exploring possibilities

Universities/Colleges Accepting Students with Disabilities

2013-08-22T14:48:00.000+08:00

ANGELICUM COLLEGE
112 MJ Cuenco Street,
Other Branches/Extensions: Angelicum School, Iloilo
Contact Details:
Telephone No./s: (02) 732-4243
Email Address: qc@angelicum.edu.ph
Website: www.angelicum.edu.ph
Caters to: Students with orthopaedic impairment and learning disabilities.

DE LA SALLE COLLEGE OF SAINT BENILDE (DLS-CSB)
2544 Taft Avenue, Manila
Contact Details:
Telephone No./s: (02) 526-7441 loc. 315
Email Address: vicky.dayao@benilde.edu.ph
Website: www.benilde.edu.ph
Caters to: Students with visual impairment, hearing/speech impairment,

learning disabilities, and learning disabilities.
Facilities/Assistive Devices providing: Ramp and services of sign language interpreters.
Scholarships offered: Scholarships are available.

EULOGIO AMANG RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY (EARIST)
Nagtahan, Manila
Contact Details:
Telephone No./s: (02) 716-6272
Email Address: coraregacho@yahoo.com
Caters to: Students with orthopaedic impairment.
Facilities/Assistive Devices providing: Ramp

MAPUA INSTITUTE OF TECHNOLOGY
2544 Taft Avenue, Manila
Other Branches/Extensions: MCL/MHSS/MAPUA – Makati
Contact Details:
Telephone No./s: (02) 247-5000
Email Address: admission@mapua.edu.ph ; registrar@mapua.edu.ph
Website: www.mapua.edu.ph ; www.facebook.com/MapuaInstitute
Caters to: Students with orthopaedic impairment.
Facilities/Assistive Devices providing: Use of elevator.

MIRIAM COLLEGE
Katipunan Avenue, Loyola Heights, Quezon City 1108
Contact Details:
Telephone No./s: 407-6971; 580-5400
Email Address: mui@mc.edu.ph
Website: www.mc.edu.ph
Caters to: Students with orthopaedic impairment, hearing/speech impairment, neurodevelopmental disorders. Note: PWDs are accepted provided they pass the entrance exam.
Facilities/Assistive Devices providing: They provide accessible facilities

(e.g. toilet, phone booth, etc), ramp, notetakers for deaf/tutorials and

provide assistance of Sign Language Interpreters.
Scholarships offered: 1. Academic scholarships;

2. partial scholarships for support services and transportation.

PAMANTASAN NG LUNGSOD NG MAYNILA (PLM)
Gen. Luna cor. Muralla Streets, Intramuros, Manila
Contact Details:
Telephone No./s: (02) 528-4584; 528-4572; 527-1466
Email Address: refer to website for particular concern
Website: www.plm.edu.pj
Caters to:Students with visual impairment, orthopaedic impairment,

hearing impairment, speech impairment.
Scholarships offered: All scholarships are offered to all qualified

students with or without disabilities.

PHILIPPINE NORMAL UNIVERSITY (PNU)
Taft Avenue, Manila
Other Branches: PNU – Cadiz, PNU – Isabela, PNU- Lopez, PNU – Agusan
Contact Details:
Telephone No./s: 527-6664; 527-0375
Email Address: president@pnu.edu.ph
Website: http://pnu.edu.ph/
Caters to: Students with visual and hearing impairments.
Facilities/Assistive Devices providing:
They provide accessible facilities (e.g. toilet, phone booth, etc),

braille printer, magnifier, ramp, wheelchair.
Scholarships offered: 1. REAP (Recto’s Education Assistance Program);

2. Students are supported by RBI;

3. World Learning-Global Exchange Program for East Asia and the Pacific.

ST. JOSEPH’S COLLEGE OF QUEZON CITY (SJCQC)
295 E. Rodriguez Sr. Blvd., Quezon City
Contact Details:
Telephone No./s: (02) 723-0221 to 23 or 725-5197
Email Address: info@sjqc.edu.ph
Website: www.sjqc.edu.ph
Caters to: Students with orthopaedic impairment, hearing/speech impairment,

learning disabilities, psychosocial/mental disabilities.
Facilities/Assistive Devices providing: SJCQC has a SPED Department

that is equipped with facilities responding to the needs of special children with disabilities.

SOURCE: National Council on Disability Affairs
Accessed August 22, 2013

No copyright infringement intended.

The 13th Philippine National Autism Conference

2013-08-22T13:06:00.003+08:00

The 13th Philippine National Autism Conference
October 26-27 2013
Meralco Multi-Purpose Hall
Ortigas Avenue, Pasig City

To register
Call +632.9266941
Email philnac2013@gmail.com

Conference Details

Free ABA Seminar for Parents of Children with Special Needs

2013-08-21T18:32:00.001+08:00

I Love Someone With Autism Mug

2013-08-13T16:45:00.000+08:00

We are offering personalized mugs for sale! In partnership with Omart Digiprint, a small online store of my father.

Great for corporate giveaways, Christmas gifts, and birthday souvenirs. You decide what you want written or placed and we do the lay-out for you, free of charge! You can put names, logos, quotes, pictures, character designs like anime, minions, hello kitty, snoopy, and many more!

Every mug comes in a free box!

Shipping is shouldered by the buyer. Purchase 20 mugs, and you get shipping for free!

We are currently offering a give-away on Facebook! Just follow these simple steps:

1. LIKE the following pages:
Omart Digiprint and Exploring Possibilities

2. SHARE this post (post found on FB pages)

Also, on Instagram!

1. LIKE the following pages:
Omart Digiprint and Exploring Possibilities

2. REGRAM and tag us with 3 of your friends with hashtag #ilovesome1withautism (post found on Instagram pages)

Get ready for the next Big Thing to happen this September at Manila Ocean Park!

2013-08-13T09:26:00.000+08:00

Watch out for more fun and educational trivia and our various

Sharks and Rays encounter programs here at Manila Ocean Park!

MANILA OCEAN PARK

Behind Quirino Grandstand, Luneta, Manila 1000

Open every day from 10:00AM – 8:00PM (weekdays)

And 9:00AM – 9:00PM (weekends and holidays)

T: (632) 567-7777

www.manilaoceanpark.com

Stay on Trend with Firmoo Free Glasses in August

2013-08-12T20:06:00.003+08:00

1. New Customers get your first pair free at Firmoo.com right now! Check out more products!
2. All free code eligible eyegwear at that page is offered in limited quantities every day. First come, first served!
3. For new customers only. One pair per person.
4. All free frames come complete with 1.50 single vision lenses, complimentary cases, cleaning cloth and other accessories. You just need to pay shipping.
5. Full refund for dissatisfaction.

(The above model photos are all derived from Firmoo+.)
New Customers, check more products for your first free pair at Firmoo.com right now! You just need to pay shipping. First come, first served!
Furthermore, Firmoo currently partner with 4sponsor, a safe, easy & efficient platform where we released cooperation opportunities there. For this reason, you can try to look for your suitable opportunity there. Begin your first try now!
About Firmoo
Firmoo is the World's Most Popular Online Eyeglasses Store. We have always been committed ourselves to offering customers the best quality products at the most affordable prices which start at 8 dollars- 80%-90% lower compared to that in local store.

