Whitewater Rafting In Cagayan de Oro

Whitewater Rafting is a recreational activity utilizing a raft to navigate a river or other bodies of water. This is usually done on whitewater or different degrees of rough water, in order to thrill and excite the raft passengers. The development of this activity as a leisure sport has become popular since the mid 1970s.

Whitewater Rafting in the Philippines

Tracing back the roots:

Whitewater Rafting in the Philippines originally started as a “hobby” by a group of outdoor sports enthusiasts organized by the Cagayan de Oro Whitewater Rafting Adventure (CDOWRRA) sometime in the month of June year 1995 led by Mr. Rupert M. Domingo and his group with the goal of introducing whitewater rafting sport in the country. However, the group has been involved in river expeditions and explorations; it took 10 years for Mr. Domingo and his partner Julius Bioco to transform their passion into a thriving business serving local and foreign clients. From 1985 to 1995, they surveyed the river by sections, making repeated crossing on inflated tire tubes or crude floats made of banana trunks. Painstakingly, they identified the different channels and stretches of the river. Studying the characteristics and honing their skills in paddling the wild rapids of Cagayan de Oro River to perfection.

Cagayan de Oro Whitewater Rafting

Cagayan de Oro City is home to some of the most scenic and exhilarating whitewater rafting and dubbed as the “adventure capital” in the Philippines.

Rafting Adventure Philippines (RAP) formerly the Cagayan de Oro Whitewater rafting Adventure (CDOWWRA), the PIONEER and most respected Cagayan de Oro river rafting outfitter, has been providing top quality river rafting trips since 1995. A whitewater rafting trip combined with any of the area’s many outdoor activities; provide the basis for a fun and memorable vacation. On our river rafting trips, you will meet other people who enjoy being outdoors along the spectacular Cagayan de Oro River, bask in the splendor of the lust vegetation scenery, pause for a moment while cruising the calm waters and embrace Mother Nature, and have time to mingle with the friendliest river guides to enjoy a Cagayan de Oro river rafting adventure.

It is the gateway of the northern Mindanao. This Philippine city resembled something close to a picturesque, rural town just a few years back. In recent days though, Cagayan de Oro – or CDO, as most of the other Pinoys are wont to call it – has experienced a rather startling makeover, pushing the bar between a rural-urban hybrids, where downtown certainly looks the part while the suburbs are the most secluded gated subdivisions one could ever try trekking to.

The heart of the city harnesses a serene welcome of suburban people. A simple jeep ride is enough to demonstrate this fact. From the downtown divider Divisoria, a jeep en route to the airport takes you up Carmen Hill, a sprawling mini-mountain with impressive scenery and natural formations such as the Historic Macahambus Cave and Macahambus Adventure Park in the barangay of Lumbia. Nearby is the Ateneo de Cagayan college of Agriculture, which can give you a view of expansive tracts of land geared towards the development of agri-tech expertise in the country.

Apparently, there are few things that the City is famous for…

source of:

http://www.raftingadventurephilippines.com/whitewater-rafting-cagayandeoro.html

This is my life

Life defines in Metabolism,
In reproduction,
we make our miniature selves,
our look alike
In the power of adaptation,
like what is in now,
What is fashionable,
how I blend with all of you
How I mimic you,
how I become a clown to you,

Life in being nice
This is my life A short and a merry one
This my life In the middle of my own life
To life,
a life,
in the hope of discovering the meaning of my life,
My speech my poetry
Come to life with me
To the life,
for the life of one like me,
Not taking this life in my own hands,
Never,
never,
To life,
this is life
As big as life
as large as life is large
In resiliency,
in elasticity
Animations, cartooning, animate,
I vivify
I vilify
I quicken
I liken
The life force in my life’s functions
Drawn from life
to life drawn
Dream to life a life full of dreams
This liveliness, this sparkle
This effervescence of life,
this bubbling life like wine
This sprightliness like soft
Drink like energy drinks
This verve,
this vigor
this vivacity
Of life to life as big as life
My life
This is my life
This me I am life
I am energy
i am in this poem trying to run
away from everything in my life,
running in life
to life and life,
because of life,
for life.

Ecosystem Services and Sustainability

What are Ecosystem Services?

♥ Most of us spend the bulk of our lives in human-made houses, office buildings, factories, cars, and other artificial environments that insulate us from raw nature.

