METRO MANILA COLLEGE

U-site Brgy. Kaligayahan, Novaliches, Quezon City

COLLEGE OF EDUCATION

EDUC6 - Making Schools Inclusive

Module 6

Lesson 2
Assessment Process

Objective
Develop and collect multiple sources of information to assess student learning

Looking Back (History of Early Childhood Special Needs Education)

SING IT TO BELIEVE IT
Directions:
1. The reporters will present a question and the students need to answer the question by singing a
specific line from a certain song.
2. The students should type “Magiging Teacher Ako” in the chat box.
3. The student who typed in the chat box is the person who will answer the question. No chat
representative is allowed.
4. The student who typed first will get the chance to answer the question.
5. The student who got the most accurate answer, wins!
Brief Introduction

A Unifying Framework
 In 2002, Booth and Ainscow came up with an Index for Inclusion, which aims to direct
educational institutions towards developing their own next steps and action plans if they
want to restructure into becoming more inclusive.
 Three Dimensions of the Index
o Booth and Ainscow explained that these three dimensions creating inclusive
cultures, evolving practices, and producing inclusive policies are
interconnected and “chosen to direct thinking about social change”
Dimension A: Creating Inclusive Cultures
 It develops shared inclusive values that are conveyed to all new staff, students,
governors, and parents/careers.
 The principles and values, in inclusive school cultures, guide decisions about policies
and moment to moment practice in classrooms, so that the school development became
continuous process.
What Stakeholders can do?
1. Set the Parameters for Inclusion
 The government has identified key people and professions, and highlighted important
factors leading to success of inclusive education – ie., placement process, committees,
staffing and responsibilities, teacher training and compensation, incentives for
private sector
2. Build Key People
 The government recognizes the need for teacher training, both in the special needs
education and general education levels.
 It also pushes for the use of evidence-based teaching frameworks, provision of student
assistance, and access to instructional materials.
3. Identify and Eradicate Barriers
 UNESCO’s Guide for Inclusion (2005) advocates for the identification and removal of
obstacles that have to do with transforming prevailing attitudes and values on a
systematic levels.
Common Barriers to Inclusion
Attitudes, Values Systems, Misconceptions, and Societal Norms
 It can lead to prejudices and/or actual resistance to implement inclusive practices
(UNESCO, 2005).
Physical Barriers
 The lack of building, facility, transportation, or road accessibility are types of
physical barriers that can literally affect one’s mobility.
Curriculum
 A rigid “one size fits all” type of curriculum that does not allow room for individual
differences significantly stunt one’s learning and opportunity for growth.
Poor Language and Communication
 Language Barriers may also directly have implications on how well inclusive partners
are implemented.
Lack of Funding
 Enough funding can allow for training more teachers as well as coming up with more
appropriate programs, instructional materials, or facilities; lack of funds can be
limiting and debilitating to schools.
Lack of Policies
 Policies have the ability to unify beliefs and mobilize resources; unfortunately, lack of
it can become a convenient justification for inaction.
Organization of Educational Systems
 Centralized systems may have some type of detachment in terms of implementing
policies and seeing the reality of how such policies are affecting learners and other
stakeholders.
Too Much Focus on Performance Based Standards
 Schools have reportedly refused inclusion because of fear that the presence of learners
with additional needs will pull down their rankings in standardized tests.
DIMENSION B: Providing Inclusive Policies
 This dimension makes sure that inclusion permeates all school plans.
 Policies encourage the participation of students an staff from the moment they join the
school, reach out to all students in the locality, and minimize exclusionary pressures.
 All policies involve clear strategies for change.
 Support is considered to all activities which increase the capacity of a school to respond
student diversity.