I Love Someone With Autism Mug Giveaway! (Philippines Only)

2013-08-10T10:53:00.001+08:00

Hi! In celebration of our 100th likes in Facebook, I will be giving away this mug:

back design:

If you wish to join, all you need to do is

LIKE the following FACEBOOK PAGES:

1. https://www.facebook.com/pages/Omart-Digiprint/501131239968159

2. https://www.facebook.com/possibilities17

Share the picture "I Love Someone With Autism Mug Giveaway" from the pages.

Ends on September 15, 2013 at 8PM

Winner will be announced via Facebook on September 15, 2013 at 10PM

NOTE:

There is a separate giveaway via Instagram.

Follow @possibilities on IG and increase your chances of getting a mug!

Thanks!

Autism Trust Foundation

2013-07-27T18:28:00.001+08:00

I received an email inviting us to an Autism Awareness event in Dubai. I am not sure if this is legitimate. If it is, maybe you'd like to join.

email goes:

To Whom It May Concern:
Sir/ Madam:
                                                                                                                               It is our pleasure to write you and extend a formal invitation to your Organization to participate in the Annual Autism Awareness Day Celebration, which will be on the 2nd Day of April 2014. The Special gathering will be held at Jumeira, Zabeel Saray – Dubai, United Arab Emirates.

The Board of Drawings Event will highlight the occasion which will be participated in by different countries like PHILIPPINES, United Arab Emirates, Kingdom of Saudi Arabia, Lebanon, Syria, United Kingdom, Argentina, Palestine, United States of America, Canada, Ecuador, China, Jordan, Australia, New Zealand, Kuwait, Oman and Bahrain.

Board of specialized juries will choose the best paintings of each participating country based from the criteria provided by the hosting Organization. While 1000 paintings sent by the different participants will be exhibited at Sheikh Zayed Road, Media City for public awareness.

This Event will be officially covered   by GUINNESS BOOK OF WORLD RECORD in cooperation with all the media partners of Autism Trust Foundation-UAE since it will be the FIRST and BIGGEST board of drawings made by children with autism.

The Global Activity aims to promote international awareness on AUTISM, recognize creativity among these children ,  develop  camaraderie and oneness among nations and raise sufficient funds for the improvement , development and advancement  of Autism Centers.

Thank you very much and we will be glad to hear from you soon.  Find attached for contest guidelines   --

Regards

Neville Ragual
Sales Event Coordinator
Mob: +971 529065171
Tel:   +971 4 392 2223 P.O.Box:   300191 Email: neville@atfoffice.com
www.autismtrustfoundation.com

Info update

2013-07-25T23:06:00.001+08:00

I've sent an email to those in the directory and some bounced as the email acct is no longer active. I deleted those email addresses from the list already. If you have new email addresses please let me know so I can update the directory list.

Once again, I need your help to update the directory list. If you know of some more centers/schools not on the list; or some already closed down please let me know so we can keep the list updated.

Thanks guys!

When Special Children Are Not So Special

2013-07-18T09:51:00.001+08:00

http://autismacceptanceday.blogspot.com

Any children with a disability or disorder needs special needs, ergo, they are called special children. They were not called as such because they have ice cream on top, or they are supposed to be given preferential treatment. A little consideration, yes, but they also just want to be normal just like you and me.

My son, Dale, once asked me "Mom, can you help me? It's my brain. I think it's wired differently. I do not think like you or everyone else. I have prayed every night, just like you said. I asked God to please, please, please make my brother and my classmates like me, but it's not working. They still keep saying that they hate me." As a mother, my heart broke at what he said. I cannot fathom why someone can say that they hate a person and mean it. Hate is such a strong word, and so is love; and both should be said and given when it is true.

What can I say to my child that could make him feel better? Is it really true that everything will be okay in the end? That when I told him to just ignore the bullies, will they really stop?

This is our society. When we see a person who seems to be looking at nothing or seems to be laughing on his own, we conclude that the person is mentally ill. When the person do not say "Hi!" back at you or just hum when he is bored, we say he is autistic, "May sariling mundo."

Then we go say "Aw..." at the new McDonald'scommercial, but never really understood what those brothers have gone through. Children with Down Syndrome are easily recognized because of their physical appearance, but what about the other children with different disabilities? They look just like you and me. If McDonald's used a "KUYA" with ADHD, will you still recognize his disability? Will you still say "Aw...?"

Personally, if you see a differently-abled child, you do not need to know what he's got. You need not bother with labeling, especially if you are not there to help him. Labeling is important only to those who are handling his case, like a therapist or a doctor. It is important for them so they can treat him properly. Labeling should never be used as a tool to ridicule a person or to limit his capabilities.

That is the reason behind wanting to change the label to CWA (Children with Autism) from "autistic," because it becomes who they are. Thus, instead of saying "I have autism," you define yourself by saying "I am autistic." Autism is not the person, autism is just a disorder he has.

And I dream of a world where we all know the difference.

PTA Meeting 2013

2013-06-23T20:22:00.000+08:00

This year's Parents' Orientation Day at my sons' school was uneventful except for one moment when Dale's adviser told me that his teacher in TLE made him cry. She said she found Dale looking like he was about to cry and when she asked why he said that he cannot cry because I will get mad at him (referring to the first tantrum). When she said that it was okay, tears started falling. He said that his TLE teacher told him she hates him! When the adviser asked the TLE teacher, she said that she was really tired that day and Dale started making noise in the classroom. The adviser then asked me to understand the TLE teacher because she was old and her class with Dale was the last class and she was tired.

Dale wants everyone to like him. He doesn't want enemies. His archenemy, Tony (his brother who I cannot control), likes to tell Dale "I hate you!" whenever he's angry at him. That's why Dale prays for Tony every night. His classmates also bullies him with that sentence because they know that Dale hates being told that.

So, I was dumbstruck when she told me that. I asked her "Between the two of us, do you think that what the teacher said was right?" She asked me for my patience. I told her the school accepted my son knowing what his condition was. We have been patient with the bullying from his classmates. I have told Dale to be patient with them, and he is coping with it. But, this is a teacher we are talking about! Hate is a very strong word for us, let alone for Dale. If she doesn't have the patience, then she shouldn't be a teacher. Maybe she should retire!

Nonetheless, I told Dale to tread lightly with this particular teacher. He should be extra careful on what he does. He cannot just stand up or make noise. Some of his teachers tolerate his "behavior" because they know that Dale still listens to the lesson even without looking at them. A handful of teachers already testified to this. There was this one teacher who told me honestly that he wanted Dale to feel ashamed that he wasn't listening (because he was drawing on his notebook), so he suddenly asked Dale to recite. When Dale was able to answer all questions correctly, he said he was the one who felt ashamed of himself.

I plan on talking to his guidance councilor about this because we want this on record that this happened. I fear that this might result to the teacher making it harder for Dale, but we also do not want to let her think that she can get away with harsh words. Teachers are second parents. Parents shouldn't hate their children.

Republic Act No. 10524

2013-06-20T13:36:00.001+08:00

Hooray for positive changes! President Aquino signed RA 10524 last month which is an act expanding the Magna Carta for Persons with Disability. It assures equal opportunity for employment stating that "No person with disability shall be denied access to opportunities for suitable employment."

