JOYCELEN MAE T.

SANTA

Portfolio
EDUC 7
 Chapter 1
In chapter 1 it was all about diversity, when we say diversity, it means different things to different
people. Under the chapter 1 it explain what is Loden's Diversity Wheel and how to use it in a classroom
setting. Loden's Diversity Wheel is a theory that emphasized the things why identifying with groups gives
people a feeling of self that is important to their social identities. We need a tool that would help us better
understand how group-based differences contribute to people's social identities and this diversity wheel
is a tool that will help us understand. Loden wanted the model to be empowering, so that someone or
even in the classroom students could point to their gender and the impact it may have on their voice and
how they are heard in the classroom environment. She chose to emphasize the differences that often lead
to frustration, suspicion and conflict when student is not understood or acknowledged.
Diversity is our strength’, that is what politicians love to say. But it is rarely true. A homogenous
country, with people who have the same cultural background, is preferable. Diversity is such an important
matter to people and the underlying problem here is that without a diverse society, there is the assumption
that it is not possible for others to understand you or your experience.
The most diverse places on Earth right now still have shared values and beliefs; specifically, most
of these places are secular and humanist. Even people who disagree with those tend to keep their mouths
shut because conformity is encouraged. The irreplaceable value of conformity can be misunderstood and
underestimated as a consequence of overvaluing of individualism. Diversity makes people of different
cultures, ethnic backgrounds, religions, and classes interact and learn from each other. It makes us respect
other humans, not just people of our own “type”. Empathy towards other humans increases.
Chapter 2
Addressing Diversity through the Years: Special and Inclusive Education. It describes how the
models of disability differ and how these can guide teachers in the classroom setting. In the medical
model in education, the major focus of the curriculum of medical model for children and young people
with severe and profound learning difficulties was on the development of their physical skills and
independence. The influence of the medical model was most prevalent during the 1970s and early 1980s.
The social model of disability in education, the major focus of the social model of disability did not
facilitate pupils’ engagement thus the application of the social model of disability may have shifted the
focus to the importance of the environmental factors in facilitating a child’s progress. The cultural-
historical model of disability provides a platform for educational psychology practice, to support the
application of teaching approaches based on knowledge of children’s individual cognitive profile and
impairment. Educational psychologists possess an understanding of the influence of different models of
disability on categorizations and conceptualizations of the development of children with severe and
profound learning difficulties. The two main models of disability the medical and social continue to have
different influences in medical and educational setting practice. These can guide teachers in the teaching
students with disabilities in the establishment of a curriculum for everyone unintentionally encourages the
idea that kids with this level of cognitive disability grow up in a similar way to their classmates who are
normally developing.
Chapter 3
In chapter 3 describes how can you make your classroom inclusive.
We make our classroom inclusive by learning about your students about
their lifestyle and culture instead of just from the books. From the word
itself “inclusive” means having special fixtures to accommodate students
with disabilities. Do not assume anything, consider the contributions and
knowledge that each student provides to the classroom with sincere
appreciation. Students with learning difficulties, language barriers,
attention problems, and possibly cultural barriers will all be included in
the inclusive classroom, not just in inclusive classrooms in all classrooms
are supposed to be places where students learn. There will be inclusive
education that we expected but if there is no support at home with the
parent we will not succeed. Remember the primary educator is not a
classroom teacher, but the parents.
 Chapter 4
Chapter 4 describes the assessment principles which includes the application of individualized and
appreciate process that means Individualized instruction is when a learner's needs are met through the use
of specific tactics, materials, and assessments. It guarantees that a student is receiving the appropriate
direction, flexibility, and learning assistance to increase prospects for academic advancement. And the use
of genuine and meaningful communication that being true to yourself and other people, particularly the
members of your organization and the people you are communicating with. Being open and honest and
not avoiding the difficult conversations, which will encourage your audience to do the same. Meaningful
communication refers to the process in which the students, in exchange with their teachers, give personal
importance to the teaching-learning process and its results.
General education class with resource center instruction resource room is a separate setting, either a
classroom or a smaller designated room, where a special education program can be delivered to a student
with a disability, individually or in a small group. Resource rooms are used in a variety of ways ranging
from instruction, homework assistance, meetings, or representing students' alternative social space.
Students with disabilities and additional needs who are studying in an inclusive general education
classroom may need accommodations in the form of instructional support and other supplementary
services. Others who need more intensive support are provided with curricular modifications. Being the
primary caregivers and having a direct impact on their children, parents are crucial in the education,
planning, and management of children with impairments and special needs.
 Chapter 5
Chapter 5 is all about Typical and Atypical development among children that means
The term typical development refers to the normal progression where children grow by
acquiring knowledge, skills, and behavior called developmental milestones at a certain time
frame. And Atypical development is a term used when development does not follow the
normal course. More so, a child is developing atypically when he/ she reaches a milestone
earlier or later than other children his/her age.
Child development is very important to be observed especially in special and inclusive
education. Tracking the development is significant for teachers to formulate the right
treatment for the learners and to help them excel in learning. In this lesson, we will tackle the
typical and atypical development among children.
To ensure that a child meets' his/her developmental milestones, it is crucial to observe
and monitor his/her development. The milestones or developmental skills that need to be
mastered usually at the same rate act as a guide for ideal development. It is done by checking
the progress of a child based on his or her age to see if the child is developing within
expectations.
 Chapter 6
Learners who are gifted and talented are students with higher abilities
than average and are often referred to as gifted students. This group refers
to students whose talents, abilities, and potentials are developmentally
advanced. They require special provisions to meet their educational needs.
thus, presenting a unique challenge to teachers. They often finish tasks
ahead and might ask for more creative tasks or exercises. In General
Educational Adaptation Learners who are gifted and talented usually get
bored since they have mastered the concepts taught in classes. One thing
that is common among gifted students is that they are very inquisitive .
Fulfilling their instructional needs may be a challenging task. Students
who struggle to see are individuals whose vision problems affect their
academic performance.
 Chapter 7
Chapter 7 is the Learners in other Marginalized Groups, we will learn what
marginalization means in this section, specifically as it relates to schooling. You will get
knowledge about the various social and educational groups that are marginalized. Learn
about a method that could be applied to pinpoint marginalization problems in a
classroom or educational setting.
Ica, an 8-year old girl who belongs to an indigenous group. Her people has their
own culture, language, and way of living. But since she wants to be educated, she goes to
school that has a different culture than what they’re used to. In the school, other students
make fun of her for the way she looks and speaks. She also has a hard time learning in
school because she finds that the things taught to her are vague and unfamiliar. In the
end, Ica receives low grades because of her experiences in the school. In its 2010
global monitoring report, UNESCO stated that education plays a vital and decisive role
in neutralizing the inequity and persisting illiteracy that encompass generations.
However, education can also support prejudice and continue marginalization.
Marginalization in education regulate recognition or acknowledgement of other people
within a specific social standard.