Best Practices in Disability-Inclusive Education

Increasing the Mastery Level of Multiplication Skills of Remedial Education Students Using the Multiplication Circle Template Method (Tapak Bulatan Sifir- Multiplication Circle Template)

Nurain Naquiah Ruslan — 2023-01-05

Multiplication is one of the four basic operations in Mathematics. Level 1 students often have difficulty understanding the concept of multiplication and are unable to complete the cipher sequence properly. A study was conducted to address this problem by using the Multiplication Circle Template innovation (Tapak Bulatan Sifir). The research conducted is to improve the students' level of understanding of the concept of the basic operations of multiplication and then forming ciphers. This study began with Remedial Education students at SK Batu Berendam and was later expanded to include students in mainstream classrooms. Based on the results of the analysis, the identified target group has demonstrated encouraging outcomes. The teacher's observations further reveal that the Multiplication Circle Template innovation not only improves students' academic performance in Mathematics, but it may additionally stimulate their interest in learning to master cyphers. This study is expected to be expanded to a higher level in order to assist teachers in providing more exciting teaching materials and learning aids to students.

The Impact of the Vocational Skills Training Program for Individuals with Intellectual Disabilities under the Transition Class in Tagoloan Central School

Ma. Geraldine D. Barros — 2024-01-05

The Vocational Skills Training Program was initiated by the Special Education (SpEd) teachers of Tagoloan Central School. This program was designed to empower Learners with Intellectual Disabilities (ID) between the ages of 14 to 25 through cooking skills development and the promotion of social integration. The program was created out of the pressing need to address the limited opportunities available to this marginalized group within the community. It aims to demonstrate skill mastery in cooking of the learners from needing maximum assistance to independent individuals and improve the social skills of the learners while doing the cooking activities. By offering hands-on cooking experiences such as cooking rice, French fries, frying fish, eggs and making pastillas (milk dessert) learners acquired essential life skills, gain confidence, and explore their creative potential. Participants helped each other do the cooking task while singing their favorite songs, turn taking, sharing and cleaning cooking equipment thus breaking down barriers and dispelling misconceptions about intellectual disabilities. Result showed that each learner developed independence, self- reliance, and confidence towards work while some needed minimum to maximum assistance. Social integration was fostered through cooking activities as individuals from diverse backgrounds come together to share cookery skills, exchange stories, and build connections. This training for have proven effective because with an average of 75% as the cooking and social skills of the learners enhanced their work skills ready for their future employment. Further research is needed to assess the long-term impact and scalability of this vocational training initiative.

Readiness of Deaf / Hard of Hearing (DHH) Students for Inclusion in The K-12 Technical, Vocational and Livelihood (TVL) Track

Shane Bryan C. Bactong — 2024-01-05

This study in titled The Readiness of Deaf or Hard of Hearing (DHH) in the K-12 for Inclusion in the Technical Vocational and Livelihood Track. This study was conducted at Bukidnon National High School Mindanao, Philippines where there are forty enrolled Deaf learners from junior high to senior high school. The main objective of this study is: To ensure that the TVL curriculum and instructional materials are accessible to DHH students by providing appropriate accommodations, adaptations, and assistive technology. This includes modifying instructional content, offering visual and written materials, and using sign language interpreters or captioning services to make the curriculum inclusive. And to prepare DHH students with the vocational and technical skills necessary for success in the TVL track and their chosen career paths. This may involve providing specialized training and support, mentorship programs, and practical work experiences that cater to the unique needs and aspirations of DHH students. Based on conducting this research approximately two million learners still unenrolled, uneducated because they considered as deprived, depressed undeserved individuals. This is in response to our Education for all EFA that all learners must be in the Educational system the IP,s PWD and the muslim. “ Kakayahan at Kasanayan para sa Kabataan tungo sa Kaunlaran, Theme of the 40^th Celebration of the National Disability Prevention and Rehabilitation week of which this may serve as an avenue to guide and educate people and the community to continue strengthening the learning programs for the Children with Special need specifically on the Deaf or Hard of Hearing Students. hence the research wants their learner to become more motivated and productive in terms of financial stability and can earn for a living in the future. It will also help them to prepare the Deaf student in an inclusive education. It was observed that mainstreaming or inclusion of Deaf students in a regular class is vigorous. Study shows that 3.21 in General Education checklist appear to have complete understanding in all information. It also revealed that in table 1.2 that learner had demonstrate appropriate social development which the learner experiencing authentic peer relationship. This would imply that Deaf student still need to developed ways of communicating and partly engaging themselves in the world they live in.

