The Paulinette

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𝐄𝐧𝐫𝐨𝐥𝐥 𝐢𝐧 𝐒𝐏𝐔𝐏'𝐬 𝐍𝐔𝐑𝐒𝐄𝐑𝐘 𝐚𝐧𝐝 𝐊𝐈𝐍𝐃𝐄𝐑𝐆𝐀𝐑𝐓𝐄𝐍 𝐧𝐨𝐰!

Little steps, big futures! In SPUP, your children will 𝐒hine in their unique strengths and talents, 𝐏lay while learning, 𝐔nfold their potential, and find their 𝐏urpose.

Opening of Classes - 𝐉𝐮𝐧𝐞 𝟏𝟓, 𝟐𝟎𝟐𝟔

Requirements: https://spup.edu.ph/basic-education-unit/

Contacts:
Dr. Glenda Caronan
Principal, BEU
(078) 396-1987 loc. 313
[email protected]

Dr. John Kit Masigan
Coordinator, Grade School
(078) 396-1987 loc. 305
[email protected]

Lead a better life! Choose SPUP!
SPUP, making a difference globally!

#𝙇𝙊𝙊𝙆 | During the afternoon session of the BEU INSET training focusing on creating responsive classrooms for learners with special needs, Mrs. Regina Aloysius Zamora shared this insight with teachers: true inclusivity goes beyond supporting neurodivergent students—it welcomes all learners. She emphasized that when classrooms are genuinely inclusive, every student can access learning and feel valued.

| 𝐁𝐄𝐔 𝐈𝐍𝐒𝐄𝐓 𝐃𝐚𝐲 4: 𝘼𝙛𝙩𝙚𝙧𝙣𝙤𝙤𝙣 𝙎𝙚𝙨𝙨𝙞𝙤𝙣𝙨 𝙋𝙪𝙨𝙝 𝙛𝙤𝙧 𝘼𝘾𝘾𝙀𝙎𝙎 𝘼𝙥𝙥𝙧𝙤𝙖𝙘𝙝 𝙩𝙤 𝙈𝙖𝙠𝙚 𝘾𝙡𝙖𝙨𝙨𝙧𝙤𝙤𝙢𝙨 𝙏𝙧𝙪𝙡𝙮 𝙄𝙣𝙘𝙡𝙪𝙨𝙞𝙫𝙚

𝗧𝗵𝗲 𝗕𝗘𝗨 𝗜𝗡𝗦𝗘𝗧 𝘀𝗵𝗶𝗳𝘁𝗲𝗱 𝗶𝘁𝘀 𝗳𝗼𝗰𝘂𝘀 𝘁𝗼 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺‑𝗹𝗲𝘃𝗲𝗹 𝘀𝘁𝗿𝗮𝘁𝗲𝗴𝗶𝗲𝘀 𝗳𝗼𝗿 𝗶𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 𝗮𝘀 𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝘀 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲𝗱 𝘁𝗵𝗲 𝘀𝗲𝗺𝗶𝗻𝗮𝗿 𝗼𝗻 𝗦𝗽𝗲𝗰𝗶𝗮𝗹 𝗡𝗲𝗲𝗱𝘀 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻.

Resource speaker Ms. Regina Aloysius Zamora led Sessions 3 and 4, introducing ACCESS — Adaptive Curriculum, Counseling, and Educational Support Services — and opening a practical discussion on neurodiversity, learner identification, and how to “make the change” in daily teaching across preschool, grade school, junior high, and senior high levels.

Under the theme “Making the Shift: ACCESS — Making Learning Inclusive for All,” Ms. Zamora described ACCESS as a holistic framework that centers Individualized Learning, an inclusive orientation, coordinated support services, and Individualized Educational Programs to maximize each learner’s development.

The approach blends curriculum adaptation with counseling and school‑based supports so that adjustments happen within the classroom rather than segregating students from core learning opportunities.

Ms. Zamora introduced teachers to the concept of neurodivergence and common classroom traits to watch for: varied attention spans, differences in social communication, sensory sensitivities, uneven skills across domains, and irregular task completion.

