Module10 Activity

Name: Baslot, Lilibeth C.
BSED-FILIPINO3
FSPEID
MODULE 10
Activity 1 :
1. If I were the general education teacher in Jason's class, I would handle the situation in the
following way; Develop a positive relationship with Jason , I would take the time to get to know
Jason and his interests . I will also provide clear expectations and consistent consequences: I
would clearly communicate my expectations for Jason's behavior in music class. I would also
develop a system of consistent consequences for when Jason's behavior disrupts the class.
2. Yes, I think it was time to talk to Jason's parents. Jason's behavior was disruptive enough to
warrant a meeting with his parents. Additionally, Jason's parents could provide valuable
information about Jason's behavior and how it can be managed effectively.
3. Yes, I was in favor of what the counselor recommended to the teacher. Placing Jason closer
to the front of the room would allow the teacher to monitor his behavior more closely and
provide him with immediate feedback. This could help to reduce Jason's disruptive behavior and
improve his participation in class.
Activity 2. (Individual Work)
• List at least 5 tips to communicate effectively
1 Be clear and concise
2 Be mindful of your audience
3 Be specific
4 Use active voice
5 Proofread your work carefully
•List at least 5 skills for effective listening
1. Pay attention
2. Listen to understand
3. Ask questions
4. Summarize and paraphrase
5. Defer judgement
Analysis
1. What is your realization about collaboration in Special and Inclusive Education? Is it

necessary to work with parents? With administrators? With co-professionals? Please explain
your answer.
2. How will you promote good communication with those people involved in the education of
your student with special needs?
3. Why listening is important to work with someone?
ANSWER
1. Collaboration is the cornerstone of successful Special and Inclusive Education (SIE). It

involves working with parents, administrators, and co-professionals to provide a supportive
learning environment for students with diverse needs. By working together, we can better
understand the student's needs, develop a plan to meet those needs, and track the student's
progress.
Collaboration with parents
Parents are experts on their child's strengths, challenges, and preferences. They can provide
valuable insights into their child's learning style, behavior, and home environment. Collaborating
with parents helps to ensure that the educational plan for their child is tailored to their individual
needs and that they are actively involved in their child's education.
Collaboration with administrators
Administrators play a critical role in providing resources, professional development, and support
for SIE implementation. They can also help to create a school culture that is inclusive and
welcoming to all students, regardless of their abilities. Collaborating with administrators helps
to ensure that there is a shared vision for SIE and that the necessary resources are in place to
support students with special needs.
Collaboration with co-professionals
Co-professionals, such as school counselors, psychologists, speech-language pathologists,

occupational therapists, and paraprofessionals, each bring valuable expertise to the SIE team.
Collaborating with co-professionals allows for a more comprehensive understanding of the
student's needs and ensures that they are receiving the appropriate support from different
specialists.
By working together, we can create an inclusive and supportive learning environment for all
students, regardless of their abilities.
2. To foster open communication, I'll strive for regular interaction with everyone involved in my
student's education. We'll have scheduled meetings, phone calls, and email exchanges to keep
everyone informed about progress, challenges, and needs. I'll speak clearly and directly,
avoiding jargon, and actively listen to everyone's perspectives with respect. I'll also embrace
diverse communication methods like email, meetings, and written updates to cater to individual
preferences and ensure no one feels unheard. Ultimately, my goal is to build trust and rapport,
where everyone feels comfortable sharing their concerns and ideas, leading to better outcomes
for my student.
3. Listening is important because it builds bridges. It shows respect, fosters trust, and uncovers
valuable insights. By actively listening, we understand the other person's needs, concerns, and
perspective, leading to better collaboration, conflict resolution, and ultimately, stronger working
relationships. It's the key to unlocking the potential of any team.
Assessment
Test I. Answer the following questions concisely:
1. How does collaboration shape the role of the general education teacher in the education of
children with special needs?
2. In your own, what are the characteristics that should be possessed by a general education
teacher to effectively carry-out collaboration with the inclusion team?
3. What are the five models of cooperative teaching in special education? Which of the models
would you prefer? Please explain your answer.
4. What are the constraints of collaboration in special and inclusive education?
ANSWER
1. Collaboration transforms the general education teacher: From sole educator to team leader,
they facilitate communication, share responsibility, and create inclusive learning environments.
They become champions for all students, not just those with special needs.
2. My ideal collaborative teacher: Possesses empathy, communication skills, and a willingness

to learn. They are flexible, adaptable, and open to diverse perspectives. They believe in inclusion
and the potential of all students.
3.The five models are Complementary instruction, One teaches/one observe, One teaches/one
assists, Station teaching instruction, Parallel teaching and Team teaching. I prefer Station
Teaching for its flexibility and ability to cater to individual needs. Students rotate through
stations with varying levels of support, maximizing engagement and learning.
4. Collaboration constraints: Time, resources, training, and communication challenges. Large

class sizes, limited support staff, and insufficient professional development can hinder effective
collaboration. Clear communication and a shared vision are crucial to overcome these
obstacles.
Test II
SUPERVISING TEACHER PARAPROFESSIONALS
1. Provide individualized support to students

with special needs
1. Develop and implement Individualized
Education Programs (IEPs)
2. Provide ongoing professional development 2. Implement IEP goals and objectives
and support to general education teachers
3. Monitor student progress and make data- 3. Collect data and document student
driven decisions progress
4. Collaborate with parents and families 4. Assist with classroom management and
instructional activities
5. Advocate for students with special needs 5. Build positive relationships with students
and families

Module10 Activity

Uploaded by

Copyright:

Available Formats

Module10 Activity

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module10 Activity

Uploaded by

Copyright:

Available Formats

Name: Baslot, Lilibeth C.

Activity 2. (Individual Work)

• List at least 5 tips to communicate effectively

1 Be clear and concise

2 Be mindful of your audience

4 Use active voice

5 Proofread your work carefully

•List at least 5 skills for effective listening

4. Summarize and paraphrase

1. What is your realization about collaboration in Special and Inclusive Education? Is it

3. Why listening is important to work with someone?

1. Collaboration is the cornerstone of successful Special and Inclusive Education (SIE). It

Collaboration with parents

Collaboration with administrators

Collaboration with co-professionals

Co-professionals, such as school counselors, psychologists, speech-language pathologists,

Test I. Answer the following questions concisely:

4. What are the constraints of collaboration in special and inclusive education?

2. My ideal collaborative teacher: Possesses empathy, communication skills, and a willingness

4. Collaboration constraints: Time, resources, training, and communication challenges. Large

SUPERVISING TEACHER PARAPROFESSIONALS

1. Provide individualized support to students

You might also like