ASSESSMENT, LEARNING

RESOURCES, AND
INSTRUCTIONAL (INPUT)
ACCOMMODATIONS
Assessment – in education, the
term assessment refers to the
wide variety of methods
or tools that educators use
to evaluate, measure, and
document the academic
readiness, learning progress,
skill acquisition, or educational
needs of students.
Definition of Assessment
according to its use
ASSESSMENT, LEARNING RESOURCES, AND INSTRUCTIONAL (INPUT)ACCOMMODATIONS
I. ASSESSMENT – in education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.

Definition of Assessment according to its use:

Assessment of learning judges results against established standards and benchmarks, revealing how the
learner and the system are performing.

Assessment for learning provides immediate feedback to both the learner and adults on developing
knowledge, skills, and dispositions while learning is happening.

Assessment as learning focuses on the development of metacognition, which is the understanding of how
learners learn and who the learners know themselves to be.

These assessments are crucial for understanding student progress and ensuring that educational needs are being
met effectively.

Learning Resources – are any resource – including print and non-print materials and online/open-access
resources which supports and enhances, directly or indirectly, learning and teaching.

Impact of learning resources – it helps the student to understand and enjoy the lesson which the teacher
teaches them. It helps students understand the object of the lesson the teacher is conveying.

TRADITIONAL LEARNING RESOURCES ONLINE LEARNING RESOURCES

Textbooks Wikipedia

Dictionary Google Docs

Encyclopedia YouTube

Charts Quizlet

Wikipedia IXL

Flash Cards

Instructional Accommodation - Accommodations are changes in the way a student accesses learning, without
changing the actual standards a student is working toward.

Using accommodations can be complicated - the goal is to find a balance that gives students equal access to
learning without "watering down" the content

Four Categories of Instructional Accommodation:

1. Presentation Accommodation - allow students to access instructional materials in ways that do

not require them to visually decode standard print.
2. Response Accommodations - allow students to record their work in alternate ways or to solve or
organize their work using some type of material or device.
 3. Timing/Scheduling Accommodations - change the allowable length of time for assignments,
projects, and tests, and may also change the way the time is organized
4. Setting Accommodations - change the location in which instruction is given or the conditions of
the setting.

How accommodations can address barriers presented by a student’s disability:

Disability Category Barrier Example accommodations

Visual disability Reading printed text Audio version of text

Large-print materials

Braille materia

Specific learning disability Decoding text Audio books

Text-to-speech software

ADHD Remaining focused Allow frequent breaks

Mark answers directly in the

test booklet vs. on a bubble
answer sheet

Orthopedic impairment Writing out responses (due Permit oral response

to inability to hold a pencil) Speech-to-text software

OTHER FORMS OF ASSESSMENT

WHAT IS AN
OBSERVATION
CHECKLIST?
AN OBSERVATION
CHECKLIST IS A SET OF
QUESTIONS THAT ASSIST
AN OBSERVER
EVALUATE THE
PERFORMANCE AND
BEHAVIOR OF AN
INDIVIDUAL'S SKILLS. A
TEACHER AND
CLASSROOM
OBSERVATION
CHECKLIST HELPS AN
OBSERVER TO IDENTIFY
SKILL GAPS AND
PROBLEM AREAS TO
FURTHER IMPROVE
TEACHING STRATEGIES,
CLASSROOM SETTINGS,
AND STUDENT LEARNING
DEVELOPMENT.
TEACHER OBSERVATION
CHECKLISTS
A TEACHER OBSERVATION
CHECKLIST IS USED BY
SCHOOL
ADMINISTRATORS TO
EVALUATE THE OVERALL
PERFORMANCE AND
TEACHING STRATEGY
OF THE EDUCATOR.
COMMON OBSERVATION
CHECKLIST
ITEMS INCLUDE
1. OBSERVATION CHECKLIST
  An observation checklist is a set of questions that assist an observer evaluate the
performance and behavior of an individual's skills. A teacher and classroom observation
checklist helps an observer to identify skill gaps and problem areas to further improve
teaching strategies, classroom settings, and student learning development.

