Learning is an essential part of human life. In it, our sensory organs and neural networks participate and integrate emotional behaviors, indagative and persuasive abilities, along with the ability to selectively acquire information, to mention a fraction of the media used in learning, converge to it.
Learning for children with behavioral disabilities is truly challenging. U.S. Department of Education defines emotional and behavioural disturbance as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance: a) An inability to learn which cannot be explained by intellectual, sensory, or health factors; b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; c) Inappropriate types of behaviour or feeling under normal circumstances; d) A general pervasive mood of happiness or depression; and e) a tendency to develop physical symptoms or fears associated with personal or school problems.
This course will discuss the following topics: A. Introduction to Behavioral Disorder: definition, historical perspective, and identification of reliable resources; B. Identification of Students with Behavior Disorder: Screening, types of Assessment Methods, The goals of Personality-oriented methods, Functional Behavioral Assessment (FBA), Prevalence and Service Delivery; C. Major Characteristic of Students with Emotional and Behavioral Disabilities: Externalizing Behavior, Internalizing Behavior, and Cognitive, Academic, and Social Behavior; D. Effective Instruction for Students with Emotional and Behavioral Disabilities: Effective instruction for elementary Students with Emotional and Behavioral Disabilities (a. Academic Instruction, b. Token Economy Programs, c. Social Skills Instruction), Effective Instruction for Secondary Students with Emotional (Teaching self-control, Vocational Education and Work Experience and Wraparound Services), E. Final Thoughts Regarding Effective Practices
- Teacher: Honorio Añora
The course provides a comprehensive,functional and competency-based instructional program on curriculum development for teachers. The module is designed with the National Competencty-Based Teacher Standards (NCBTS), the standards of good teaching. The NCBTS are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum.The curriculum development for teachers balances theory and practice.It contains activities and exercises which are keeping with current trends in education such as integrative, interactive, inquiry-based, research –based teaching,constructivism,and multiple intelligences.
- Teacher: Maria Delia Minoza
is the purpose of this course to reinforce the understanding of the students
regarding the fundamentals, concepts, principles and approaches of classroom
management. Its focus is on the connection among the classroom environment,
teacher and student behaviors, and learning. Further, the students taking up
this subject will be introduced to sets
of methods, strategies and techniques about classroom management that can be utilized and modified to accommodate the special needs of every individual catered in the classroom.
- Teacher: Ann Frances Cabigon