The law states that at least one percent (1%) of the work force of all government agencies shall be reserved for PWDs; and private corporations with more than a hundred employees are also "encouraged" to do the same.

The copy of the law can be found here.

Why I Took a Break

2013-06-20T13:22:00.001+08:00

The Break

I took a break from blogging for quite some time. I didn't feel the need to explain, but I read a blog post that did explain why she was QUITTING to blog about her son, and while I am not up for quitting entirely, i wanted to share my sentiments on why I took a break.

Dale is now 14 years old, a teenager. Just like any other, he likes to play video games and watch Youtube videos. I started this blog as a sort of therapy for me. I thought that recording my thoughts on Dale's journey will lessen the anxieties and pain. It did, at some point. However, I did not think of the repercussions it will bring on Dale. Instead of thinking about it though, I learned to put everything in God's hands. We managed, without getting everything out there in the open for every one to read, to criticize, to laugh at, to judge.

I learned to give Dale the privacy he deserved. He threw a tantrum without anyone knowing. He was circumcised without his pictures plastered on this page. We triumphed at what his recent assessment said. We were called to the Guidance Office without everyone judging why. We gave ourselves the chance to heal. And we did.

The Return

I am blogging again. Why I am doing this is for a number of reasons. One is to be able to do something. I am, for the rest of my life, ongoing dialysis. I basically am an invalid for three days in a week, when I sit or lounge on a chair for more then four hours to get my blood clean. I am jobless and all I do for the rest of the week is either sleep or play games on my phone. I felt it was a horrid way of life. I wanted to change that and make something out of the rest of the days that I am "well."

Two, I am now blogging, not for me, but for others. I believe that if there are parents out there who are looking for other parents like me, then I should be available. I think I have the experience, the knowledge, and the strength to provide comfort and support for parents of children with special needs. I do not know everything, but at least I can be of moral support to them. I also would like to help other schools and centers to become a venue where they can reach out to parents.

So, yes, I am blogging... but I will choose what to blog about. I will not blog about Dale all the time with a long post, but will update about him from time to time. I will collate other articles about differently-abled children and tell you about it. I will still feature centers and schools on the blog. Links can be found on the right side bar.

The facebook page is up and gaining more likes. Please Like us on Facebook! Link can be found on the left hand side bar. I am also the "expert" on special education at Xpert.ph. When they approached me on becoming "expert," I really hesitated. I mean, I am no expert! Surely, someone who is a SPED teacher is best suited. But they insisted, so yeah, if you're not a member yet, please register at Xpert.ph, it's a website where a team of experts on different fields can assist you on various topics.

So, thank you. For everyone who still reads this blog. I hope that I can still be of help to you, one way or another. For personal stuff, though, I manage a different blog. Hope to see you there, as well!

1st Tantrum for Grade 8

2013-06-18T12:08:00.002+08:00

Dale is now in Grade 8 (2nd Year High School) and I learned from his brother Tony (Grade 7) that he cried at school yesterday during CL (Christian Living). When I asked him, he said because the teacher said that it was bad if you did not go hear Mass. Remembering the time that he didn't, he started feeling bad and cried. The teacher had to call the Guidance counselor.

Of course, I had a talk with him again and he said "Oh. Is crying considered a tantrum?" :)

ASP Seminars on Vision and Music Therapy

2013-06-18T11:54:00.000+08:00

Back to Back ASP Seminars (Vision and Music Therapy) on June 29. --> https://docs.google.com/spreadsheet/viewform?formkey=dHJoNDBGQm9yUkF4Y05HbUVPdVplTXc6MQ#gid=0

Vision Therapy

9:00 AM - 12:00 NN The seminar will provide parents, special education teachers and other service providers’ strategies for their children with autism to have monocular visual focus that will later initiate alignment of the visual axes of the two (2) eyes until eye contact is attained. They will learn simple visual perceptual skills and visual information processing techniques for the autistic child to be more attentive in order to develop the essential cognitive skills that play a very important role in the learning process.

Dr. Teresita R. Yambot, OD, MAED, MSO, FPAO is an educator, an optometrist in vision development and a civic leader. She was an outstanding student and graduated Magna Cum Laude from Manila Central University. Dr. Yambot served her alma mater as a professor from 1976-2000 and dean of the College of Optometry from 1990-1994. She was a recipient of various scholarships, researches and professional awards. To top it all, Dr. Yambot was awarded one of the 10 Outstanding Professionals in 2007 awarded by the Federation of Philippine Professional Associations of the Professional Regulation Commission and “Ulirang Ina” by the Quezon City government in 2009. She has occupied numerous positions in the academe and in socio-civic organizations. Dr. Yambot has conducted countless researches in her field of expertise and has presented her works in national and international conferences.

Music Therapy

1:30 PM - 4:30 PM Dr. Estrella R. Agustin, Ph.D., MFLCD, BM is an educator, a musician, a clinician and a civic lider. She obtained her Ph.D. in Educational of Psychology and MA in Family Life and Child Development from the University of the Philippines, Diliman. She has an intensive of 2 years training in Liturgy and music from St. Andrews Seminary. She served as Department Chairperson of Department of Family Life and Child Development of the UP Diliman. She is currently teaching at UP Diliman and serves as Chairman of College of Home Economics at the said university. She is also a Music Intervention Specialist and Music Therapy Section Head at St. Luke’s Medical Center. Dr. Agustin contributes numerous researches and creative writings in her field of expertise.

FEATURE: Speciabilities Development Center (SDC)

2013-06-06T11:12:00.000+08:00

NOTE:

Exploring Possibilities is featuring schools/therapy centers on the blog to better help parents/caregivers to choose the right educational partner for their special needs child.

Please note however, that this is not an advertisement, but rather, a guide.

If you wish to be featured on the blog, kindly submit your information (history, mission/vision/philosophy, programs, services, facilities, faculty, rates, promos, contact information, directions). You may include photos and videos like staff/faculty group picture, facilities, or students in action.

Exploring Possibilities did not receive any monetary compensation for this feature.

Speciabilities Development Center (SDC)

11 Binmaka St., Manresa, Quezon City, 1115 Philippines

We have retained our old contact numbers:

(+632) 361-9178 or (+632) 364-3460 or e-mail us at speciabilities@yahoo.com

“Enhancing every individual’s special abilities”

Speciabilities Development Center is a SPECIAL SCHOOL for children, adolescents and adults with Autism, ADHD/ADD, PDD, Mental Retardation, Down Syndrome, Speech Delay, Learning Disability, Cerebral Palsy, Traumatic Brain Injury and other developmental disabilities.

************* Mission *************

It is the mission of SPECIABILITIES DEVELOPMENT CENTER to educate and train individuals with disabilities to fully equip them with the necessary skills and knowledge for productive independent living.

************* Vision *************

SPECIABILITIES DEVELOPMENT CENTER shall be the school of choice for the physical, mental, social, occupational, and spiritual developments of special individuals in ways that acknowledge their uniqueness and prepares them to achieve their optimum potential.

