E D U C AT I O N A L P L A C E M E N T

AND DECISION MAKING

FOR THE INCLUSION OF
LEARNERS WITH
DISABILITIES
( LW D s )
 Assessment
Multidisciplinary/Assessment Team

Placement
Full Inclusion /Partial Inclusion /SpEd Centers

Decision Making
Instructional Designs
 Define
Assessment.

Who are best

position to Why do we
assess students Assessment need to
and when is the activity assess the
right time to learner?
assess?

Who should
assess?
ASSESSMENT
Assessment refers to the ongoing and
continuous process of gathering
information/data to ascertain a learner’s
current level of functioning in developmental
areas such as cognitive, motor, psychosocial,
communication, and adaptive and, when
necessary, make adjustments in the learner’s
program to address his/her developmental
learning needs.
Assessment

is gathering of relevant information to help an

individual make decisions.
• collection of information
• active on going process
• individualized
• appropriate use of various instruments/techniques
Why assess?

• initial identification
• determination and evaluation of teaching
programs/strategies
• determination of current performance level and
educational needs
• decisions about classification and program
placement
• development of individual education program
 Who should assess?

Assessment can and should be performed by everyone

involved in the education/training of an individual
• Regular Teachers
• SPED teachers
• Specialists
• Therapists
• School Psychologists
• Parents
Teachers (regular and SPED) are in best position to assess students effectively
ASSESSMENT SERVICES
To provide LSENs access to quality basic
education, assessment services will be
available to learners at the school, division,
region, and central offices. These services
will enable families to know what learning
and developmental support the LSENs
need for them to meaningfully participate
in basic education.
ASSESSMENT SERVICES

Assessment is crucial not only to

clearly establish the goals for their
learning and development but also to
continually monitor their progress in all
domains of development, namely, the
cognitive, socio-emotional, physical,
motor, and moral-spiritual domains.
CLASSROOM ASSESSMENT

• As defined in the policy, classroom

assessment is a process of
identifying, gathering, organizing, and
interpreting quantitative and
qualitative information about what
PROCESS OF
ASSESSMENT
Classroom
assessment
learners know and can do. It is used
to track learner progress and to
measure achievement of
competencies.
When learner’s raw scores are consistently below
expectations in Written Work and Performance Tasks,
the parent or guardians must be informed not later than
the fifth week of that quarter. This will enable them to
help and guide their child toward improvement in
preparation for the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in a quarter
must be given intervention through remediation and
extra lessons from the teacher/s of that subject matter
(DO No. 8, s. 2015).
Additionally, learners who are in the
lower 20 percent of the class at
the end of the first quarter shall be
provided regular remediation for
one quarter to help them cope with
meeting the competency standards
for their lessons.
SCREENING ASSESSMENTS FOR LEARNERS-AT-RISK

If after one quarter of quality remedial

classes no significant progress is seen, the learner
may be considered at-risk of failing. Classroom-
based screening assessments will be conducted to
determine their learning needs. These data will be
triangulated with interviews with
parents/guardians about the behavior of the
learners in the home environment as well as with
the school grades/class performance.
SCREENING ASSESSMENTS FOR LEARNERS-AT-RISK
Should there be a need to administer or use
other tools to further probe into the learner’s cognitive,
social, physical, perceptual, and motor abilities,
appropriate screening tools may be used by qualified
and trained personnel at the SpEd Center. Results of
such assessments must be discussed with the school
head and, if possible, the division focal persons for
guidance and special education so that the intervention
plan for the learner-at-risk can be prepared and
implemented in collaboration with the learner’s family.
SCREENING ASSESSMENTS FOR LEARNERS-AT-RISK

Learners-at-risk may be referred to

the Learning Resource Center (LRC) of the
Schools Division Office (SDO) or Regional
Office (RO) for further evaluation.
Specialists at the LRC must provide
guidance to teachers so that more suitable
intervention plans can be designed.
ASSESSMENT AND DIAGNOSIS OF SPECIAL EDUCATIONAL NEEDS