Learning Ecosystem Development Model Enhancing Vocational Skills for Visually Impaired Students: A Case of The Northern Region School for the Blind under the Royal Patronage of Her Majesty the Queen, Chiang Mai Province

Chayut Khakhanmalee — 2023-01-05

For visually impaired students, the Northern Region School for the Blind under the Royal Patronage of Her Majesty the Queen, Chiang Mai Province employed the BLIND Model for Administrative Management. This model consists of B: Blind Student Center, which is a learning management to develop vocational skills focusing on students with visual impairment; L: Active Learning, which emphasizes hands-on practical experience for students; I: Innovation is teachers applying innovative methods to enhance students' vocational skills; N: No One Left Behind is that all students are trained in vocational skills thoroughly and D: Developmental Eco System is a place that has developed a learning ecosystem to promote vocational skills for students with visual impairment. All component is interrelated and propelled by the Design Thinking theory, comprising five steps: Step 1, Empathize - Understand the problem; Step 2, Define - Clearly define the issue; Step 3, Ideate - Brainstorm; Step 4, Prototype - Create chosen prototypes; and Stage 5, Test – Examine. Learning management in the form of a vocational learning base consists of 1) Coffee base, 2) Thai massage base, 3) Fish farming base, 4) Broiler chicken base, 5) Poultry base, 6) Swine farming base, 7) Music base, 8) Sports base, including are goalball, swimming, cycling, 9) Chiang Da vegetable processing base, and 10) Magic beads base. The operations are conducted using systems theory, comprised of the analysis of Input, Process, Output, and Outcome. These were core processes that teachers employ in the management of vocational teaching and learning activities, aimed at enabling students to achieve success according to the set objectives which are; 1) to develop vocational skills for visually impaired students using Learning Ecosystem Development Model. 2) To enhance teacher’s skills in learning management to promote vocational skills for students with visual impairments and 3) To develop vocational training resources for the visually impaired students and the community. The data were obtained by the semi-structured interview and observation method. The content analysis method was used in data analysis. According to the findings of the study, the students with visual impairments possess vocational skills that align with their aptitudes and interests and achieve vocational skill development.

Learning Preference Wheel for the Mainstreaming Competence of Special Needs Education Teachers

Hel S. Patricio — 2024-01-05

Mainstream education settings should ensure that the needs of all students are addressed and that all barriers which can potentially hinder their participation be removed. This action research aimed to determine the effectiveness of learning preference wheel towards mainstreaming competence of special needs education (SNEd) teachers. This sought answers to the level of literacy and numeracy rate of SPED High School learners after the implementation of the best practice, the level of mainstreaming competence of SNEd teachers after the implementation of the best practice; and the further development program to be proposed. The 13 Junior High and 5 Senior High SNEd Teachers as participants were identified through purposive sampling specifically the total enumeration. A 30-item Mainstreaming Effectiveness Monitoring Tool was utilized to assess the frequency and impact of the learning preference wheel. The learning preference wheel was given to all subject teachers that has served as their easy reference on aligning learners’ interest and area of inclination. It was revealed in this study that the level of literacy and numeracy rate of SPED High School learners was above 75% National Standard. The level of mainstreaming competence of SNEd teachers after the implementation of the best practice was very high. The Learning Preference Wheel and the Mainstreaming Effectiveness Monitoring Tool in which inclusions and technical assistance are anchored, provided directions to teaching-learning opportunities for teachers. It is proposed that appraisal of teachers’ training needs shall be undertaken so as to set learning targets and for technical assistance that encompass inclusivity.