A memorable line summed up the sessions’ practical ethos: “The measure of a great teacher is when you were able to pull through the slow learners in class,” Ms. Zamora said, challenging participants to redefine “slow” as a prompt for strategic teaching rather than a fixed label.

| 𝐁𝐄𝐔 𝐈𝐍𝐒𝐄𝐓 𝐃𝐀𝐘 4: 𝙀𝙙𝙪𝙘𝙖𝙩𝙤𝙧𝙨 𝙂𝙖𝙩𝙝𝙚𝙧 𝙩𝙤 𝘼𝙙𝙫𝙖𝙣𝙘𝙚 𝘿𝙞𝙨𝙖𝙗𝙞𝙡𝙞𝙩𝙮-𝙞𝙣𝙘𝙡𝙪𝙨𝙞𝙫𝙚 𝙀𝙙𝙪𝙘𝙖𝙩𝙞𝙤𝙣

𝗢𝗻 𝘁𝗵𝗲 𝗺𝗼𝗿𝗻𝗶𝗻𝗴 𝗼𝗳 𝗠𝗮𝘆 22, 𝘁𝗵𝗲 𝗳𝗼𝘂𝗿𝘁𝗵 𝗱𝗮𝘆 𝗼𝗳 𝘁𝗵𝗲 𝗕𝗘𝗨 𝗜𝗡𝗦𝗘𝗧 𝗯𝗿𝗼𝘂𝗴𝗵𝘁 𝘁𝗼𝗴𝗲𝘁𝗵𝗲𝗿 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 𝗳𝗿𝗼𝗺 𝗽𝗿𝗲𝘀𝗰𝗵𝗼𝗼𝗹, 𝗴𝗿𝗮𝗱𝗲 𝘀𝗰𝗵𝗼𝗼𝗹, 𝗷𝘂𝗻𝗶𝗼𝗿 𝗵𝗶𝗴𝗵, 𝗮𝗻𝗱 𝘀𝗲𝗻𝗶𝗼𝗿 𝗵𝗶𝗴𝗵 𝗳𝗼𝗿 𝗮 𝗳𝗼𝗰𝘂𝘀𝗲𝗱 𝘀𝗲𝗺𝗶𝗻𝗮𝗿 𝗼𝗻 𝗦𝗽𝗲𝗰𝗶𝗮𝗹 𝗡𝗲𝗲𝗱𝘀 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝘂𝗻𝗱𝗲𝗿 𝘁𝗵𝗲 𝘁𝗵𝗲𝗺𝗲 “𝗖𝗿𝗲𝗮𝘁𝗶𝗻𝗴 𝗥𝗲𝘀𝗽𝗼𝗻𝘀𝗶𝘃𝗲 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺𝘀 𝗳𝗼𝗿 𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀 𝘄𝗶𝘁𝗵 𝗦𝗽𝗲𝗰𝗶𝗮𝗹 𝗡𝗲𝗲𝗱𝘀.”

The session, led by Mr. James Pamittan, Education Program Supervisor of the Curriculum and Learning Management Division, DepEd Region II, called on school leaders and teachers alike to translate policy into practice so inclusion becomes integral to every school’s day‑to‑day work.

Titled “Inclusive Teaching, Empowered Learning: Advancing RA 11650 in Schools,” Mr. Pamittan opened the program by unpacking Republic Act 11650 and the Department of Education’s Order No. 44, s. 2021, stressing that institutionalizing disability‑inclusive education requires deliberate leadership.

He framed inclusion as a systemic responsibility — not an add‑on task for special education teachers — and explained why school heads must lead the charge: leaders set priorities, allocate resources, model inclusive decision‑making, and create accountability systems that sustain teacher practice and student support.

Practical strategies followed the policy discussion. Mr. Pamittan highlighted differentiated instruction, accessible learning materials, low‑cost assistive tools, and flexible assessment as classroom‑level responses that maintain high expectations while meeting diverse needs.

He urged departments across levels to coordinate plans so adaptations and supports are consistent from preschool intake through senior high transition, emphasizing co‑teaching, peer support structures, and ongoing professional development.

The latter part of the morning focused on transitions for learners with disabilities. Under “Transition of LWDs,” Mr. Pamittan outlined six transition programs to guide movement between grade levels, school settings, and toward higher education or livelihood pathways.

These programs include early profiling and planning, individualized transition plans, vocational exposure, strengthened community linkages, parent engagement workshops, and monitoring systems to track learners’ progress and outcomes.