Steps that Educators can take to Facilitate the much-needed Societal Shift and
Inform Policy
Involve other Sectors of Society
 Current training and awareness campaigns seems to limit the movement of inclusion to
a mere home-school relationship.
Collaborate
 Whether creating an academic program specific to a child with additional needs or
creating new legislative bill for the PWD community, collaboration is crucial.
Recognize the shift in roles of the Teachers
 With the shift to inclusive education, the role of special education (SPED) teachers
suddenly seems to be reduced to only “as needed”.
Include Transitions in Planning
 An abrupt systematic change that is not well-planned or that disregards practices –
whether existing or implied – may hinder the shift to inclusion and cause resentment
from all stakeholders.
 Booth and Ainscow (2002) recommend that schools reflect on their current policies
and practices to check their readiness for an inclusive set-up.
Specifically, schools may look at the following:
1. Student Admissions
2. Accessibility to utilities and facilities
3. Supports available to students, parents, and school personnel
4. Learner accommodations
5. Exclusionary or discrimatory incidents
6. Number of bullying cases
7. Faculty and staff promotions
DIMENSION C: Evolving Inclusive Practices
 This dimension develops school practices which reflect the inclusive cultures and
policies of the school.
 Students are encouraged to be actively involved in all aspects of their education.
 Staffs identify material resources and resources within each other, students,
parents/carers, and local communities which can be mobilized to support learning and
participation.
Universal Design foe Learning (UDL)
and Differentiated Instruction.
1. Universal Design for Learning
 UDL refers to the design of instructional materials and activities to make the content
information accessible to all children.
 Through the provision of delivering content and allowing student to construct learning
in more than one way, UDL ensures that all students learn genuinely.
Three Elements of UDL
1. Multiple means of representation
 2. Multiple means of action and expression
3. Multiple means of engagement
 In UDL, teachers are supposed to present information and materials in many different
ways, taking into consideration that some students may have not fully absorbed the
lesson the first time it was presented.
 The concept of multiple means of representation is meant to ensure that all students are
able to access and understand learning material.
 Teachers allow students to express what they learned in various ways, and finally, the
teacher uses different techniques to reinforce learning at students’ optimal levels.
Differentiated Instruction
 According to Tomlinson (2010), differentiated instruction is a teachers’ response to
students’ varying needs, interests, and learning styles.
 When teachers differentiate instruction, they use a variety of teaching and learning
strategies that are necessary to meet the diverse needs of students in any class (Friend &
Bursuck 2009).
Why Differentiated Instruction?
 All students are unique and have varying interests, talents, strengths, as well as needs.
 Hence, it is essential that teaching and learning experiences reflect this diversity.
 Differentiated Instruction (DI) helps ensure that learners are engaged in respectful
tasks and provide diverse means of learning that reflect their strengths and address
their needs simultaneously.
How is the Classroom Managed
During Differentiated Learning?
1. Explain to the student the reason for differentiation. Make sure this is understood by all.
2. Use “anchor activities” which students can automatically assigned tasks to maintain a
productive work environment and maximize instructional time.
3. Assign roles during small-group activities/instruction to ensure accountability and a
positive learning environment.
4. Implement routines for collaborative work
a) Establish working groups
b) Have a plan for “quick finishers”
c) Have a plan for when to ask for help
Let’s learn together!

Join in the discussion thread via google meet to have a deeper understanding
about our lesson.

Watch: https://www.youtube.com/watch?v=dlv6A7ULTVI
https://www.youtube.com/watch?v=a2wJqDw9B68

Read: http://www.ldonline.org/article/54711/

1. Lesson Proper (Interactive Discussion)

2. Sharing and Clarifying of Ideas.

Test/Apply your Understanding

Activity no. 1

Group Activity:

Each group are assigned to make an infographic wherein they will discuss

Group 1and 2: Teachers Role

Group 3 and 4: Parents Role
Group 5 and 7: Community Role
In assessing the students with special education
Activity no. 2
Whisper Challenge

Instructions: The representative of the group will open his/her camera while his/her microphone
is off while saying the word/s or phrase/s that the other group need to guess. The group that will
guess the word/s or phrase/s need to on both their camera's and microphone

Sum it all
Put all your ideas together about our lesson using graphic organizer

PROCESS OF ASSESSMENT

Process of Assessment in Special Education is used to determine a child’s

specific learning strengths and needs, and to determine whether or not a
child is eligible for special education services.
 Importance of Assessment

Collection – use to gather imformation

Analysis - understanding of patterns in child’s education

Evaluation – identifying their strengths and weaknesses

Determination – Determination of the presense of disability

Recommendation – concerning educational placement and program

Post Test
Identification. Write the correct answer on the space provided

1. It is the process culminates when assessment results are used to improve subsequent learning.
2. It is the presence of a suspected disability and the knowledge of the criteria that constitute
each category.
3. It is to determine whether a child has a disability and is eligible for special education
services, and to diagnose the specific nature of the student's problems or disability.
4. It is a type of tests are administered to a student one on one?
5. It is the process of tracing and gathering information from the many sources of background
information on a child such as school records, observation, parent intakes, and teacher reports.

Enumeration.
6-10. Give the five primary purposes of Assessment
 Answer:

1. Assessment
2. Determination
3. Eligibility and Diagnosis
4. Individual Intellegence Test
5. Collection
6. Screening and Identification
7. Eligibility and Diagnosis
8. IEP development and placement
9. Instructional planning
10. Evaluation

Pause and Reflect

Reflect on your own learning from this module

1. What is the most important thing I learned in this lesson?

In this lesson, I learned the importance of assessment in education and not only for students
but also for us as a teacher. it can help us to know our students strengths and weaknesses so
we will able to help them to develop their skills and knowledge.

2. What did I discover myself as a learner in this lesson?

I discover that I learned something deep about special education, and it also help me to the
field, because we all know that we have a different learners so we can determine their needs
by assessing them.
References
3. How will I apply what I’ve learned in the future?
I will apply it by using those learnings from this lesson when I’m in the field of teaching.
https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-importance-of-
the-assessment-process/
https://www.naset.org/fileadmin/user_upload/Assessments/Intro_to_Assessment_Overview.pdf
https://www.westminster.edu/about/accreditation-assessment/definition.cfm#:~:text=Assessment
%20is%20the%20process%20of,results%20are%20used%20to%20improve