DIVERSITY OF LEARNERS
DIVERSITY OF LEARNERS
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The third domain of the Philippine Professional Standards for Teachers (PPST) is composed of 5 strands that mainly focus on 1. Learners’ gender, needs, strengths, interests and experiences 2. Learners’ linguistic, cultural, socio-economic and religious backgrounds 3. Learners with disabilities, giftedness and talents 4. Learners in difficult circumstances 5. Learners from indigenous groups
This part consists of the evidences such as screenshots of classroom activities on both synchronous and asynchronous session. This also shows evidences on classroom management and student engagement and participation. In this part also shows the reading materials about the domain and reflection.
PROMOTION OF INCLUSIVITY AMIDST DIVERSITY: EVIDENCES
Utilization of universal symbols in Power point presentation, especially during regular routines of praying before class.
Utilization of chat box as a way of participation of some students who were not able to open their microphone due to inadequate gadgets used in online class.
Flexible options for activity outputs of the students based on their preferred way and individual strengths.
ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Yazcayir, G., & Gurgur, H. (2021). Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, 6(1), em0088. https://doi.org/10.29333/pr/9356
This study was conducted to know how special education within inclusive education was being provided during the distance learning in Turkish schools amidst pandemic. Using the phenomenological approach and purposive sampling, the researchers gather information from 15 voluntary parents of students with special needs between 3rd and 8th grades who continued their education through inclusive education conducted in general education classes and analyzed deeper their answers as well as provide descriptions. The parents undergone semi-structured interviews and their answers were analyzed by the researchers through inductive approach. It was shown in the results that special education was conducted through EBA TV and the official website of the Ministry, as well as, some teachers conducted online lessons and shared worksheets with all students via the WhatsApp group. However, many students with special needs could not follow the lessons on TV regularly, many of them did not attend online lessons, and their teachers did not give feedback about their activities. It was also indicated that children were unwillingly and unable to adapt with the current set up in distance learning.
GENERAL REFLECTIONS
GENERAL REFLECTIONS
As pre- service teacher who experienced first-hand the rollercoaster realm of teaching profession in the virtual setting, I must say that it is really vital for us to be flexible and adaptive for us to cater, if not all, most of our students' needs especially these challenging times in education. We cannot know what our students are going through, considering that they are varied in various aspects of their lives such as socio-economic status, emotional and mental health state, their environment, the culture where they were raised, and so many more that is why I think the best thing that we could do to help them is to be more considerate by employing universal and flexible strategies and approaches, developing materials that is accessible for them, giving justifiable amount or workloads, and being empathetic and compassionate to them. I believe through these practices, we may not able to help them when it comes to their financial status, but we are helping them so much by keeping their mental and emotional health from burdens and stress caused by academic workloads.
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