Teacher Observation Checklists - is used by school administrators to evaluate the overall performance
and teaching strategy of the educator

Common observation checklist items include:

Add detailed notes or comments

Add comments and recommendations

Complete the checklist by capturing electronic signatures of the instructor

2. ANECDOTAL RECORD
 An anecdotal record (or anecdote) is like a short story that educators use to record a significant
incident that they have observed.
 An anecdotal record is descriptive of incidents or events that are important to the person
observing  Informal device used by the teacher to record the behavior of students as observed
by him from time to time.

Characteristics of anecdotal record

 Simple reports of behavior Result of direct observation

 Accurate and specific  Gives context of child’s behavior
 Records unusual and typical behaviors.

Uses of anecdotal record

 Record unusual events, such as accidents.

 Record children’s behavior, skills and interests for planning purposes.

Purpose of anecdotal record

 The teacher is able to understand his/her pupil in a realistic manner

 It provides an opportunity for healthy pupil- teacher relationship

 It can be maintained in the areas of behavior that cannot be evaluated .

Items in anecdotal record

 The first part of an Anecdotal Record should be factual, simple and clear  Name of the students

 Unit/ward/department

 Date and time

 Brief report of what happened.

Advantage of anecdotal record

 Needs no special training

 Use of formative feedback

 Open ended and can catch unexpected events

 Easy to develop.

Disadvantages of anecdotal record

 If carelessly recorded, the purpose will not be fulfilled

 Incidents can be taken out of context

 It can be subjectively recorded  Difficulty in scoring

 Limited application

3. PORTFOLIO ASSESSMENT
 A portfolio assessment is a collection of student works that are associated with standards you
are required to learn. This collection of work is often gathered over a long period of time to
reflect what you have been taught as well as what you have learned.
 Each piece in the portfolio is selected because it is an authentic representation of what you have
learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is
a storybook capturing a student's progression of learning as they move through the year.

What Goes Into a Portfolio?

 A portfolio can include classwork, artistic pieces, photographs, and a variety of other media all
demonstrating the concepts that you have mastered.
 Each item that is selected to go in the portfolio is chosen within the parameters of the
purpose of the portfolio itself.
 Many teachers require their students to write a reflection that correlates with each piece in the
portfolio. This practice is advantageous for the student as they self-assess their work and may
set goals to improve. Finally, the reflection helps reinforce the concept for the student and it
provides some clarity for anyone reviewing the portfolio. Ultimately, the most authentic
portfolios are built when the teacher and student work collaboratively to decide which pieces
should be included to demonstrate mastery of a specific learning objective.

A portfolio assessment requires a great level of individual interaction between the student and
teacher wherein they are always collaborating about the requirements and components going
into the portfolio.

The Cons of Using a Portfolio Assessment

Developing and assessing a portfolio is time-consuming. It takes a lot of effort
from both the teacher and the student and is a demanding endeavor in which you can quickly fall
behind.
Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric, the
individualized nature of a portfolio makes it difficult to remain objective and stick to the rubric. Two
students working on the same learning standard may have two totally different approaches thus
learning may not be the same.

. LEARNING RESOURCES
AND INSTRUCTIONAL
ACCOMODATIONS
1. Special Education Programs
Special education, also called
special needs education, the
education of children who
differ socially, mentally, or
physically from the average
to such an extent that they
require modifications of usual
school practices. Special
education serves children with
emotional, behavioral, or
cognitive impairments or
intellectual, hearing, vision,
speech,
or learning disabilities; gifted
children with advanced
academic abilities; and children
with orthopedic or neurological
impairments.
II. LEARNING RESOURCES AND INSTRUCTIONAL ACCOMODATIONS
1. SPECIAL EDUCATION PROGRAMS
 Special education, also called special needs education, the education of children who differ
socially, mentally, or physically from the average to such an extent that they require
modifications of usual school practices. Special education serves children with emotional,
behavioral, or cognitive impairments or intellectual, hearing, vision, speech, or learning
disabilities; gifted children with advanced academic abilities; and children with orthopedic or
neurological impairments.

2. INCLUSION PROGRAM
INCLUSION - Inclusion is seen as a universal human right. The aim of inclusion is to embrace all
people irrespective of race, gender, disability, medical, or other need. It is about giving equal
access and opportunities and getting rid of discrimination and intolerance (removal
of barriers).
Inclusion in education refers to a model wherein students with special needs spend
most or all their time with non-special needs students. Inclusion education program is
defined as a learning environment that promotes the full personal, academic and professional
development of all learners irrespective of race, class, colour, gender, disability, sexual
preferences, learning styles and language.