If further assessments are found

to be required due to slow progress or
emerging learning difficulties, the teacher
and school head will work with the
learner’s family in referring the learner to
the division specialists and/or a
multidisciplinary team.
ASSESSMENT AND DIAGNOSIS OF SPECIAL EDUCATIONAL NEEDS

When necessary, psychometric and

multidisciplinary assessments must be
accessible to learners with special needs so
that specialized evaluations of their strengths
and weaknesses can be established and/or
monitored. The assessment results will be
discussed with the learner’s family, school
head, and other teachers of the learner so that
the Individualized Educational Plan (IEP) can
be designed and/or adjusted as needed.
ASSESSMENT AND DIAGNOSIS OF SPECIAL EDUCATIONAL NEEDS

These teams must provide

guidance to teachers and families on
how to implement IEPs that focus on
enhancing the LSENs’ strengths
while addressing their areas of
development and improvement.
PROGRESS EVALUATION BASED ON IEP GOALS

The progress evaluation of learners with special

educational needs should be based on his/her IEP
goals. Assessment of a learner with special
educational needs should be consistent with
his/her curriculum. Teachers should strengthen
formative assessment and provide modifications
and accommodations for LSENs in demonstrating
their learning. Descriptive rating shall be used in
keeping track of their progress in the achievement
of their educational goals.
NATIONAL ASSESSMENTS

Learners with special educational needs

can participate in national assessments.
Accommodations for them are detailed
in Section 9 of the Policy Guidelines on
the National Assessment of Student
Learning for the K to 12 Basic
Education Program, DO No. 55, s. 2016.
ACTIVITY it is administered at
the end of Grade 3
as a key stage
assessment in early
it is administered language, literacy, it determine if
in Grade 9 to and numeracy students are
determine meeting the
learners’ aptitudes learning standards
and occupational in early language,
interests for career What type of the literacy, and
guidance national numeracy
assessment of
student learning
are the it determine
it administered in
Grade 6, 10 and 12 following? learners’
to determine if aptitudes and
learners are occupational
meeting the interests for
learning standards to be taken by out-
of-school youth and
career guidance
adults to certify
completion of
elementary and
secondary education
 NATIONAL ASSESSMENT OF STUDENT LEARNING,
The following assessments are conduct through the Bureau of
Education Assessment:
• a. Early Language, Literacy, and Numeracy Assessment to be
administered at the end of Grade 3 as a key stage assessment in
early language, literacy, and numeracy;
• b. Exit Assessments to be administered in Grade 6, 10 and 12 to
determine if learners are meeting the learning standards;
• c. Career Assessment to be administered in Grade 9 to
determine learners’ aptitudes and occupational interests for
career guidance;
 NATIONAL ASSESSMENT OF STUDENT LEARNING,
The following assessments are conduct through the Bureau of
Education Assessment:
d. Accreditation and Equivalency Assessment to be
taken by out-of-school youth and adults to certify
completion of elementary and secondary education; and
e. Grade Level Placement Assessment for learners in
special circumstances specified in Section 6 to
determine their appropriate grade level in the formal
system.
CATEGORIES OF CHILDREN WITH DISABILITIES FOR INCLUSION

Children with
Children with Children with
Visual Children with
Autism Hearing
Impairment
(the Low Spectrum Impairment ( the Intellectual
Disorder Hard of Hearing Disabilities
Vision & the
and the Deaf)
Blind)

Children with specific speech or

orthopedic
Learning learning language
Disabilities impairment
disability impairment

emotional
disturbance
 EDUCATIONAL PLACEMENT
The inclusion of learners with disabilities(LWDs)
varies on the basis of the school’s capacity to
address the learning requirements of LSENs.
Therefore, the educational placement may be
adapted to better serve them. Placements vary based
on community contexts, learners’ needs, and
school’s capabilities. Key to implementing inclusion
is that services for learners with special education
needs are provided where they are.
 FACTORS THAT INFLUENCE DECISION FOR
PLACEMENT
• Home and community-related factors, e.g. parent
attitudes, interests and wishes, home conditions, and
pressures on the child and his family.
• Pupil related factors, e.g. type and degree of disability,
present chronological age, scholastic attitudes, interests
and achievements and behavioral characteristics .
• School related factors, e.g. adequacy of SPED program,
if any, proficiencies of available SPED teachers, types of
available special curriculum and instructional materials,
and also distance and travel time involved.
 Placement
Full Inclusion with Resource Room Services