A recurring message tied the session together: inclusion succeeds when leaders prioritize it and stakeholders collaborate. “Supporting learners with special needs is not the responsibility of one teacher alone. It requires the commitment and collaboration of all stakeholders,” Mr. Pamittan reminded the mixed‑level audience, calling on principals, department heads, homeroom advisers, club moderators, special education teachers, parents, and local partners to share ownership of inclusive practices.

The session reinforced a simple but urgent challenge for school leaders: lead inclusion deliberately so every learner can access responsive, empowering classrooms from preschool to senior high.

Inclusion is not a one-person job—it’s a shared mission. 📚
A powerful reminder from Mr. James Pamittan during our INSET session on Special Needs Education.

#𝗟𝗢𝗢𝗞 | 𝙏𝙝𝙚 3𝙧𝙙 𝙙𝙖𝙮 𝙖𝙛𝙩𝙚𝙧𝙣𝙤𝙤𝙣 𝙨𝙚𝙨𝙨𝙞𝙤𝙣 𝙤𝙛 𝙩𝙝𝙚 𝙄𝙉𝙎𝙀𝙏 𝙩𝙧𝙖𝙞𝙣𝙞𝙣𝙜 𝙘𝙤𝙣𝙩𝙞𝙣𝙪𝙚𝙙 𝙬𝙞𝙩𝙝 𝙖 𝙛𝙤𝙘𝙪𝙨 𝙤𝙣 𝙝𝙤𝙢𝙚𝙧𝙤𝙤𝙢 𝙪𝙥𝙙𝙖𝙩𝙚𝙨, 𝙡𝙚𝙙 𝙗𝙮 𝘿𝙧. 𝙈𝙮𝙧𝙖 𝙄. 𝘽𝙖𝙡𝙪𝙗𝙖𝙡, 𝘼𝙨𝙨𝙞𝙨𝙩𝙖𝙣𝙩 𝙋𝙧𝙞𝙣𝙘𝙞𝙥𝙖𝙡 𝙛𝙤𝙧 𝙎𝙩𝙪𝙙𝙚𝙣𝙩 𝘼𝙛𝙛𝙖𝙞𝙧𝙨.

Teachers received reminders and guidance to strengthen homeroom management and better support learners as preparations for the coming school year advance.

The session revisited the responsibilities of homeroom advisers and club moderators to ensure clearer coordination of student welfare and co‑curricular activities, and set deadlines for the submission of year‑end reports.

A schedule for homeroom preparation was presented, covering orientation sessions, learner profiling, classroom setup, and materials inventory.

Participants were also given suggested plans for pre‑opening activities, as well as recommended face-to-face strategies.

Emphasis was placed on monitoring, documentation, and timely submission of reports to promote accountability and continuity of student support services.

| 𝗚𝗲𝗻𝗲𝗿𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗴𝗮𝗽𝘀 𝗰𝗮𝗻𝗻𝗼𝘁 𝗯𝗲 𝗲𝗿𝗮𝘀𝗲𝗱—𝗯𝘂𝘁 𝘁𝗵𝗲𝘆 𝗰𝗮𝗻 𝗯𝗲 𝗯𝗿𝗶𝗱𝗴𝗲𝗱. 𝗠𝗿. 𝗘𝗺𝗺𝗮𝗻𝘂𝗲𝗹𝗹𝗲 𝗠𝗮𝗻𝗮𝗹𝗮𝗻𝗴, 𝗠𝗔𝗘𝗱, 𝗟𝗣𝗧, 𝗲𝗺𝗽𝗵𝗮𝘀𝗶𝘇𝗲𝗱 𝘁𝗵𝗲 𝗻𝗲𝗲𝗱 𝘁𝗼 𝗮𝗱𝗮𝗽𝘁 𝘁𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗮𝗽𝗽𝗿𝗼𝗮𝗰𝗵𝗲𝘀 𝘁𝗼 𝗯𝗲𝘁𝘁𝗲𝗿 𝗰𝗼𝗻𝗻𝗲𝗰𝘁 𝘄𝗶𝘁𝗵 𝗹𝗲𝗮𝗿𝗻𝗲𝗿𝘀 𝗱𝘂𝗿𝗶𝗻𝗴 𝘁𝗵𝗲 𝗗𝗮𝘆 3 𝗼𝗳 𝘁𝗵𝗲 2026 𝗕𝗮𝘀𝗶𝗰 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗜𝗡𝗦𝗘𝗧 𝗼𝗻 𝗠𝗮𝘆 21 𝗮𝘁 𝘁𝗵𝗲 𝗝𝗛𝗦 𝗔𝘂𝗱𝗶𝗼-𝗩𝗶𝘀𝘂𝗮𝗹 𝗥𝗼𝗼𝗺.