EDUCATIONAL POINT OF VIEW

Needs of all students are met – preparing them for life.
Teachers improve their professional skills.
Society takes conscious decisions to operate according to social views.

PRINCIPLES OF INCLUSIVE EDUCATION

No discrimination with students.

Equal educational opportunity to all.

School adapt to the need of the student.

Equal educational benefits for all students.

Individual differences between students are a source of richness and diversity, and not a
problem.

NEED AND IMPORTANCE

For the development of healthy citizenship.

For social equality.

Self-reliant.

Developing feeling of self-respect.

For achieving the universalization

COMPARISON

INCLUSIVE EDUCATION TRADITIONAL EDUCATION

Education for all. For some

Flexible individualized teaching Static or rigid

Learning in integrated settings. Collective teaching

Emphasis on learning  Emphasis on teaching

Child centEred. Subject centEred

Holistic approach Diagnostic

Equalization of opportunities. Opportunity limited by exclusion

Curricular view Disability view

 Planning is made on ability Disability wise

Label free Labels children.

3. INDIGENIZATION AND CONTEXTUALIZATION OF CURRICULUM

Contextualization - refers to the educational process of relating the curriculum to a particular
setting, situation or area of application to make the competencies relevant, meaningful, and
useful to all learners.

The degree of contextualization may be described and distinguished into the following:

A. Localization - refers to the process of relating learning content specified in the curriculum to
local information and materials in the learners’ community.
EXAMPLES OF LOCALIZATION
1. Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test questions or problem-solving
exercises are those of the immediate community
3. Local stories are used as often as possible in making instructional materials.
4. Local stories are used in the language learning areas.
5. Translating a story written in another language to the language of one’s learners
for use in MTB-MLE

B. Indigenization - refers to the process of enhancing curriculum

competencies,education resources, and teaching-learning processes in relation to the
bio-geographical, historical, and socio-cultural context of the learners’ community.

Indigenization may also involve the enhancement of the curriculum framework,

curriculum design, and learning standards of subject areas, guided by the standards and
principles adhered to by the national curriculum.

EXAMPLES OF LOCALIZATION AND INDIGENIZATION OF THE CURRICULUM

Curriculum design; NKCG

Localization
Use local information and materials while maintaining the suggested structure,
themes and activities in the NKCG

Indigenization
Enhancing the themes and activities of the NKCG by modifying, reorganizing, or highlighting
certain aspects in relation to the community context.
Competency; visualize the ration of two given numbers (M5NS-llh-22)

Localization
 Use easily observable examples of ratio in the community Indigenization Community activities
or cultural practices that inherently use the concept of racurr

LEARNING RESOURCES
WHAT IS ALTERNATIVE
LEARNING SYSTEM OR
ALS?
It is a parallel learning system
in the Philippines that provides
a practical option to the
existing formal instruction.
WHO ARE THE TEACHERS
IN ALS?
As defined in the new ALS Act,
these are:
ALS teachers - DepEd-
employed teachers who
implement the ALS programs
Community ALS
implementors - persons
engaged either by DepEd
or any local
government unit (LGU) to
deliver ALS programs to out-of-
school children and adults
Learning facilitators -
teachers financed by the
private sector (NGOs, CSOs,
or
individuals) who implement
ALS programs
WHAT LEARNING
MATERIALS ARE USED?
The ALS primarily uses
learning modules for its
learners. Each module
contains
learning activities, and pre- and
post-assessments. Modules for
basic levels include a
facilitator’s guide, while
modules for advanced levels
are designed for self- or
independent learning. These are
provided by the ALS teacher to
the learners.
Supplementary materials like
text and non-text modules,
self-learning instructional
materials, learning activity
packages, online or digital
modules, textbooks, e-modules,
or
blended technology learning
materials from the home or
other sources may also be
4. ALTERNATIVE LEARNING SYSTEM OR ALS
It is a parallel learning system in the Philippines that provides a practical option to the existing
formal instruction.