Partial Inclusion with Resource Room Services

SpEd Centers and Special Education classes

 Placement

Full Inclusion with

Resource Room
Services
THE PREFERRED PLACEMENT FOR ALL LWDs IS INCLUSION WITH
RESOURCE ROOM SUPPORT
A. FULL INCLUSION WITH RESOURCE ROOM SERVICES
– LWDs are fully supported to enable them to participate in all teaching and
learning activities with their age peers.

LSENs access the K to 12 Basic Education curriculum with some

adaptations/modifications that are necessary, given their learning
needs and as specified in their IEPs.
LSENs are provided with support, assistive devices and technologies,
and/or appropriate learning resources that support their needs and
enable them to fully participate in activities.
Teachers are able to apply appropriate instructional strategies for
the specific and additional needs of students, while they are learning
with the rest of their able peers.
Adequate preparations for the learning environment and
the attitude of accepting class members and staff must
be conducted before the actual inclusion of LSENs.

SpEd teachers and regular school teachers jointly plan

and prepare for the learners with special educational
needs during regular LAC sessions.

The LSEN is registered with the regular class and

marked for his/her performance in consideration of the
IEP.
LSENs learn with their age-peers in regular classrooms for specific
periods, and for other periods learn essential adaptive skills and
components of the adapted K to 12 curriculum.

Partial Inclusion
with Resource
Room Services
LSENS LEARN WITH THEIR AGE-PEERS IN REGUL AR CL ASSROOMS FOR
SPECIFIC PERIODS, AND FOR OTHER PERIODS LEARN ESSENTIAL ADAPTIVE
SKILLS AND COMPONENTS OF THE ADAPTED K TO 12 CURRICULUM.

(1) LSEN access the K to 12 (3) For time periods where the
(2) The teacher in the
Basic Education curriculum LSEN is not in the regular
regular classroom is
with some classroom, an adapted
primarily in charge of the
adaptations/modifications curriculum and adaptive skills
instruction in consultation
that are necessary, given their instruction are provided within
with the special education
learning needs and as the IEP; the SpEd teacher
teacher.
specified in their IEPs. implements this curriculum.

(4) Adequate preparations for
the learning environment and
the attitude of accepting class
members and staff must be
conducted before the actual
inclusion of LSENs.
(5) SpEd teachers and
regular school teachers
jointly plan and prepare for
the learners with special
educational needs during
regular LAC sessions.
The LSEN is registered with
the regular class. Both general
and special education
teachers mark the student for
his/her performance in
consideration of the IEP.
C. SPED CENTERS AND SPECIAL EDUCATION CLASSES
(1) SpEd Centers
A cluster of schools in a geographic area
may place their LSEN in a SpEd Center,
which is a stand-alone unit that is
attached to a school. It serves learners It shares the School ID of the host school.
with special educational needs who were
referred by schools within a geographic
area.

It serves learners identified as As much as possible, learners and teachers

having special needs from
different schools that do not
yet have SpEd services.
from the SpEd Center and the school
should interact with each other
meaningfully (e.g., during school activities
and programs) to foster greater
understanding and inclusiveness.
In schools where there are deaf students,
sign language classes must be made available
to other learners as one of the options for
extracurricular activities. These classes may Adapted LRs and assistive
also be offered to other teachers and devices and technologies are
community members as extension service. available in the center.
The same option may be offered to learners,
teachers, and community members for Braille
literacy.

