Narrative Report 1 Copy 1

Department of Education
Division of Valencia City

Sinayawan Central School
SPED Program
NAR
REPORT
2-day
Division training-
workshop on instructional
accommodations and
modifications for untrained
receiving teachers
Prepared by:
BENES H. DOPITILLO, SPET-I
RHOVILLA V. BOLNEO, MT-I
NARRATIVE REPORT
“2019 DIVISION TRAINING-WORKSHOP ON INSTRUCTIONAL
ACCOMMODATIONS AND MODIFICATIONS FOR UNTRAINED RECEIVING
TEACHERS”
In line with the Department’s thrust in providing quality and inclusive

basic education for all, the Department of Education (DepEd) continues to
provide the necessary educational interventions for learners with certain
exceptionalities through its Special Education (SpEd) program.
Special Education (SpEd) program provides a holistic approach in
catering to the needs of learners with various exceptionalities, ensuring that
they will have access to quality education by giving them their individual and
unique learning needs.
This initiative caters to learners with visual impairment, hearing
impairment, intellectual disability, learning disability, autism spectrum
disorder, communication disorder, multiple disability with visual impairment,
and among others.
With this, Special Education of Sinayawan Central School was able to
conduct the 2-day Training-Workshop on Instructional Accommodations and
Curricular Modifications for Untrained Receiving Teachers commenced on
March 28 to 29, 2019 at 7:30 A.M to 4:30 P.M held at Covered Hall of
Sinayawan Central School, Valencia City, Bukidnon.
The said training-workshop was actively participated by Fifty (50)
potential receiving teachers from Sinayawan Central School, Tongantongan
Elementary School, Laligan Central School, Buyog Elementary School, Banlag
Integrated School, Bantal Elementary School, Dagatkidavao Integrated
School, Bulacao Elementary School, Buco-Sinait Elementary School, Mabuhay
Elementary School, and Maapag Elemetary School who have not yet
undergone extensive training on SpED Program and have lack of orientation
on its different types of educational program and services of special
education.
Prior to the Training-workshop proper, all participants from different
schools who grace the affair ensured to sign the attendance form. The said
training began with the singing of the Philippine National Anthem to pay
tribute to the national flag followed by the solemn prayer through a
multimedia presentation. Mrs. Rhovilla V. Bolneo, MT-I, President of
Sinayawan Central Elementary School Teachers Association and activity co-
organizer at the same, welcomed everyone warmly before the session starts.
At that juncture, Mr. Benes H. Dopitillo, SPET-I who is the Technical
Planning Committee Chairperson highlighted the purpose of the activity,
which is to enhance the knowledge and skills of all teachers in managing an
inclusive classroom environment and in handling Learners with Special
Education Needs (LSENs), and to provide opportunities to share best practices
in learners in an inclusive classroom settings.
Before the training-workshop proper, the program started with an
energizer to make all participants active and full of life. At 10:30am, the first
Resource speaker, Mrs. Nova Cendy T. Tabigne, SPET-I, started to discuss
her topic, the Inclusive Education for Children with Special Needs &
Instructional Schemes. The presentation was finished at exactly 11:45 A.M.
After the lunch break, the session was resumed when everybody was present.
In the afternoon session, the 2nd Resource Speaker, Mrs. Cecil L. Indino,
SPET-I discussed the instructional strategies for teaching students with
hearing impairment in regular class followed by Mrs. Evelyn C. Estacoja,
SPET-I who was also assigned to discuss the educational approaches for
students with intellectual disability in inclusive education. The day 1 of
training-workshop was finished at 4:30 P.M.
On the second day, Mrs. Virgincita B. Aungon, SPET-I , Mrs.
Cherilyn L. Laure, SPET-I, and Mrs. Rosalyn E. Demit, SPET-I were
among the last 3 resource speakers who discussed the following topics: the
educational programs and support services for students with physical
disabilities, health impairment and severe disabilities, the classroom
management techniques to maximize learning of students with speech and
language disorders in a regular classroom, and the special adaptations for
students who are blind or have low vision in a regular class. The morning
session was about to finish at 12:00 noon. The afternoon session was opened
by the Public Schools District Supervisor of District 4 and the Division Focal
Person of Special Education, Dr. Emelita F. Rey, through giving a warm
message and orientation on the special education program.
To present strategies on how to accommodate learners with disabilities

in an inclusive setting, there were having 10 teachers who were assigned as
demonstration teachers. After the demonstration teaching, there would have
comments and recommendations based on their teachings presented.
After the demonstrations teaching, the teachers were given the

certification of participation. The training ended with the commitment to
support the inclusive Special Education Program, because it’s said that
successful inclusive education happens primarily through accepting,
understanding, and attending to student differences and diversity, which can
include the physical, cognitive, academic, social, and emotional. The program
was formally closed at 4:30 in the afternoon.
DAY I
TEACHERS”
DAY 2
TEACHERS”

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Department of Education

Division of Valencia City

In line with the Department’s thrust in providing quality and inclusive

To present strategies on how to accommodate learners with disabilities

After the demonstrations teaching, the teachers were given the

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