It is another project launched by DepEd that brought light to out-of-school youth. It is a parallel
learning system that boosts learning chances not only for out-of-school youth, but also for
adults and children. Since many Filipinos do not have the privilege to attend and complete basic
education, ALS is a powerful option for them.
How does it work?

DepEd through BALS provides two major programs: Basic Literacy Program and the Continuing
Education Program. Both programs are modular and flexible, which means learners can take
them up anytime and anywhere.

WHO ARE THE TEACHERS IN ALS?As defined in the new ALS Act, these are: ALS teachers -
DepEd-employed teachers who implement the ALS programs

Community ALS implementors - persons engaged either by DepEd or any local

government unit (LGU) to deliver ALS programs to out-of-school children and adults

Learning facilitators - teachers financed by the private sector (NGOs, CSOs, or

individuals) who implement ALS programs

WHAT LEARNING MATERIALS ARE USED?

The ALS primarily uses learning modules for its learners. Each module contains
learning activities, and pre- and post-assessments. Modules for basic levels include a
facilitator’s guide, while modules for advanced levels are designed for self- or
independent learning. These are provided by the ALS teacher to the learners.
Supplementary materials like text and non-text modules, self-learning instructional
materials, learning activity packages, online or digital modules, textbooks, e-modules, or
blended technology learning materials from the home or other sources may also be
used.

WHY IS THERE A NEED FOR ALTERNATIVE LEARNING SYSTEM IN THE PHILIPPINES?

Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while some do not
have schools in their communities. Since every Filipino has a right to free basic education, the
Government establishes ALS to provide all Filipinos the chance to have access to and complete
basic education in a mode that fits their distinct situations and needs.

WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?

The 1987 Philippine Constitution provides for the recognition and promotion of other forms of
education other than formal education. Article XIV, Section 2, Paragraph (1) declares that the
State shall establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society; and paragraph (4) concisely
encourages non-formal, informal and indigenous learning systems as well as self-
learning, independent and out-of-school study programs particularly those that respond to
community needs.
The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates
the establishment of the Alternative Learning System (ALS) to provide out-of-school children,
youth and adults population with basic education.
 HOW DOES ALS WORK?
There are two major programs on ALS that are being implemented by the Department of
Education, through the Bureau of Alternative Learning System (BALS). One is the Basic Literacy
Program and the other is the Continuing Education Program – Accreditation and Equivalency
(A&E). Both programs are modular and flexible. This means that learning can take
place anytime and any place, depending on the convenience and availability of the learners

WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM ANDTHE ALTERNATIVE
LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?
Formal Education system is classroom-based, managed by trained formal school
teachers.

ALS Non-formal Education happens outside the classroom, community-based, usually conducted
at community learning centers, barangay multi-purpose hall, libraries or at home, managed by
ALS learning facilitators, such as mobile teachers, district ALS Coordinators, instructional
managers at an agreed schedule and venue between the learners and facilitators.

(OSY) OUT-OF-SCHOOL YOUTH – refers to members of the population who are 15 to30 years old,
who are not in school, not gainfully employed, and have not finished college or a post-secondary
course.

The rate of out-of-school children and youth in the Philippines is growing. In fact, the Department
of Education stated that this rate has reach four million in number this 2021 due to the pandemic.

Apart from COVID-19, the most common reasons among youth for not attending school were
the following:
•Poverty
•Family issues
•Natural disasters
•Lack of interest
•Financial problem
•Work
•Illness
•Bad peer pressure
•Bad vices
•Child labor
•Child marriage
•Pregnancy
•Violence

This upward trend of out of school is detrimental to these youth. Some of its effects are:
• Increase in child maltreatment
• Crime rate
• Pregnancy; and
 • Exposure to illegal drugs.

Thankfully, the government provides solutions for out-of-school youth in the country. And that
is:
Opportunity 2.0: Second-chance Opportunities for Out-of-school Youth - A project that
launched by the United States Agency for International Development (USAID). It is their
first collaboration with government efforts that aims to help at least 180,000 out-of-school
youth across the country, providing schooling, work, and business assistance. This tie-up
between USAID, DepEd, and TESDA is called the Opportunity 2.0: Second-chance Opportunities
for Out-of-school Youth project. Through this five-year project that costs PhP1.9 billion, they
believe to bring hope and future to the youth.