#𝙇𝙊𝙊𝙆 | 𝙄𝙉𝙎𝙀𝙏 𝘾𝙤𝙣𝙩𝙞𝙣𝙪𝙚𝙨 𝙤𝙣 𝘿𝙖𝙮 3 𝙤𝙛 4-𝘿𝙖𝙮 𝙏𝙧𝙖𝙞𝙣𝙞𝙣𝙜; 𝙈𝙧. 𝙈𝙖𝙣𝙖𝙡𝙖𝙣𝙜 𝙃𝙞𝙜𝙝𝙡𝙞𝙜𝙝𝙩𝙨 𝘼𝙙𝙖𝙥𝙩𝙞𝙫𝙚 𝙏𝙚𝙖𝙘𝙝𝙞𝙣𝙜 𝙛𝙤𝙧 𝙇𝙚𝙖𝙧𝙣𝙚𝙧𝙨 𝙤𝙛 𝘿𝙞𝙛𝙛𝙚𝙧𝙚𝙣𝙩 𝙂𝙚𝙣𝙚𝙧𝙖𝙩𝙞𝙤𝙣𝙨

𝗚𝗲𝗻𝗲𝗿𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲𝘀 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲 𝘁𝗼 𝘀𝗵𝗮𝗽𝗲 𝘁𝗵𝗲 𝘄𝗮𝘆 𝗹𝗲𝗮𝗿𝗻𝗲𝗿𝘀 𝘁𝗵𝗶𝗻𝗸, 𝗯𝗲𝗵𝗮𝘃𝗲, 𝗮𝗻𝗱 𝗿𝗲𝘀𝗽𝗼𝗻𝗱 𝗶𝗻 𝘁𝗼𝗱𝗮𝘆’𝘀 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺𝘀, 𝗮𝗻𝗱 𝗳𝗼𝗿 𝗠𝗿. 𝗘𝗺𝗺𝗮𝗻𝘂𝗲𝗹𝗹𝗲 𝗠𝗮𝗻𝗮𝗹𝗮𝗻𝗴, 𝗠𝗔𝗘𝗱, 𝗟𝗣𝗧, 𝘁𝗵𝗲𝘀𝗲 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲𝘀 𝘀𝗵𝗼𝘂𝗹𝗱 𝗻𝗼𝘁 𝗯𝗲 𝘀𝗲𝗲𝗻 𝗮𝘀 𝗯𝗮𝗿𝗿𝗶𝗲𝗿𝘀 𝗯𝘂𝘁 𝗮𝘀 𝗼𝗽𝗽𝗼𝗿𝘁𝘂𝗻𝗶𝘁𝗶𝗲𝘀 𝗳𝗼𝗿 𝗴𝗿𝗼𝘄𝘁𝗵.

This was the focus of the third day of the four-day INSET, or In-Service Training, for Basic Education Unit teachers, held today at the JHS Audio-Visual Room as part of preparations for the upcoming school year.

Mr. Manalang discussed the effects of different generations on behavior, emphasizing that what is often perceived as a problem may, in fact, be a strength when properly understood and guided.

He pointed out that the changing characteristics of learners, especially those from the new generation, call for educators to reflect not on how to change students, but on how to adjust their methods, communication styles, and classroom strategies.

According to him, behaviors that may seem challenging at first can become powerful tools for learning if teachers, families, and school leaders learn how to channel them in the right direction.

The session highlighted a timely reminder for educators: bridging learning gaps and sustaining engagement begin with empathy, flexibility, and a willingness to meet learners where they are.

In a setting where the BEU teachers are being prepared for the coming school year, Mr. Manalang’s message centered on one important truth — effective education starts when the approach changes, not the learner.

