Teacher Mon PH

Don’t miss this updated discussion on therapy and education in Baliuag, Bulacan!

Hear from practitioners in their respective fields who are directly involved in assessment, teaching, intervention, and evaluation of learners suspected and diagnosed with disabilities, bringing real-world experience and hands-on expertise to the discussion.

Hindi lahat ng nagsasalita tungkol sa INCLUSION ay eksperto sa INCLUSION.

Mahalaga ang advocacy. Mahalagang marinig ang hinaing ng mga magulang at makita ang mga pagkukulang ng sistema.Pero kung puro problema, reklamo at kakulangan lang ang ipinapakita natin, inclusion pa ba ang binubuo natin or frustration lang ang pinalalaki natin?

Madaling sabihin: “Dapat inclusive ang school.”

Pero paano? Diyan pumapasok ang competency, degree, training, at actual SPED teaching experience.

Ang tunay na inclusion ay hindi lang pagtanggap ng batang may special needs sa regular classroom.
May assessment. May IEP. May accommodations at modifications. May behavior management. May differentiated instruction. May monitoring. May collaboration sa magulang, teachers at ibang professionals.

At higit sa lahat, kailangan mong maintindihan ang bata, hindi lang ang problema ng sistema at puro RA 11650 kung ang translation nito into action ay wala ka mismo na nagagawa. Kaya may halaga ang ilang taon ng pag-aaral at mas lalong may halaga ang ilang taon ng aktuwal na pagtuturo.

Hindi natin kailangang manahimik tungkol sa mga pagkukulang. Ilabas natin ang gaps. I-challenge natin ang sistema.Pero pagkatapos nating sabihin kung ano ang MALI, kaya rin ba nating sabihin kung PAANO ito gagawing TAMA?

Doon pumapasok ang professional competence at integrity. Advocacy creates awareness.

Pero competence, experience, at tamang training ang tumutulong para maging totoong practice ang inclusion.

Hindi sapat na maingay tayo tungkol sa inclusion.

Dapat marunong din tayong gumawa ng solusyon.

Hindi lang “Ano ang kulang?”

Mas magandang tanong:

“Ano ang kaya nating gawin para mas mapabuti ang kasanayan ng g**o at pag aaral ng mga learners with disabilities?"

Dahil sa dulo, hindi naman kung sino ang pinakamalakas ang boses ang importante.
Ang importante: Ano ang nagawa at magagawa mo para sa tunay na makakabuti sa bata at kanilang pamilya at sa mga g**o.

Agree or disagree?

🚀May mga pagkakataon na kailangan mong lumabas sa opisina at bumalik sa classroom. Hindi para mag-inspeksyon, kundi para muling makita, maobserbahan, at mas maintindihan ang tunay na pangangailangan ng mga learners ng Big Steps.

🚀Dahil kahit school owner na ako, naniniwala akong ang pinakamahalagang desisyon ay nagsisimula sa tamang obserbasyon at totoong datos.

Leadership does not always happen behind a desk. Minsan, kailangan natin bumalik dahil nangyayari ito sa loob ng classroom. 🫶🫶

🎓This is part of our ABA and Special Education Reevaluation.

Bakita mahalaga ang Direct Observation?

Ginagawa nyo rin ba ito as part ng Genuine Assessment o puro interview lang tapos claim nyo na ASSESSMENT na ito?

✅Instead of relying only on stories, impressions, or memory, we observe the behavior as it actually happens in the real setting. This gives us more accurate, objective, and useful data.

✅There is no such thing as free assessment. Sa totoo, this may be unethically problematic in BACB Ethical Standards. Why?

Relevant BACB Ethics Code

1.01 – Being Truthful
Behavior analysts must be truthful and avoid deceptive or misleading practices.

2.01 – Providing Effective Treatment
Services should be based on appropriate behavioral assessment and professional judgment, not on marketing objectives.

2.04 – Involving Clients and Stakeholders
Clients should understand the nature, purpose, risks, benefits, and limits of the assessment before services begin.

3.01 – Responsibility to Clients
The welfare of the client must come before business interests.

5.03 – Public Statements by Behavior Analysts
Advertising and public statements must be truthful and must not exaggerate, omit important information, or mislead consumers.

A quality assessment often includes:

* Parent interview
* Teacher interview
* Direct observation across settings
* ABC data collection
* Frequency, duration, latency, or interval recording
* Functional Behavior Assessment (when appropriate)
* Skill assessment
* Report writing
* Goal development
* Feedback meeting with parents

This process may take several hours over multiple sessions, depending on the child’s needs.

If a center advertises all of this as “free,” several concerns arise:

* Parents may undervalue the expertise involved.
* Clinicians may feel pressured to rush the assessment.
* The assessment may become superficial because there is no allocated time or resources.
* There may be an incentive to recommend therapy regardless of actual need simply to recover costs through future enrollment, creating a potential conflict of interest.

Shared with full parental consent and student assent. Faces covered to protect learner privacy.

Isa sa paborito ko yung Nutrition Month dahil may Parents' Cookfest! Busog hanggang hapunan. 😅😅

MA SNED Proposal defense about Parental Advocacy done!

Thank you, FEU Manila & Doc Z, for considering me as an external panel member. Congratulations to the proponent!

The study gives more attention to parental advocacy, which is still not widely explored in the Philippine context. For me, this makes the study meaningful because it goes beyond the usual idea of parental involvement.

Parental involvement is often focused on helping and supporting one’s own child with a disability. Parental advocacy, however, may ask parents to go beyond their personal concerns and comfort zones, to speak, act, and work not only for their own child, but also for other learners with disabilities and their families.