************** Philosophy **************

That everyone has a right to education and employment regardless of status, competency or disability.
That every person is unique in his needs, abilities, learning styles, attitudes, and behavior.
That through all these, education must play a vital part. It should make the development of every person both a duty and a passion. It must make the educational process fun, experimental, sustained, collaborative, flexible, patient, and compassionate.

******* Programs for Special Education Class ********

Job Training and Placement Program
            The program is designed to provide training to young adults and adolescents the necessary discipline and work skills needed to prepare them to function fully and independently as part of society;s workforce. This training helps to promote social and interpersonal skills, builds personal care skills and develops community awareness.

Personal - Social Skills Program
            The program will enhance and develop the social interaction skills of every student as well as refine their self-help skills.

Extended Day Program
            This program is intended to fully enrich the learning potential of every student beyond the required class hours. The students stay in the school for the whole day and they are given a variety of activities to supplement their educational development.

Practical Academics
            The students will be taught practical knowledge in their academic subjects most importantly in the core areas of English and Math that they can apply in daily living and for future employment.

Interactive Community Experience Program (ICEP)
            The students will have the opportunity to visit different institutions in the community such as churches, banks, fire stations, bookstores and other places of interest to apply, enhance and validate classroom learning. The educational trips will enrich the student's basic knowledge on the institutions by learning through experience.

Sports and Recreation Program
            A variety of sports activities will be made available to every student such as swimming badminton, basketball, tennis and table tennis. These activities enhance their socialization skills while encouraging them to be active for their general development. Recreational activities will be offered as well such as arts and crafts. These in turn will tap the creative side of every student and takes the form of a therapy too.

Livelihood Program
            The qualified students cook and sell snacks. On special occasions, they make special products such as chocolate lollipops, oatmeal cookies during the month of February. The profit will be divided among them.

Integrated Caregiver Program
            The caregivers students will be trained and integrated in the over-all class activities. They are required to attend in the class and act as teacher aides for proper training. This will train them to properly implement the skills learned by their ward in school to the home setting.

***************** SERVICES *****************

1. Occupational Therapy (one-on-one or dyad)
2. Speech Therapy (one-on-one or dyad)
3. Physical Therapy (one-on-one)
4. Special Education (SPED) Tutorials

NOTE:
Subjects to be taught depends on the need of the student. This is on a one-on-one basis and on a per-hour basis.

5. Chinese Lessons (Mandarin, Fookien, or Pinyin)

NOTE:
This is on a one-on-one basis and on a per-hour basis.

***************** FEATURES *****************

Low teacher-student ratio (1 teacher to 3 students or less).

An individualized Edcation Plan (IEP) for each student to identify their level, goals, and method to achieve them.

Licensed Special Education (SPED) teachers and top-notch therapists from prestigious Universities.

Air-conditioned classrooms.

***************** SDC TEAM *****************

Marian Christine V. Patriarca, Ph.D. cand.
Directress
YEARS OF SERVICE: 7 years
SCHOOL ATTENDED:
University of the Philippines Diliman
(MA Special Education, Masters in Business Administration units,
Ph.D. Educational Administration - dissertation writing)
ACHIEVEMENTS:
University Scholar, gives talk and trains teachers and
parents all over the country on special education (SPED).
She is also a breastfeeding counselor in-training.

Marry Jane Estayan
Secretary
YEARS OF SERVICE: 7 years

Charmaine Vea C. Bald
Special Educator
YEARS OF SERVICE: 2 years
SCHOOLS ATTENDED:
Far Eastern University (BS Psychology),
REACH, Inc. (Certificate in Special Education)

Kimberly Magbanua Mirador
Special Educator
YEARS OF SERVICE: less than 1 year
SCHOOL ATTENDED: Far Eastern University (Major in Special Education)

Hannah Grace Laderas
Special Educator
YEARS OF SERVICE: less than 1 year
SCHOOL ATTENDED: University of Santo Tomas (BS Psychology)

Karl Olivier R. Jamandra, CSP-PASP
SP Coordinator
YEARS OF SERVICE: 4 years
SCHOOL ATTENDED: University of the Philippines-Manila
ACHIEVEMENTS: College scholar, Dean's lister, High School Valedictorian

Krizia Anna N. Lazaro
SP Asst. Coordinator
YEARS OF SERVICE: 4 years
SCHOOL ATTENDED: University of the Philippines-Manila
ACHIEVEMENTS: College scholar, Dean's lister

Roselle Anne L. Dionisio, CSP-PASP
Speech Pathologist
YEARS OF SERVICE: 4 years
SCHOOL ATTENDED: University of the Philippines-Manila

Katrina A. Quijano-Adriano, CSP-PASP
Speech Pathologist
YEARS OF SERVICE: 2 years
SCHOOL ATTENDED: University of the Philippines-Manila
ACHIEVEMENTS: Best Thesis (UP-CAMP SP Batch 2005)

Maricel A. Mangohig
Speech Pathologist
YEARS OF SERVICE: 1 year
SCHOOL ATTENDED: University of the Philippines-Manila

Christine Marie C. Buzon, OTRP
OT Coordinator
YEARS OF SERVICE: 3 years
SCHOOL ATTENDED:
University of the Philippines-Manila
ACHIEVEMENTS:
Dean's lister, College scholar, PGH-DRM Leadership Awardee,
Occupational Therapy Licensure Board Topnotcher (8th place)

Ruel A. Solitario, OTRP
Occupational Therapist
YEARS OF SERVICE: 4 years
SCHOOL ATTENDED: University of the Philippines-Manila

Carina Marie L. Castillo, OTRP
Occupational Therapist
YEARS OF SERVICE: 3 years
SCHOOL ATTENDED: University of the Philippines-Manila
ACHIEVEMENTS: Best Thesis 2008, College scholar, Dean's lister,
Society of Occupational Therapy Majors President 2006-2007

Calvin Lester M. Leorna, OTR, OTRP
Occupational Therapist
YEARS OF SERVICE: 6 years
SCHOOL ATTENDED:
University of the Philippines-Manila
ACHIEVEMENTS:
July 2005 Occupational Therapy Licensure Board Topnotcher (2nd place),
National Board for Certification of Occupational Therapists (NBCOT) Passer

Marie Ellinore E. Silverio, OTRP
YEARS OF SERVICE: 2 years
SCHOOL ATTENDED: University of Santo Tomas
ACHIEVEMENTS: Clinical Supervisor, Seminar speaker

Aira Alondra T. Uy, OTRP
Occupational Therapist
YEARS OF SERVICE: 3 years
SCHOOL ATTENDED: University of Santo Tomas
ACHIEVEMENTS:
July 2008 Occupational Therapy Licensure Board Topnotcher (3rd place),
3rd Best Intern UST-CRS Batch 2007

Kim Gerald G. Medallon, OTRP
Occupational Therapist
YEARS OF SERVICE: 2 years
SCHOOL ATTENDED: University of Santo Tomas
ACHIEVEMENTS:
July 2010 Occupational Therapy Licensure Board Topnotcher (1st place),
Magna cum Laude, Best Occupational Therapy Intern,
Consistent Dean's lister

Ian Chester L. Manalang, OTRP
Occupational Therapist
YEARS OF SERVICE: 2 years
SCHOOL ATTENDED: University of the Philippines-Manila
ACHIEVEMENTS: Councilor, UPM-University Student Council (2008-2009)

Jose Ma. Rafael D. Ramos, OTRP
Occupational Therapist
YEARS OF SERVICE: 2 years
SCHOOL ATTENDED: University of Santo Tomas

******** RATES for THERAPY and TUTORIAL *******

P1,900 - initial evaluation for speech, occupational and physical therapy (inclusive of 2 sessions)

P600 - per session rate for speech, occupational and physical therapy (1-hour per session)

P400 - per session for SPED and Chinese tutorials (1-hour per session)

RATE for SPED CLASS: Tuition fee for the SPED Class will be determined after the FREE assessment. You can call SDC for the assessment schedule.

