INSTRUCTIONAL SCHEMES

Prepared by: Elaine Medina-Miranda, RN, RM, MAN

INSTRUCTIONAL SCHEMES

◦Instructional Schemes are special learning plans/ arrangements which permit structural flexibility, collaborative teaching, and resource sharing aimed at individualizing and maximizing interventions for a special child.

List of schemes doable within the Philippine context:

PULL OUT WITHIN THE ROOM◦A child with special needs enrolled in a regular classroom maybe individualized without removing him from his homeroom. One option is to deliver the instruction to a child by seating him in an area within the classroom wherein he can be monitored by the teacher directly while performing is assigned tasks. He may be moved to this area because he may need close supervision from the teacher.◦This type of instructional scheme allows the child to be in his own classroom for the entire day even though he may be given differentiated activities to suit his particular needs. It reduces any stigma that may come with being pulled out from the class during class hours.

PULL OUT IN ANOTHER VENUE

◦When it is not appropriate to provide for the individualization inside the classroom for learning or behavioural concerns, the child may be pulled out to another venue apart from the classroom. In some schools, there is a small room adjacent to the classroom where instruction can take place. The teacher can address the needs of the child individually without the distraction that a regular classroom can give.

RESOURCE ROOM PLAN◦Individualization may occur in a resource room, a separate room within the school where special instructional materials and equipment are kept. The child may be pulled out from the regular class to receive instruction in the resource room on certain subject areas. Placement in the resource room should not exceed 50% of the child’s schedule in school.

ASSISTANSHIP PLAN◦This is a co-teaching option where one teacher has the primary teaching responsibility. Such lead teacher is assisted by another teacher without assuming direct teaching responsibility. This assistant teacher assists learners with their work, monitors behaviour, simplifies instructions, corrects assignments, observes and record critical incidents, among others.

TEAM TEACHING PLAN◦This instructional scheme employs the presence of two teachers in the class. They both present the lesson to the students and may devise a system on how they share responsibility in handling the class. They may share lecturing on the same topic or divide which subjects will be taught by whom.

SHADOW TEACHING PLAN◦This is an instructional scheme that has emerged within the context of Applied Behaviour Analysis (ABA) or behaviour – management intervention. In this plan, the home therapist serves as the child’s shadow teacher in school. In case the child is not attended to by a home therapist, the parent employs or the school provides a shadow teacher for him (the child).

Applied behavior analysis (ABA)◦is a scientific discipline concerned with analyzing the principles of learning theory and systematically applying this knowledge to change behavior of social significance.

The shadow teacher of the child works collaboratively with the class teacher and assumes the following functions in school:

1. He works with and for the child in the most non-disruptive/ non-attention getting ways.

2. He derives the lesson from the class teacher.3. With the class teacher’s permission, he can simplify the lesson and use appropriate instructional materials during seatwork.

4. He assists in directing the child’s attention toward the class teacher.

5. He assists in the physical/behavioural management of the child during routine (lining up, putting toys in place, etc.) and also during group activities (circle time, action singing, etc.)

6. He records the developmental progress of the child.7. He confers with the class teacher/s about the progress of the child.8. He reports to the class teacher in the child’s home achievement whenever needed.9. He assists in the child’s smooth and positive mainstreaming with his peers in class.10. He restrains himself from being solicitous by giving the child the helpful opportunities to do things/tasks himself.

SUPPORT SERVICE PLAN◦Individualization can also occur in a support-service plan program. A child whose needs require the employ of support-service givers such as physical therapist, occupational therapists, speech therapists, psychologists and counsellors can receive instruction in the therapist’s own clinic or office. The IEP is used as the instructional program alongside the support service givers’ therapeutic program.

◦Physical Therapist School-based physical therapists work with other professionals to help students with disabilities to benefit from special education. This includes activities of a school day, like: moving throughout school grounds, sitting, standing in line or at the board, moving in class or through the building. All screens, evaluations, consultations, and interventions are performed by licensed physical therapists. Interventions may include adaptations to school environments, working with a student on motor skills, assistance with identifying and getting special equipment, and collaboration with school staff and other professionals

◦Occupational Therapists combines the art and science of providing and directing activities that serve to restore and enhance performance of skills needed for functional daily living. The occupational therapist uses a variety of tasks and exercises in the areas of self-care, work and play to increase functional independence, enhance development, and prevent disability. The task or the environment may be adapted to promote maximum independence and improve quality of life.

◦Speech Therapist ◦  is a trained medical professional who can help your child with a number of oral disorders such as trouble swallowing, motor skills, speech issues, cognitive-linguistic conditions and language. Their role is to help assess a condition, diagnose specifically what the issue is and develop a plan to help treat the disorder, and then follow through with therapy and other methods to ensure the child with special needs is getting the help they need. 

◦School Psychologists and Counselors

applies scientific values of learning and behaviour to improve school-related difficulties and to facilitate the learning and development of children. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students.

The counselling aspect of school psychologists allows for a wide repertoire of interventions, such as organizational skill building and social skills training. Services are usually provided in an individual or group basis, and the availability of these services varies from system to system.

INTEGRATION PLAN◦Integration is a placement that includes a child with special needs both in a special class and in a regular class. With the special class remaining at the child’s station , he is admitted in the regular class for integration in non-academic areas (Dizon, et al., 2001)◦Both special education teacher and regular class teacher work together, coordinating activities wherein the child with special needs can participate in with the other regular children.

MULTIGRADE / MULTILEVEL PLAN

◦In this plan, the child can take on or two subjects in one or two grade levels other than his current grade placement depending on his achievement in the different subjects. If, for example, the child is in Grade 2.0 and excels in Math with Grade 3.0 equivalent, then he goes to Grade 3.0 class for his Math. If, however, he performs within Grade 1.0 level in reading, then he is placed in the Grade 1.0 class only for reading.

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