SpEd teachers work with regular The SpEd center may have
teachers within the school and different rooms for small-
nearby schools in the teaching– group or individual
learning and assessment processes of intervention programs. It may
LSENs. LAC sessions are arranged also serve as resource room
frequently to continually assess and for therapy.
provide appropriate support for the
learners.
(2) SELF-CONTAINED SPECIAL EDUCATION CLASSES
For schools that can Schools allocate the The room is
support LSEN within their needed classrooms equipped with LRs
own campus but are not adequate for the
able to fully integrate them
and teachers for
learners needing programs being
in regular classes due to offered to LSENs
various limitations, self- additional supervision,
contained special education individualized (e.g., baking
classes may be organized equipment for
instruction, and transition program).
until such time the school specific interventions.
is prepared for inclusion.

As much as possible, learners and teachers from
the SpEd Center and the school should interact
with each other meaningfully (e.g., during school
activities and programs) to foster greater
understanding and inclusiveness.
SpEd teachers work with regular teachers in
designing and implementing appropriate
programs for LSENs. LAC sessions are
arranged frequently to continually assess and
provide appropriate support for the learners.
 (2) SELF-CONTAINED SPECIAL EDUCATION CLASSES

The IEP of each The maximum Although

learner is number of learners receive
developed by the instruction in a
SpEd teachers in
learners with
collaboration with special self-contained
the specialists educational class, they are
from the division needs in a self- included and
and the regular contained class involved in
school teachers will not exceed school and
based on fifteen (15) community
assessments and learners. activities.
progress reports.
DECISION MAKING
DECISION MAKING
FOR THE INCLUSION OF LEARNERS WITH DISABILITIES

Decision making for inclusion of children

with a disability is about creating
opportunities for all children to engage in
daily experiences, rather than planning
alternative or separate experiences for
any child.
INDIVIDUALIZED EDUCATION PLAN (IEP)
Includes
description of
current
performance

For children Includes goals

Criteria for with and
evaluation. Disabilities. objectives.

Describes
services
needed to
meet goals.
S I X S TEP S I N R ELATI O N TO D R AW IN G U P, I M P LEM EN TING A N D
R EV I EW I NG A N I EP. TH ES E S TEP S A R E:

Step 2- Statement of Step 3- Identification

level of performance of priority learning
Step 1- Gathering including strengths, needs and time
information needs and impact on frame for attainment
learning of targets

Step 4 - Setting targets Step 5 - Identification Step 6 - Setting date

for each priority of the strategies and for review of IEP
learning need resources required
 Assessment
Multidisciplinary/Assessment Team

Placement
Regular with Special Instruction and Support System Needed

Decision Making
Instructional Designs Models/Intervention
 INSTRUCTIONAL MODELS

Team teaching by the Supplementary/compliment Provision of specific

regular and SPED ary instruction provided by support services
the SPED teacher/other
teacher specialist
Collaboration/Team teaching of SPED and regular teachers who provide direct
services to CWDs
SPED teachers as resource room or itinerant/mobile teachers
 Monitoring and Evaluation
The monitoring and evaluation (M&E) of programs and services for
learners with special educational needs shall be integrated within the
overall K to 12 M & E system under the oversight of the Planning
Services. Likewise, Regional and Schools Division Offices will
conduct M&E to ensure that support systems are in place in the
implementation of special education programs and services.
Provision of technical assistance and support from the different levels
of governance shall be monitored to ensure efficiency and
effectiveness of field offices as schools implement programs and
services for learners with special educational needs. It will also include
the implementation of policies issued by other government offices
related to inclusive and special education and other such policies for
persons with disabilities that have an impact on learners.
ACTIVITY
• Demonstrate how the following placement option
should be:
–Full Inclusion
–Partial Inclusion
– SpEd Centers
• As an educator, what assessment type of assessment we must
use to help your students prepare sample of assessment tool.
REFLECT
• Based on the discussion what would be your
decision now ?
• Accept the challenge! How are you going to do
that?
• How would you know that your practices are
inclusive in your ? Is it effective and practical to
accept these learners ?
A PEACEFUL & HAPPY JOURNEY!

God bless. Move on with Love!

SALVACION C. OLINARES, Ph. D
Supervising Education Program Specialist
Bureau of Learning Delivery – Student Inclusion Division (BLD-SID)