Magna Carta of the OSYs

As chairman of the Senate Committee on Youth, Senator Angara is pushing for the
establishment of a Magna Carta of the OSYs as proposed in his Senate Bill1090. The bill seeks to
strengthen the State’s mandate of instituting policies and programs for the development of
OSYs in the country and to encourage them to seek out the various opportunities available to
them. Of course, the whole-of-government approach will be needed to effectively
address the needs and concerns of OSYs, with the DepEd, TESDA, CHED, DOH, DSWD, DOLE,
and DTI as the agencies leading the charge. Apart from ensuring OSYs get a proper education,
the government will also see to it that they receive all health benefits under the law, as well as
the appropriate social services. The government will also be tasked to help OSYs get employed
or find a viable source of livelihood by providing them with the skills or livelihood support.

DISADVANTAGED CHILDREN

Are those whose family, social, or economic circumstances hinder their ability to learn at
school.

Are those who have hindrances to excelling in school because of detrimental circumstances
beyond their control The term “ Disadvantage” mean children, who come from socioeconomic
background section of the community who cannot profit from school because of deprivation of
one sort or another, and student who are seen in interior tribal and rural areas of country where
educational facilities have not reached in the way we find.

WHAT WE CAN DO:1. Treat children equally; disadvantaged children can perform to the same
standard as their advantaged counterparts and progress to university.

2. Make sure students are signed up to get free meals.

3. Encourage all students to get enough sleep.

4. Offer counselling

5. Set up mentoring for students and teachers.

5. MADRASAH ALIVE
What is Madrasah?

It is an Arabic term for school

In English the word normally specifically means an Islamic institution

It functions as a privately-owned school where a religious teacher instills his pupils with
the basic tenets of Islam and the Arabic language

The main subjects of Muslim education

The Qur’an ( the holy book)

Hadith ( The Hadith is the collected traditions of the Prophet Muhammad, based on his sayings
and actions)

Fiqh (Fiqh, Arabic: “understanding”) Muslim jurisprudence—i.e., the science of ascertaining

the precise terms of the Sharī ah, or Islʿamic law.)Madrasah in the Philippines

In the Spanish period of colonization, Madrasah was the only form of education available to
the Bangsa Moro.

During the American period, the Western system of secular education was
introduced in Mindanao, Sulu, and Palawan. However, the Moro Muslims rejected the
Western concept of education, thinking that it would “Christianize” their children.

 During the period of Moro resistance against the colonizers ( Spain and U.S.A.)Madrasah
Education was the single institution that made the survival of Islam possible in the Philippines.

Official Definition of Madrasah in the Philippines

Madrasah ( pl. Madaris)Generally refers to Muslim private schools with care emphasis on Islamic
and Arabic literacy. It is a privately-operated school which relies on the support of
the local community or foreign donors, particularly form Islamic or Muslim countries

The three general descriptive types of Madrasah in the Philippines:

1. Traditional or Weekend Madrasah

2. Developmental or Formal Madrasah

3. Standard private or Integrated Madrasah

Two types of Muslim Educational Institutions:

1. The Enriched Curriculum for Public Elementary Schools

2. The Standard Curriculum for Private Madaris Arabic Language and Islamic Values Education
(ALIVE) is a program implemented in public schools which aims to provide additional
subjects on Arabic Language and Islamic Values in the regular basic education curriculum.

b. ALIVE Coordinator refers to Education Program Supervisors, School Heads and

Teachers who are designated as coordinators at regional, division and school levels to oversee
and supervise MEP implementation. They are sometimes referred to as Regional ALIVE
Coordinators (RACs), and Division ALIVE Coordinators (DACs) and School ALIVE Coordinators
(SACs).

c. Accelerated Teacher Education Program (ATEP) is a customized course approved by the

Commission on Higher Education (CHED) and Professional Regulation Commission(PRC) to be
delivered by HEI partners. Through this program, the Arabic Language and Islamic Values
Education (ALIVE) teachers deployed in public schools may earn a teacher degree and
take the Licensure Examination for Teachers (LET).

d. Arabic Emergent Reading (AER) is a training program for asatidz to enhance their skills in
teaching Arabic Language focused on reading. This is usually conducted a day after the LEaP
training.

e. Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building program for
implementer to acquire basic knowledge on Arabic Language and Culture that are essential for
instructional supervision as well as in the promotion of respect and understanding of Muslim
culture.f. Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male
teacher and “ustadzah”, a term that refers to female teacher. This is the general Arabic term for
teachers historically or traditionally used in most Filipino Muslim communities.

g. Kindergarten Madrasah is a curriculum implemented in schools with Kindergarten classes

integrating the ALIVE subjects.

k. Private madaris refers to private schools or providers of Madrasah education. These can be
categorized as: (1) traditional Madrasah that conducts ALIVE and Islamic studies, and
(2) private Madrasah that conducts regular K to 12 classes and implements a Madrasah
curriculum recognized by DepEd.

l. Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) is an

examination administered by the Bureau of Education Assessment (BEA) to individuals applying
to be asatidz. It is the entry-level requirement for asatidz.

m. Tahderriyah is a kindergarten program for Muslim children in private madaris that

implements ALIVE and Islamic studies

All government schools provide a consistent core curriculum for their students. Some schools
also focus on a specific interest or talent.

Purpose: A special interest school or special program has activities that: are a key focus in the
school and meet an identified need. are sustainable by the school over an extended
period of time. provide students extra learning opportunities (that aren't usually available in
schools).

Based from Australian Core Curriculum

-Learning Areas

-General Capabilities
 -Cross-Curriculum priorities

-Parent Information

-Student Diversity

-Resources

6. SPECIAL INTEREST PROGRAMS

What we mean by ‘special interest’ school or ‘special program’

A special interest school or special program has activities that:

are a key focus in the school and meet an identified need

are sustainable by the school over an extended period of time

provide students extra learning opportunities (that aren’t usually available in schools).

SPECIAL INTEREST PROGRAMS

Brighton Secondary School’s Special Interest Programs nurture the development of

students gifted in music and volleyball without requiring that the students be separated
from the mainstream education of the school. The school has been recognized throughout
Australia and overseas for its pursuit of excellence in both the music and volleyball programs.

The Bright Programs encompass 2 strands for curriculum delivery; Think Bright and
Company Bright. The STEM Bright program will no longer be offered at Brighton Secondary
School as STEM now forms part of the curriculum learning in mainstream classrooms.

Each program seeks to develop successful learners, confident individuals and active and
informed citizens. The curricula and pedagogical approaches intend to fascinate, inspire and
motivate students through challenge based learning, and creative and critical thinking.

Additional information:

Special Interest Program provides educational services for all students including those with
special needs. These programs serve all children in the regular classroom on a full-time basis.
If a student requires extra services such as speech therapy, these services are brought into the
classroom.

Special Interest Program in the Philippines

The growth of special education in the Philippines has been given a relatively good support all
these years both by the government, non-government organizations and stakeholders in
response to the needs and challenges of the times. The level of awareness of both
the government and the private sector in providing equal opportunities to children with
special needs have considerably increased. One positive development in special education is the
implementation of Republic Act 7277, otherwise known as the Magna Carta for Disabled
Persons
 Deped Issuances on the Different Special Interest Programs, Senior High School and Alternative
Delivery Modes

Special Interest Programs include the following:

Special Program in Journalism (SPJ),Special Program in the Arts (SPA), Special Program
in Foreign Language (SPFL),Special Program in Sports (SPS); Special Science Program (SSP)
like Special Science Elementary School (SSES) and Science, Technology and Engineering
(STE) and Special Education Program (SPED).

On the other hand, the ADM covers programs like the open high school, night high school, home
education program and the rural farm school. Supporting the SPED Centers are other programs,
namely:

● Special Day Schools

● Residential Schools

● Special Education Centers

● Itinerant Teaching Program

● Resource Room Program

● Hospital Schools Alternative Model

In pursuance of our goals to the cause of inclusive education in the 21st century some
alternative models in the delivery of educational services for children with special needs

7. DIFFERENTIATED INSTRUCTION

Differentiating instruction may mean teaching the same material to all students using avariety of
instructional strategies, or it may require the teacher to deliver lessons atvarying levels of
difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students’ learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students’ learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room

School house, where one teacher had students of all ages in one classroom. As the educational
system transitioned to grading schools, it was assumed that children of the same age learned
similarly. However in 1912, achievement tests were introduced, and the scores revealed the
gaps in student’s abilities within grade levels. In 1975, Congress passed the Individuals
with Disabilities Education Act (IDEA),ensuring that children with disabilities had equal
access to public education. To reach this student population, many educators used
differentiated instruction strategies. Then came the passage of No Child Left Behind in
2000, which further encouraged differentiated and skill-based instruction—and that’s
because it works.