𝘾𝙝𝙚𝙚𝙧𝙞𝙣𝙜 𝙤𝙣 𝙤𝙪𝙧 2 𝙜𝙧𝙖𝙙𝙚 𝙨𝙘𝙝𝙤𝙤𝙡 𝙠𝙖𝙧𝙖𝙩𝙚𝙠𝙖𝙨! 🥋 𝙏𝙝𝙚𝙮’𝙡𝙡 𝙥𝙧𝙤𝙪𝙙𝙡𝙮 𝙧𝙚𝙥𝙧𝙚𝙨𝙚𝙣𝙩 𝙍𝙚𝙜𝙞𝙤𝙣 2 𝙞𝙣 𝙩𝙝𝙚 𝙝𝙞𝙨𝙩𝙤𝙧𝙞𝙘 𝙙𝙚𝙗𝙪𝙩 𝙤𝙛 𝙆𝙖𝙧𝙖𝙩𝙚 𝙖𝙨 𝙖 𝘿𝙚𝙢𝙤𝙣𝙨𝙩𝙧𝙖𝙩𝙞𝙤𝙣 𝙎𝙥𝙤𝙧𝙩 𝙖𝙩 𝙋𝙖𝙡𝙖𝙧𝙤𝙣𝙜 𝙋𝙖𝙢𝙗𝙖𝙣𝙨𝙖 2026 𝙞𝙣 𝙋𝙧𝙤𝙨𝙥𝙚𝙧𝙞𝙙𝙖𝙙, 𝘼𝙜𝙪𝙨𝙖𝙣 𝙙𝙚𝙡 𝙎𝙪𝙧.

𝙎𝙝𝙞𝙣𝙚 𝙗𝙧𝙞𝙜𝙝𝙩 𝙤𝙣 𝙩𝙝𝙚 𝙣𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝙨𝙩𝙖𝙜𝙚! ✨

📚 𝗘𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁 𝗶𝘀 𝗡𝗼𝘄 𝗢𝗻𝗴𝗼𝗶𝗻𝗴! ✨

𝙋𝙖𝙪𝙡𝙞𝙣𝙞𝙖𝙣𝙨, 𝙩𝙝𝙚 𝙩𝙞𝙢𝙚 𝙩𝙤 𝙨𝙚𝙘𝙪𝙧𝙚 𝙮𝙤𝙪𝙧 𝙨𝙥𝙤𝙩 𝙛𝙤𝙧 𝙩𝙝𝙚 𝙪𝙥𝙘𝙤𝙢𝙞𝙣𝙜 𝙨𝙘𝙝𝙤𝙤𝙡 𝙮𝙚𝙖𝙧 𝙞𝙨 𝙝𝙚𝙧𝙚! 𝙀𝙣𝙧𝙤𝙡𝙡𝙢𝙚𝙣𝙩 𝙞𝙨 𝙤𝙣𝙜𝙤𝙞𝙣𝙜, 𝙖𝙣𝙙 𝙬𝙚 𝙬𝙖𝙣𝙩 𝙩𝙤 𝙢𝙖𝙠𝙚 𝙩𝙝𝙚 𝙥𝙧𝙤𝙘𝙚𝙨𝙨 𝙖𝙨 𝙨𝙢𝙤𝙤𝙩𝙝 𝙖𝙣𝙙 𝙨𝙞𝙢𝙥𝙡𝙚 𝙖𝙨 𝙥𝙤𝙨𝙨𝙞𝙗𝙡𝙚 𝙛𝙤𝙧 𝙚𝙫𝙚𝙧𝙮𝙤𝙣𝙚. 𝘽𝙚 𝙜𝙪𝙞𝙙𝙚𝙙 𝙨𝙩𝙚𝙥 𝙗𝙮 𝙨𝙩𝙚𝙥 𝙨𝙤 𝙮𝙤𝙪 𝙘𝙖𝙣 𝙘𝙤𝙢𝙥𝙡𝙚𝙩𝙚 𝙮𝙤𝙪𝙧 𝙚𝙣𝙧𝙤𝙡𝙢𝙚𝙣𝙩 𝙬𝙞𝙩𝙝 𝙚𝙖𝙨𝙚 𝙖𝙣𝙙 𝙘𝙤𝙣𝙛𝙞𝙙𝙚𝙣𝙘𝙚.

Make sure to check all the requirements, follow the instructions carefully, and submit your documents on time. Let’s continue the journey of learning, growth, and excellence together. Don’t miss this opportunity to be part of another exciting chapter in the Paulinian legacy!