*********** CONTACT INFORMATION ***********

11 Binmaka St., Manresa, Quezon City, 1115 Philippines
We have retained our old contact numbers:
(+632) 361-9178 or (+632) 364-3460 or e-mail us at speciabilities@yahoo.com

DIRECTIONS by public transportation:

1. FROM QUEZON AVENUE going towards WELCOME ROTONDA: Take a jeepney going to Quiapo. Get off at Sto. Domingo Church. Along Sto. Domingo St., take a tricycle and tell the address of the school.

2. FROM PGH, TAFT or BLUMENTRITT, STA. CRUZ (1 ride only): Take Muñoz jeepney and tell the driver that you will get off at Sto. Domingo St. Cross the Del Monte Avenue to go to the other side of the street. On the 3rd street, turn left at Binmaka St. Look for the address of the school. It is on the right side with the green gate.

3. FROM MUÑOZ, QUEZON CITY (1 ride only): Take Blumentritt and/or Sta. Cruz jeepney and tell the driver that you will get off at Sto. Domingo St. No need to cross the street. On the 3rd street, turn left at Binmaka St. Look for the address of the school. It is on the right side with the green gate.

4. FROM 5th AVENUE station of LRT (1 ride only): Take Quezon Avenue jeepney and tell the driver that you will get off at Del Monte Avenue. No need to cross the street and walk going towards Banawe Avenue. On the 1st street from the point you were dropped-off, turn right at Sto. Domingo St. On the 3rd street, turn left at Binmaka St. Look for the address of the school. It is on the right side with the green gate.

DIRECTIONS by private vehicle:

1. FROM QUEZON AVENUE going towards WELCOME ROTONDA:
       1a. Along Quezon Avenue, turn right at Sto. Domingo St. (before Sto. Domingo Church). Cross Maria Clara St., N.S. Amoranto St., and Del Monte Avenue. After crossing Del Monte Avenue, turn left on the 3rd street, Binmaka St. Look for the address of the school. It is on the right side with the green gate. OR
      1b. Along Quezon Avenue, turn right at Araneta Avenue then turn left at Del Monte Avenue. On the 1st street, turn right on Sto. Domingo St. then turn left on the 3rd street, Binmaka St. Look for the address of the school. It is on the right side with the green gate.

2. FROM MUÑOZ, QUEZON CITY: Take Roosevelt Avenue going towards Quezon Avenue. Turn right at Del Monte Avenue. You will cross the intersection of Araneta Avenue. After crossing, turn right on the 1st street, Sto. Domingo St. then turn left on the 3rd street, Binmaka St. Look for the address of the school. It is on the right side with the green gate.

3. FROM 5th AVENUE station of LRT: Take Araneta Avenue and right turn on Del Monte Avenue. Then turn right again on the 1st street, Sto. Domingo St. then turn left on the 3rd street, Binmaka St. Look for the address of the school. It is on the right side with the green gate.

A Date With Kuya Dale

2013-05-21T18:23:00.000+08:00

super thirsty Dale

I am currently finishing my thesis and had to go to the university to talk to my Prof. I took Dale with me. It was a good day, even if this is the first time that other people was able to tell that he is special. The first one was the guard from the LRT station. As soon as he saw us, he asked, "Special po? Dun po sa una." The next was my Prof. He was quietly playing with my phone and I just told her he's my son, and she said "Yeah, I have a relative...."

It's no big deal, really. I'm okay with it. It's just.... it has been 14 years that we've lived like totally normal because nobody can really tell just by looking at him. Today was a different story, maybe because he was really curious about his environment, like he was looking all around the train station (we rarely ride, maybe around 3 times since he was little), and this time I was teaching him already the basics like telling him what to say when he bought the tickets, how to insert the ticket properly, standing behind the yellow line, which station to alight, how to behave, what to do when an elderly, pregnant, or disabled person comes in. Maybe, it's his attire because he was wearing just shorts and a shirt today (just because it was sooooo hot!) with his rubber shoes and he really looked like an overgrown baby. Whatever it is, though, as I said it's okay. I accept him for who he is and will forever love him.

All-in-all, it was a good day actually. I rarely have alone time with Dale, what with Anton getting jealous and all. After I was done with my meeting, we ate lunch first then went home. He was very patient and helpful because he carried my other bag with my papers in it. When we got home I told him "Thank you, Kuya, for coming with Mommy." He said, "Okay." I said "It was a good date." To which he laughed and shook his head silly, "No! You're my Mom! I can't date my mother!" LOL

Attention All Schools and Therapy Centers

2013-05-21T08:07:00.001+08:00

As I am now graduating from my Master's, I will have more time to post again here. I'm thinking... Based on the traffic report, a lot of people has been coming in because of the list (look at sidebar). To further help people in picking up the right school or therapy center for their children, I will be featuring maybe 1 or 2 therapy centers or schools a week on my blog. Don't worry, it's for free (but a free SPED seminar for me or an assessment for Dale wouldn't hurt! LOL).

All you have to do is send me information needed like your history, qualifications, services, the usual stuff you see on a website, plus pictures or videos of your school at possibilities.1217@gmail.com.

It is better that you send me a well-written piece already so I can just copy and paste. After all, you know your school/center better than I do. However, I might edit the said piece if need be.

Anyway, that post can be linked and posted/shared on your facebook page or email so you can use it as a reference for your clients.

I will be doing this as long as I have time, okay? So, if there are delays in the posting, please bear with me. I can only work on it TThS since I have dialysis MWF. Especially if I have to write the piece myself.

And one other thing, if you have articles you wrote yourself that you want to share for other parents to read, please also send it to me via email. I can post it here and on our FB page. Do like the FB page (link on the left sidebar) and share it so we can get more following. More following means more clients!

Thanks!

Info Updates

2013-04-23T11:34:00.000+08:00

I'm sorry to the one who sent me an email to update their info on the list, I accidentally deleted your email. I forgot which one of you was it. Please send me another email at atsee27@yahoo.com of your updated info.

PID, I already included you in the list, plus your requested seminar info below.

Thanks!

SPED Seminar

2013-04-23T11:27:00.003+08:00

There will be a 3-day SPED Seminar at the Phil. Institute for the Deaf on April 24, 25, 26, 2013; 9AM-3PM. Those interested may call the numbers below.