Research by educator Leslie Owen Wilson supports differentiating instruction within the
classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10
percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content,
and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways:

1)content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of
learning set by the school district or state educational standards. But some students in your
class may be completely unfamiliar with the concepts in a lesson, some students may have
partial mastery, and some students may already be familiar with the content before the lesson
begins. What you could do is differentiate the content by designing activities for groups
of students that cover various levels of Bloom’s Taxonomy (a classification of levels of
intellectual behavior going from lower-order thinking skills to higher-order thinking skills).

The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.
Students who are unfamiliar with a lesson could be required to complete tasks on the lower
levels: remembering and understanding. Students with some mastery could be asked to apply
and analyze the content, and students who have high levels of mastery could be asked to
complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author’s position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson

2.Process
Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic, and through words.

This process-related method also addresses the fact that not all students require the same
amount of support from the teacher, and students could choose to work in pairs, small groups,
or individually. And while some students may benefit from one-on-one interaction with you
or the classroom aide, others may be able to progress by themselves. Teachers can
enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books

.Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of
the content. This can be in the form of tests, projects, reports, or other activities. You could
assign students to complete activities that show mastery of an educational concept in a way
the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible
classroom layout is key, incorporating various types of furniture and arrangements to
support both individual and group work. Psychologically speaking, teachers should use
classroom management techniques that support a safe and supportive learning
environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback
 of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as

students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more
responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline
problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers
struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional
development resources.

Critics argue there isn’t enough research to support the benefits of differentiated instruction
outweighing the added prep time.

8. HOMESCHOOLING

Homeschooling, also called home education, is an educational method situated in the home
rather than in an institution designed for that purpose.

ADVANTAGES

Flexibility

•The timing can be adjusted to suit your kid’s needs. Even the sequence of the lessons can be
altered. They can be taught when you and your kid are ready for it.

Freedom

•You are free to choose the entire teaching and learning experience. That means you can travel,
teach religious principles, and include whichever subjects you like, such as science, sewing, or
sailing, in the curriculum. Practical skills, traditional trades, volunteering, and artistic
pursuits can all be included in homeschooling.

Personalized Education

•Every child is unique. In homeschooling, the teaching style and the lessons can be tailored
according to each child’s needs and interests. For example, suppose your son is interested in
outer space. In that case, you can include a lesson on astronomy or if he is having trouble
comprehending fractions, give him some extra time to understand them.

Strong Relationships

•You have the opportunity to spend more time with your children and develop closer bonds.
DISADVANTAGES

Too Much Work

•Now you are not only a parent but a teacher, too. So you have to do the house work and also
run a school. Deciding the curriculum, the lessons according to the children’s needs, keeping
them occupied, and grading their academic performance involves a lot of effort and time.

Not Enough Time for Personal Needs

•You may not have enough time left to look after your personal needs or do your favorite
exercises. Excessive Interaction
•Spending too much time with
your kids may make them feel
confined, and you may get
frustrated.
Not Able to go to Work
•Homeschooling may take up
all your time, and you may not
be in a position to pursue a
job and earn an income.
Missing Some Opportunities
•You may not be able to
provide all the educational
facilities at home. Your child
may
miss the opportunity to socialize
with others

. LEARNING RESOURCES
AND INSTRUCTIONAL
ACCOMODATIONS
1. Special Education Programs
Special education, also called
special needs education, the
education of children who
differ socially, mentally, or
physically from the average
to such an extent that they
require modifications of usual
school practices. Special
education serves children with
emotional, behavioral, or
cognitive impairments or
intellectual, hearing, vision,
speech,
or learning disabilities; gifted
children with advanced
academic abilities; and children
with orthopedic or neurological
impairments.
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