Increasing Enrollment Rate and Promotional Rate of SPED Learner Through The Sped Modified Program of Calamba Central School

Lunah May L. Marquita — 2024-01-05

In our town, some of our SPED children were hidden inside their house, others were strangled, tied hands with strips of cloth. They were not given any privilege to go to school. And these are just one of the reasons why we existed and Special Education Program was born. In the year 2014, the SPED Program was implemented through the effort of the Department of Education, together with our beloved stakeholders. There were only 12 enrollees in total. This was the most difficult year because some parents were denial, doubtful and hesitant. But then eventually as time pass by, they themselves saw the progress and improvement of their children. And every year, one learner is being promoted to another level or grade. We are proud to present the “SPED Modified Program of CCS “is, was and will be our tool to develop holistic functionality of our SPED learner’s transition from self-contained class to inclusion.

Multisensory Integration Activities to Improve White Cane Usage for Orientation & Mobility Among Pupils with Congenital Total Blindness (CTB) in Primary School

Esther J. Dawson — 2024-01-05

The best practice of Multisensory Integration Activities (MIA) aims to improve white cane usage for Orientation and Mobility (O&M) for pupils with Congenital Total Blindness (CTB). Pupils with CTB face challenges in developing their spatial awareness skills as it is difficult for them to identify the space around them, limiting the possibility of independent interactions with the environment. This action research focuses on the use of compensatory senses which are auditory, haptic, olfactory and kinaesthetic in 10 MIA to develop pupils with CTB’s O&M skills. The aim is to encourage independent white cane travel and exploration that provides direct contact with natural features of the environment through guided experiences utilising all their senses. The findings show a positive relationship between the implementation of MIA and white cane usage of pupils with CTB. The research has important implications for teachers and other stakeholders in the O&M skill acquisition for pupils with CTB. Recommendations advanced in this research remind teachers, who might lack knowledge base about the multisensory approach, to be cognisant of the importance of compensatory senses in O&M skill acquisition for children with CTB.

Best Practice of Yoga Sessions for Children with Special Needs and their Parents

Madeleine A. Padura — 2024-01-05

Yoga came from a Sanskrit word that means to draw together, to bind together; or to unite. It became popular with adults because it is said to be a meditative process of self-discovery and liberation. It eventually became a lifestyle and a way of life, but iican be beneficial for children with special needs. Aside from improving health and well-being, it can help improve focus and concentration of children. On the parent’s part it is an important activity to help them manage their child’s behavior and it can be an avenue for them to relax thus creating stress-free parenting. The best practice of guided meditation yoga sessions aims to improve the concentration and focus of children with specials needs when they are in class, they are more focused to do their tasks and can join sports competitions. It is also an outlet for children so that when theyare at home, they will be calmer and more comfortable because both the children and parents gained a bond in managing their condition. The effect of the yoga sessions in the focus and concentration of pupils has provided positive outcomes for children with special needs and their parents. Thestudents with special needs were less aggressive and became more focused. When the learners are more focused it can help increase classroom interaction and improve pupils understanding instructions especially in participating in sports. The number of parents getting involved in their children’s tasks also improved. It is expected that this best practice can help teachers, parents, and pupils improve focus and concentration which aids to produce positive behavior.

Improve Basic Mathematics Skill of Addition in The Range of 1000 Using HOMIE Technique for Aboriginal Students and Special Education Students

Normizan binti Yahya — 2024-01-08

This study was conducted to improve the basic math skills of addition in the range of 1000 faced by the students of Special Integrated Education (PPKI). A total of two Aboriginal students from Jasmine’s Class and two students from Lavender’s Class were involved in this study. The initial survey was carried out through the results of classroom-based reporting (PBD) and observation and writing in basic mathematics exercises. The results of the survey show that the percentage of assessment reporting did not reach the KPI of 90% of learning objectives as targeted. Action planning is focused on the HOMIE Technique in creating fun for students and further increasing the percentage of mastery of basic math skills for addition operations. Students were exposed to the House of Nomie Technique (HOMIE) to help students master the skill of adding numbers in the range of 1000. The data collected in this study used the method of observation, document analysis and interviews which were analysed descriptively. The findings of the study revealed that the activities that have been planned in this study have helped teachers in improving teaching and learning practices in the classroom which previously often caused difficulties for teachers to effectively convey the content of lessons to students. This study can also help educator to understand the implementation process of action research as a whole and show that students have more fun and understand using by the HOMIE Technique in calculating and solving basic math problems.