of hope for the child and parents. Research findings show that the manner in which a diagnosis is explained to parents can have a profound and prolonged effect on the parent's attitudes toward their child and professionals.
• Ask parents how much and what types of communication they find helpful and build rapport with honesty and caring.
• Encourage parents to ask questions and express their emotions.
• Know the resources available to assist the child and parents.
• Try to determine each time you communicate with the parents their level of adjustment and assess what they have been able to internalize and understand regarding what you have discussed.
• Reinforce the practice of parent participation in helping their child learn and develop.
• Readily admit to unknowns and seek answers to parents' inquiries.
• Understand and accept parental ascendance through the stages of adjustment as being a normal process and support them. However, adjustment can speed the process of achieving acceptance. It can, in turn, provide educators and related personnel with a majority of knowledgeable and supportive parents to assist them in the demanding tasks of reasonably meeting all children's needs.
The school's responsibility to parents
Because schools accept students with disabilities, they have a responsibility to provide support or see that appropriate support is available to parents as they pass through these various stages. The school may provide parent- to-parent support groups, which are divided by disability and facilitated by school personnel such as a school psychologist, counselor, or teacher. Should a parent need individual counseling, the school should provide a list of counselors with whom the parent could meet.
Reaching acceptance
Even after parents find acceptable ways to cope with their child and their lives by following a healthy path beyond acceptance of their child's disability, other complications can cause set-backs in adjustment, such as unanticipated experiences of being socially rebuffed by friends and strangers or being treated inappropriately by poorly informed educators. Such repeated negative experiences only aggravate the difficult process of remaining in the highest stage of adjustment. Parents, like professionals, readily perceive the inhumanity of persons who show little or no understanding or caring toward persons with disabilities or their caretakers. Peoples' actions, more frequently than events, cause parents and the child to regress into states of anger, frustration, or other earlier stages of feelings and behaviors. Most parents need assistance to progress positively and without debilitating delay through the stages of adjustment.
Their progress toward a level of reasonable acceptance, closure, and reconstruction includes an accurate understanding of reality, at least as they reach the usual and customary benchmarks in their child's development. Professionals can help parents achieve a balance between their hopes and reality. For example, no need exists to engage in speculation about what a 4 year- old child will be able to do when s/he has reached the age of 21. While most parents want and have a need for professionals to be truthful as a prerequisite to being recognized as trustworthy persons with credibility, they do not need information that is bleak and replete with dismal prognosis. The majority of parents will come to understand the realities and implications regarding their child's achievement as the various stages of development are reached and passed.
This, especially, is true if parents believe that educators put the child's needs foremost in designing appropriate educational and related services. Not every parent may experience these
stages of grief, suffering, and acceptance. However, as professionals, we need to be prepared to help parents work through these stages if needed.
Note: William C. Healey, Chair of the Department of Special Education at the University of Nevada, Las Vegas, CEC Today Vol.3 No. 5 - November 1996 The Council for Exceptional Children
CHAPTER III
Descriptive research
Is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred. Rather it addresses the "what" question (What are the characteristics of the population or situation being studied?). The characteristics used to describe the situation or population are usually some kind of categorical scheme also known as descriptive categories. For example, the periodic table categorizes the elements. Scientists use knowledge about the nature of electrons, protons and neutrons to devise this categorical scheme. We now take for granted the periodic table, yet it took descriptive research to devise it. Descriptive research generally precedes explanatory research. For example, over time the periodic table’s description of the elements allowed scientists to explain chemical reaction and make sound prediction when elements were combined.
Hence, research cannot describe what caused a situation. Thus, Descriptive research cannot be used to as the basis of a causal relationship, where one variable affects another. In other words, descriptive research can be said to have a low requirement for internal validity.
The description is used for frequencies, averages and other statistical calculations. Often the best approach, prior to writing descriptive research, is to conduct a survey investigation. Qualitative research often has the aim ofdescription and researchers may follow-up with examinations of why the observations exist and what the implications of the finding.(http://psychcentral.com/blog/archives/2011/09/27/the-3-basic-types-of-descriptive-research-methods/).
Observational Method
With the observational method (sometimes referred to as field observation) animal and human behavior is closely observed. There are two main categories of the observational method — naturalistic observation and laboratory observation.
Case Study Method
Case study research involves an in-depth study of an individual or group of individuals. Case studies often lead to testable hypotheses and allow us to study rare phenomena. Case studies should not be used to determine cause and effect, and they have limited use for making accurate predictions.
There are two serious problems with case studies — expectancy effects and atypical individuals. Expectancy effects include the experimenter’s underlying biases that might affect the actions taken while conducting research. These biases can lead to misrepresenting participants’ descriptions. Describing atypical individuals may lead to poor generalizations and detract from external validity.
Survey Method
In survey method research, participants answer questions administered through interviews or questionnaires. After participants answer the questions, researchers describe the responses given. In order for the survey to be both reliable and valid it is important that the questions are constructed properly. Questions should be written so they are clear and easy to comprehend.
METHODS OF COLLECTIVE DATA
What Is Normative Survey Method?
A normative survey method uses methodology that fits within the cultural norm of the group being surveyed. Also known as Applied Research, the surveyor should know the group he is surveying and what their probable reaction will be to certain questions. The survey should be geared what the acceptable norm of the community to obtain results that aren't unduly influenced by questions that are not relevant.
FACTORS AFFECTING THE TEACHING STRATEGIES IN TEACHING IMPAIRED STUDENTS AT ACADEMIA EL SEÑOR DE NAZARENO
INTERVIEW QUESTIONS:
1. Why do you choose to be a SPED teacher?
2. What are the do’s and don’ts in teaching SPED class?
3. What are the most effective teaching strategies in teaching impaired students?
4. What are the hardest part in teaching SPED class?
5. How do you manage a SPED class?
6. Give an example of activities that you mostly used in your SPED class.
INTERVIEW QUESTIONS:
1. Why do you choose to be a SPED teacher?
Because it is more challenging for me and it measures by abilities and effectiveness in handling my students.
2. What are the do’s and don’ts in teaching SPED class?
Some of the things a teacher should consider in handling impaired students:
• You need to have the patience and full understanding with your students.
•
3. What are the most effective teaching strategies in teaching impaired students?
There is no effective teaching strategy specially teaching an impaired student. It only depends on the teachers and their students. A teacher should always have the knowledge in developing different strategies for their students.
4. What are the hardest part in teaching SPED class?
Handling mentally impaired student. Because sometimes I can’t understand what they want to do and sometimes they don’t follow my instructions.
5. How do you manage a SPED class?
I manage them by giving them special activities and games because I know that in that way, they will learn many things like counting, identifying colours and reading stories.
Apply through teaching strategies the knowledge or background about special education. These strategies can be done through the use of different activities. Like for the visually impaired students, even though they are blind they can still We teachers may use simple games like puzzle, colour matching for
6. Give an example of activities that you mostly used in your SPED class.
The best example of activity for me would be the Active involvement and participation of the student in exploring the world by means of field trip. Others may think that this is a difficult task but we should not limit the world of the students. Visually impaired students may not appreciate field trips but this will give them the chance to improve more their other senses like sense of hear and touch. For mentally impaired students, inclusion activities like letting them go in a fast food chain can with a teacher’s guidance can be done. In this activity, a strong guidance and direction to their students should be implemented to avoid worse things happen.