Outline of the Course

Types of Special Needs Students

Characteristics of Each Type & Recommended Programs

DepEd Policies and Guidelines for Special Education

Psychology of Exceptional Children

Class Management and Instructional Materials

Special Education Teaching Principles

Evaluation & Writing of the Individualized Education Program [IEP]

Methods and Techniques in Teaching

Hands-On: Demonstration & Practice Teaching

Course Fee: P3000 Inclusive of Handouts & Certificate of Completion

[Discounts for Students, Public School Teachers, Parents and Groups of 3 from any NGO]

Facilitator is Ms. Julie Esguerra, Speech Therapist

Venue: PID, Nagtahan, Pandacan, Manila

Tels: 564-0156*564-0126*703-1819 0927-266-1858

Dale and his fascination with Minecraft and drawing

2013-04-20T14:35:00.003+08:00

Dale has been keeping notebook after notebook of drawings. He has about 20 big notebooks that he fills up with cartoon characters. He sort of migrated to using paint and Photoshop, but he still draws in his notebooks. Here are some of his drawings:

Aren't they cute? :)

He also has a YouTube channel now for when he plays Minecraft and records them (gift he asked from my Mom is payment for the game and Bandicam, a video recording software). This is the first video he made, I was in awe because I could understand what he was saying!

Because in real life, we really cannot understand him most of the time because he talks too fast. Before he started this, I was kind of skeptical because I told him that maybe the people who will watch the video cannot understand him. I even asked him to disable comments because I told him I might not get over negative comments (LOL).

His siblings told me that Dale is a bit of boastful jerk in online gaming communities. He seems like a know-it-all. I told him not to boastful and he said he wasn't. He also congratulates them if they kill his character. Haha.

To end this post, here is his YouTube channel intro:

Hello people and friends, This is Arolf and Toast! Explore my adventures in Minecraft and more!

(Become a toaster if necessary.)

Carly and Dale

2013-04-20T14:20:00.000+08:00

It has been a long time since I wrote about Dale. He's now 14 years old and will be in Grade 8 this coming June. School was great because for the first time in years, he didn't get a line of 7 in his final grades and he finished 6th in the classroom. Behavior was tolerable, from what his teacher said. There was an episode where he ran to the library and hit a senior with a pen, but it was handled well.

He acquired another "annoying" habit of "taser-ing" his neck with his fingers. Tasering, as he calls it, is like sending an electric shock through his body. He said it helps him control the bad and evil thoughts that comes through his brain.

He also touches surfaces of the furniture or the light switch in rapid succession and tells me he is trying to ward off evil by his touch somehow. He also asked if he could speak to a priest about it. Of course, I said yes, but we haven't really gotten around to it somehow.

It's a tiring and hot summer, and all he wants to do is play on the computer or his Bolt (a tablet). He is begging off violin lessons since it's summer vacation. Maybe we'll go back as soon as school starts.

I feel terrible when most of the time I start to tell him to stop doing the things he is doing, like talking too much or whining when he doesn't get what he wants. I should understand him better. He asks me to pray with him before he sleeps because he said I help him to not think of other bad things.

He said that this attitude came also from him becoming a teenager now. Come to think of it, maybe it is. Maybe the normal rebellious teenager ways for him are these behaviors.

There was this one time that we went to a family gathering, and he didn't want to swim. He claims that the trees bother him. We got into a fight where in all the frustration, I punched him in the arm (yes, I am a bad mother) and I just screamed at him and cried while we talked. He even told me "You dare punch your own son?!" I told him things that I am not proud of and regret now. I think all my patience ran out that day. All my frustrations, I just let them melt and explode. When I wasn't talking to him anymore, he silently slid on his trunks and went to swim because he said he didn't want me to get mad anymore. He got out of the pool after an hour because I earlier said that "if you could only swim for one hour!"

The next day when we were both calm, I told him I was sorry and he said, "It's okay, Mom. I'm sorry, too, that I cannot follow everything you want me to do."

He reminds me now of Carly, the brave teenager who has autism and cannot talk. She is now 17, I think. Carly said here that her brain is wired differently. Exactly what Dale told me years ago. I am now telling myself to have more patience with him and be thankful that I have Dale, just as her parents have Carly. No two children are alike, but Carly and Dale have something in common. They just want to be happy.

Watch Carly's story below:

Fever during pregnancy more than doubles the risk of autism or developmental delay

2012-10-23T10:21:00.001+08:00

Fever during pregnancy more than doubles the risk of autism or developmental delay

Reading Remediation

2012-09-27T14:57:00.000+08:00

I’m finishing my Master’s now at the Philippine Normal University (Early Childhood Education), and one of my subjects were on Reading Remediation. A lot of children have reading difficulties, and teachers/parents need to know how to correctly teach their children how to read... and enjoy doing it!

Anyway, here is a report a classmate and I made for the class. I am no expert in this, so I don’t think I can answer questions about it. Suggestions, though, are most welcome in the comments area.

Taken from books:

•   Diagnosis and Remediation of Reading Disability by Emerald Dechant
•   Helping The Wordblind: Effective Intervention Techniques for Overcoming Reading Problems in Older Students by Rudolph Wagner, Ph.D.
•   Reading Difficulties – Their Diagnosis and Correction by Guy Bond and Miles Tinker
•   Analyzing and Treating Reading Problems by Dorothy McGinnis and Dorothy Smith

Preparation / Organization of Remedial Reading Program

•   What are the possibilities open to a student who has failed to acquire reading skills in a regular setting?
•   Should he/she leave the school system?
•   Get additional help within the system?
•   Should he seek assistance outside the familiar setting?
•   Is he doomed to failure?

These are questions we, as teachers (and/or parents), face and deal with as we see each and every student who fail the required ability in reading. We lack sufficient resources, both financial and physical to help these students. Some schools/teachers do not exert effort, while some simply do not know how. Existing facilities can be used; the leaders need not be teachers or experts; someone must assume responsibility for organizing the remedial program.

In-School Approaches

1.   Modified Curriculum
2.   Fortified Curriculum
3.   Tutorial Support
               a.    in-school support
              b.    community support
              c.    combined approach
4.   Resource Room
5.   Special Education Classes

Out of School Approaches

1.   Evening and Saturday Classes
2.   Tutorial Centers
3.   Contracted Services
4.   Home Tutors
5.   Special Intervention Programs

•   Approaches depend on many factors (age, for example); and often, a combination of several approaches can be designed to meet specific needs.

•   Effective teaching is organized—it follows a planned sequence of steps intended to encourage learning. Remedial teaching, however, is more difficult to organize owing to the complex factors underlying reading disability.

•   These children have difficulty reading, they generally do not like it. To reach these students, it is crucial for remedial
reading teachers to make reading fun at the students’ levels. This involves finding interesting and lively reading materials,
playing games, using art and creativity during class, providing success every class period and rewarding students for hard work. Some schools have remedial reading as a pull-out program, and some have push-in programs. Pull-out programs are
necessary for some children to succeed in reading. It might be more effective to develop remedial programs for specific students.

Decisions Required of the Teacher

1.   The teacher must decide whether the pupil actually is a struggling reader rather than a child of low ability.

2.   He must decide what type of teaching is needed.

3.   He must determine whether the needed remedial work can best be done in the classroom or in separate facilities and, if in the classroom, whether individually or in a sub-group.

4.   He must make an estimate of the proper length of the instructional period.

5.   He must determine the most efficient methods and materials that can be used.

6.   He must be alert to and decide how to make adjustments for the child’s special interests, for any emotional or physical defects, or conditions in the child’s home and community environment that may block his reading growth.

