09/07/2026
๐ฃ๐๐๐ฆ ๐๐ผ๐น๐ฑ๐ ๐๐๐ ๐ฆ๐ฒ๐๐๐ถ๐ผ๐ป ๐ผ๐ป ๐๐ฒ๐ฎ๐ฟ๐ป๐ฒ๐ฟ ๐๐ฑ๐ฒ๐ป๐๐ถ๐ณ๐ถ๐ฐ๐ฎ๐๐ถ๐ผ๐ป ๐ฎ๐ป๐ฑ ๐๐๐๐ฒ๐๐๐บ๐ฒ๐ป๐ ๐ถ๐ป ๐๐ป๐ฐ๐น๐๐๐ถ๐๐ฒ ๐๐ฑ๐๐ฐ๐ฎ๐๐ถ๐ผ๐ป
PAGUDPUD, Ilocos Norte โ The teaching personnel of Pagudpud Central Elementary School (PCES) participated in a Learning Action Cell (LAC) session focused on Learner Identification and Assessment in Inclusive Education, with Mrs. Renebeth Corpuz, Grade 1 Teacher, serving as the resource speaker.
During the session, Mrs. Corpuz emphasized the importance of inclusive education in ensuring that all learners are provided with equitable opportunities to participate meaningfully in school. She discussed how inclusive education supports diverse groups of learners, including those with disabilities, gifted learners, indigenous learners, learners at risk, and those coming from varied backgrounds.
The discussion highlighted effective strategies for identifying learners who may require additional support and interventions. Mrs. Corpuz presented key provisions of DepEd Order No. 23, s. 2022, also known as the Child Find Policy for Learners with Disabilities Towards Inclusive Education, which aims to identify and locate learners with disabilities and ensure their access to appropriate educational services. She explained various identification methods such as community mapping, early registration, teacher observations, parent interviews, and screening and referral processes.
Another major topic discussed was DepEd Order No. 29, s. 2018, which introduced the Multi-Factored Assessment Tool (MFAT) for Grade 1 learners. Mrs. Corpuz explained that MFAT assesses learners across five developmental domains: cognitive, communication, socio-emotional, psychomotor, and daily living skills. The tool helps teachers plan appropriate instruction and determine the support services needed by learners.
The session also covered inclusive teaching and assessment practices, including differentiated instruction and the principles of Universal Design for Learning (UDL). Participants learned how teachers can provide multiple means of representation, engagement, and expression through strategies such as audio materials, visual supports, hands-on activities, and choice-based outputs to accommodate diverse learning needs.
Mrs. Corpuz further encouraged teachers to regularly observe learner behavior, maintain anecdotal records, communicate with parents, collaborate with SPED teachers, and uphold confidentiality while addressing learnersโ unique needs.
As of this posting, participants are currently making inclusive action plans, identifying strategies they could implement in learner identification, assessment, and collaboration to strengthen inclusive education practices at PCES.
Through the activity, the PCES staff reaffirmed their commitment to creating a more inclusive, accessible, and learner-centered educational environment for all pupils.