7.   He must be alert to and decide how to deal with the environmental factors, including the school that might be keeping the pupil from progressing in reading.

8.   He must decide how to interpret to the pupil the progress he might make.

9.   He must plan independent work activities for the pupil.

Principles of Remediation

1.   Develop a plan of remediation, put it on paper, and refer to it frequently as remediation progresses.

2.   Discover the child’s area of confidence. Remember:
              a.   The pupil is generally anxious and fearful of discussing his problem with an adult.
              b.   His anxiety and guilt are especially high when he has experienced disapproval of his parents.
              c.   The pupil’s “don’t care” attitude toward reading frequently is a “do care very much” attitude. It is a safety valve that permits the pupil to save face. Both teacher and parent should permit the pupil to have this apparent attitude without developing a feeling of guilt on the part of the pupil.

3.   The corrective or remedial methods are hardly distinct from developmental methods. One cannot “re-teach” a pupil who never learned.

4.   Develop those skills and abilities which are most necessary for immediate successful reading.

5.   Remediation should be based on and accompanied by continuous diagnosis.

6.   No one symptom, error, or mistake of itself implies an ailment of a general deficiency. Even the best reader will err at times.

7.   Perfect results on a test do not mean complete mastery.

8.   The child’s symptoms, if not correctly interpreted, may lead the teacher to provide the improper remediation.

9.   The pattern of symptoms is usually more significant than the individual symptom.

10.   Cures do not necessarily mean that the correct method of cure has been found.

11.   No remedial method has universal application.

12.   The teacher’s personality and his ability to enlist each child’s active cooperative are often more important than the specific method used. “Learning occurs in a relationship. Rapport is a subtle thing.” The pupil needs to develop a desire to learn. The teacher should:

              a.   Develop a constructive relationship with the pupil. Drop the role of an authoritative teacher. Become an interested teacher.
              b.   Be a genuine teacher.
              c.   Give total and unequivocal acceptance to the pupil despite his frequent failure in school.
              d.   Have complete faith in the pupil’s improvableness and ability to read.
              e.   Develop a feeling of empathy—not sympathy.
              f.   Have a structured, well-defined program.
              g.   Arouse interest by judicious choice of materials.

13.   No two reading disability cases probably stem from the same sources, have exactly the same pattern, or need the same instruction.

14.   Select materials that the pupil can handle and in which he is interested.

15.   Instill in the pupil a feeling of responsibility for his own progress.

16.   Some remedial approaches, if used flexibly, appear applicable to reading disability cases almost irrespective of cause.

17.    Remedial sessions must be adapted to the pupil.

18.   When we speak of remedial reading or reading disability, we often imply that there is a basic deficiency in the learner that impedes progress. It may be helpful to remind ourselves that the basic deficiency may be poor teaching.

19.   When the teacher and child meet, a major part of the teacher’s armament must be knowledge of principles of learning. Many normal children learn readily in spite of repeated violations of learning principles. However, children with learning disabilities cannot do this.

Learning Principles Particularly Applicable in Dealing with Struggling Readers
a.   The pupil learns by doing, learning occurs under conditions of practice, and over-learning is of crucial importance to poor readers.

b.   The learner cannot learn without doing, but he won’t do anything without being rewarded.

c.   Learning is often a matter of present organization and reorganization, not simply past accretion.

d.   Letters might best be taught to most children as parts of a whole word, but the perceptual whole for the struggling reader often is the single letter.

e.   The learner learns best when he is psychologically and physiologically ready to respond to the stimulus.

f.   The teacher needs to ask himself whether he is trying to get the pupil to substitute one stimulus for another or whether he wants to elicit the correct response.

g.   Each activity consists of a complex of individual movements, and improvement and learning are not necessarily attained by much reading but rather by increasing the number of correct movements in reading and by reducing the number of incorrect movements in the total complex of movements comprising the total capacity.

h.   The remedial teacher cannot be satisfied if the pupil comes up with the right answer.

i.   The teacher should exercise great care, especially with the struggling reader, to not permitting extraneous materials to come between the stimulus and the response.

j.   The teacher will make fewer mistakes in teaching if he analyzes all the variables in behavior.

k.   Learning retardation frequently results because the pupil cannot make the proper differentiations required for mastery of the learning task.

The Basic Reading Skills
I.   Perception Skills
    a.   Visual perception of form
    b.   Visual perception of capital and lower-case letters and words
    c.   auditory perception of sounds
    d.   ability to move eyes from left to right and make accurate return sweeps
    e.   increased eye span

II.   Comprehension Skills
   a.   Word meaning
         1.   matching words with pictures
         2.   reacting to the sensory images (visual, auditory, kinesthetic, taste, smell) suggested by words
         3.   associating meaning and experiences with word symbols
         4.   inferring meanings from context clues and understanding words in context
         5.   inferring meaning from word clues—roots, suffixes, prefixes, compounds
         6.   matching words with definitions
         7.   recognizing antonyms and synonyms
         8.   associating printed word symbols with other symbols such as:
                  a.   musical notes, clef, sharp, flat, rest
                  b.   mathematical signs, plus, minus, half-dollar, cents, circle
                  c.   maps
                  d.   diacritical marks in the dictionary
                  e.   phrase, sentence, and paragraph meaning
                  f.   reading the context
                  g.   reading for the main idea
                  h.   reading for details
                           1.   recognizing and organizing facts and details
                           2.   reading and following directions

III.   Word Attack Skills
         a.   using word configuration clues
         b.   using contextual clues
         c.   learning structural analysis clues
                  1.   inflectional endings
                  2.   words ending in ing
                  3.   doubling the consonant before adding ing
                  4.   compound words
                  5.   prefixes and suffixes
                  6.   the apostrophe s (‘s)
                  7.   the past tense with ed
                  8.   the plural with es
                  9.   the contractions
                  10.   syllabication
         d.   Learning phonic skills
                  1.   auditory discrimination of speech sounds
                  2.   teaching the initial consonant sounds and beginning consonant substitution
                  3.   teaching the short vowel sounds
                  4.   teaching the ending consonants
                  5.   teaching median vowel substitution
                  6.   introducing the various sounds of a and u:
                           a.   a as in “all”
                           b.   a as in “car”
                           c.   a as in “bass”
                           d.   u as in “full” or “dull”
                  7.   The consonant blends: bl, br, cl, cr, dr, fl, fr, etc.
                  8.   the letters k and q
                  9.   the long vowels
                           a.   a, e, i, o, u
                           b.   long vowel plus silent e
                           c.   ai, ay, ea, ee, oa, oe, ow
                  10.   the ly ending
                  11.   the le ending
                  12.   S pronounced as z
                  13.   speech consonant ch, sh, th, wh, gh, ph
                  14.   soft sounds c and g
                  15.   three-letter consonant blends: scr, shr, spl, spr, squ, str, thr
                  16.   the effect of r on a previous vowel: er, it, or, ur, and wa
                  17.   The diphthongs: ei, ie, oi, oy, oo, ou, au, aw, ow, er, ue
                  18.   syllabication
                  19.   silent consonants
                  20.   foreign words
                  21.   special problems of two- and three-syllable words

IV.   Reading-Study Skills
         a.   Dictionary skills
                  1.   Definition—select correct meaning that fits the context
                  2.   Alphabetizing
                  3.   Syllabication
                  4.   Accent and guide words
                  5.   Use of thumb index
                  6.   Pronunciation key
                  7.   Diacritical marks
                                         b.   Location and reference skills—use of encyclopedias, almanacs,

                                    magazines, card catalogues, etc.
                                    1.   locating specific information in a textbook
                                    2.   locating material in the index
                                    3.   ability to interpret cross references and to use the table of contents,

glossary, and footnotes
c. Use of maps, charts, tables, and footnotes

                            d.   Use of library resources: card catalogue, indexes
                            e.   Organization skills
                                          1.   selecting main ideas
                                          2.   ability to follow directions
                                          3.   arranging events and items in sequence
                                          4.   putting together ideas from various sources
                                          5.   answering questions that are answered in a printed passage
                                          6.   summarizing
                                          7.   outlining and underlining
                                          8.   note-taking
                                          9.   ability to retain and apply what has been read
                                          10.   ability to use study-methods, such as the SQRR method—surveying, questioning,

                                                        reading, recitation, review
                                          11.   Ability to read in specific content areas
                                          12.   Perceiving relationships: part-whole, cause-effect; general-specific; place, sequence,

                                                        size, and time.

V.   Interpretative and Appreciative Skills
              a.   evaluating what is read
              b.   predicting and anticipating outcomes
              c.   perceiving relationships or comparisons
              d.   suspending judgment
              e.   making inferences and drawing conclusions
              f.   interpreting figurative expressions and picturesque language
              g.   detecting bias
              h.   detecting author’s mood and purpose
              i.   filtering facts
              j.   differentiating between fact and opinion
              k.   weighing facts as to their importance
              l.   analyzing opinions
              m.   recognizing literary form
              n.   Detecting and understanding the writer’s purpose
              o.   Identifying and evaluating character traits, reactions, and motives
              p.   Recognizing literary and semantic devices and identifying the tone
              q.   Determining whether the text affirms, denies, or fails to express as opinion about a supposed fact or condition

VI.   Rate of Comprehension Skills
              a.   Left-to-right progression
              b.   Reduction of regressions
              c.   Phrase reading
              d.   Reduction of vocalization
              e.   Ability to choose an appropriate reading technique-flexibility
              f.   Scanning for specific information
              g.   Skimming skills

VII.   Oral Reading Skills
              a.   Keeping eye ahead of the voice
              b.   Enunciating clearly
              c.   Pronouncing correctly
              d.   Reading in thought units
              e.   Varying pitch and volume of voice
              f.   Adapting voice to size of room and audience

Procedures For Remediation

•   Remediation usually involves the teaching of fundamental skills. It should be stressed that they be taught within the framework of a goal-oriented process, and not as separate entities.

•   Guidelines:
–   Decide how often the therapy sessions will be held. This is dictated by the constraints on the teacher or specialist, but the greater the frequency of the meetings, the more possible improvement
–   Decide how long each session will be. Younger children need shorter sessions, usually no longer than forty-five minutes, and older children often can stay on task for an hour.
–   Decide on how many different aims can be accomplished each session. Two or three quite different activities are probably enough. The therapist should follow the principle of a balanced program. For instance, a word attack skill, a comprehension exercise, and a study skill could make up a session.
–   Provide an opportunity for success for the child. Begin with material that he can read easily, and slowly work up into more difficult things. Also make use of the teaching method with which the child is most successful.
–   Keep the student informed of the reasons for each activity, and keep him aware of the progress he is making.
–   Convince the student that he or she is a worthwhile individual who can learn.

Summary

•   Remedial reading activities can be organized by employing basic strategies and varying them to fit individual needs and situations.
•   Programs may include various in-school and out-of-school approaches, and combinations of these.
•   To be effective, remedial programs must be clearly focused and well-planned.

Procedures in ID Issuance to Persons with Disabilities (PWDs)

2012-09-24T21:08:00.005+08:00

Every person with a disability may apply for a disability ID to avail of certain benefits like free movie tickets (Makati), 20% discount on basic commodities, medicines, transportation, etc. Not everyone knows this, so if you know of a person who has a disability or chronic illness, please share the information.

NCDA Administrative Order Series of 2008 (Revised as of March 10, 2008)

B.1 Any bonafide person with permanent disability or his/her caregiver can obtain an application form from either of the following registration centers;

    Office of the Mayor
    Office of the Barangay Captain
    NCDA or its regional counterpart
    DSWD Offices
    Participating organizations with memorandum of agreements with the Department of Health

B.2 Applicant shall fill up the form, attaches two 1″ x 1″ picture with his or her signature or thumbmark behind.

B.3 He or she shall obtain a clinical abstract duly signed by any licensed private or government clinic or hospital-based physician and attach it with the application form.

B.4 Applicant, care-giver or registration center personnel then brings or uploads whichever is applicable, the application form and clinical abstract to the nearest City of Municipal Health Office or its satellite offices or stations at the barangay.

B.5 The receiving health office shall screen and perform the necessary medical and other allied medical assessment they deem necessary at no cost to the applicant for the accuracy of the entries with the actual and permanency of the condition of the PWD. If PWD is not ambulatory, the receiving health officer shall do a home visit to validate the entries and disability.

B.6 If entries of the application form and clinical abstract match the actual health condition of the PWD, the form with all attachments goes to the Health Officer of the Main City or Municipal Health Center.

B.7 The City or Municipal Health Officer shall fill up the certification form which shall be designed, reproduced and archived by the City of Municipal Health Office and shll contain but not limited to the following minimum information:

    First Name, Middle Initial and Last Name of Applicant PWD
    Diagnosis
    Complete Address
    Birthday
    Gender
    Father’s Name
    Mother’s Name
    Control Number
    Physician’s signature over Printed Name and License Number

B.8 The City or Municipal Health Officer shall affix the control number on the certification form and application form and sign the certificate of disability. The City of Municipal Health Officer shall then enter the duly signed certificate of disability to the Philippine Registry for Persons with Disabilities that can be loaded from the DOH National Office Website.

B.9 Applications that were disapproved shall be advised regarding the deficiencies and shall be allowed to reapply until complied.

B.10 The applicant or care-giver shall bring the duly approved application form and certificate of disability to the City or Municipal Social Welfare Office or NCDA for issuance of the identification card.

B.11 The nearest local Social Welfare Office or NCDA may screen applicants further and require a social case study if warranted.

B.12 If found to be a valid application, the receiving officer of the local SWO or NCDA shall record control number and issues ID to PWDs.

B.13 As to the disability that is not apparent, the establishments may ask from the PWD additional documents as proofs as to his/her disability.

C. Validity and Renewal of the ID Card

The ID card issued to the PWD shall be valid for three years only for the purpose of issuing identification cards. The first issuance shall be for free. While its renewal due to expiration, loss or damage, the issuing authorities, Mayor, Barangay Captain and NCDA shall charge minimal fee for the new ID card.

Go to this page to view the List of Provinces and Cities Issuing IDs to Persons With Disabilities.

From: National Council on Disability Affairs
Download the form here: http://www.ncda.gov.ph/downloadable-forms