• Control and moderate.
• Provide us with and renew air, water, and soil.
• Recycle vital nutrients through chemical cycling.
• Provide us with renewable and nonrenewable energy sources and nonrenewable minerals.
• Furnish us with food, fiber, medicines, timber, and paper.
• Pollinate crops and other plant species.
• Absorb, dilute, or detoxify many pollutants and toxic chemicals.
• Help control populations of pests and disease organisms.
• Slow soil erosion and help prevent flooding.
• Provide the biodiversity of genes and species needed to adapt to ever-changing environmental conditions through evolution and genetic engineering.

Why is Biodiversity such an important Ecosystem Service?

♥ The result of these changes is Biological Diversity or Biodiversity : the many forms of life the conditions currently found on earth.

• Genetic Diversity

• Species Diversity

• Ecological diversity

♥ Another term for diversity is wildness : the existence of wild gene pools, species, and ecosystems that are completely or mostly undistributed by human activities.

What are the two basic principles of Ecosystem Sustainability?

1. By using renewable solar energy as their energy source and...

2. By recycling reasonably efficiently the nutrients its organisms need for survival, growth, and reproduction .

Why is an understanding of Ecology essential for Environmental Studies?

♥ We have seen that the essential features of the living and nonliving parts of individual ecosystems, and of the ecosphere as a whole, are interdependence and connectedness. Without the services performed by diverse communities of species, we would be starving, gasping for breath and drowning in our own wastes.

“The problem of human future range far beyond ecology, yet ecology is an essential part of them.”

- Robert H. Whitaker

• 
  

Prepared by:

MELANIE BERNDETTE BORJA

BEED-SPED3C

ICT Policy For Kenya

WHAT ARE ICTs?

ICTs ARE TECHNOLOGIES FOR:

• PROCESSING INFORMATION (PRESENTING IT IN VARIOUS FORMS, STORING IT, SEARCHING FOR IT, REPRODUCING IT, ETC.)

• TRANSMITTING INFORMATION FROM ONE GEOGRAPHICAL POINT TO ANOTHER, FROM ONE PERSON TO ANOTHER, TO A GROUP OF PEOPLE OR TO THE WHOLE COMMUNITY

ICT Policy For Kenya

Scope of ICTs

Traditional ICTs

• The Printed Book

• Postal Service

• The Printed Press

• Film

• Radio and Television

• Recorded Music

ICT Policy For Kenya

New ICTs

• Telecommunications

• Computers

• The Internet

ICT Policy For Kenya

Convergence

• Technologies for the processing and transmission of information have began to use the same language or convergent.

• This is as a result of the process of digitalisation.

What is an ICT Policy?

• A policy is a program of planned activities to achieve a set of objectives.

• In many countries, national policies are formulated to achieve national development goals.

Why an ICT Policy?

• “PUBLIC INTEREST”

• Economic, Political and Social Cultural functions

Scope of an ICT Policy?

• ICT policy so as to apply to one or more categories of ICTs.

• A sectoral basis such as health, education or agriculture – sometimes referred to as vertical policies.

How Policies Formulated?

• Policy-making is a process

• normally involves the expression of conflicting interests.

• It is convenient to think of such interests as being represented by “actors” who engage in debate and decision-making.

• in appropriate locations or “fora” where decisions are made.

How is it implemented?

• Policies have to be expressed in specific rules or regulations which can be applied to guide and control activities of ICTs on practical basis.

• Regulations are devices for solving or avoiding some particular problem or issue of ICT Policy.

• They change their character and salience over time and from place to place.

How should is it Monitored?

• Policy - Why

• Strategy - What

• Implementation – How

How should is it Monitored?

• Not with standing the reasons why a country may select such objectives, in any particular sector or area, policies, strategies and implementation plans are respective responses to three main questions: why? What? And how.

ict policy in new zealand

New Zealand has the world's highest access to telecommunications per capita, with the cost of accessing the Internet being almost as low as it is in the United States. Research shows that New Zealanders are usually quick to embrace new technology. New Zealanders have been buying computers, signing up to Internet Service Providers (ISPs), and going online at an internationally impressive rate.

Information and Communication Technologies (ICT) Strategy for Schools, 2002-2004 has been developed in consultation with schools, researchers, tertiary education providers, businesses, and others. It builds upon the achievements of the 1998 strategy (Interactive Education: An Information and Communication Technologies Strategy for Schools) and the lessons learnt from it. The ICT strategy recognises that to focus on technical skills alone is to limit the vision of ICT in education. Rather, the focus must be on extending and deepening educational experiences (and on sharing those experiences) to work towards further developing an innovative and thriving society.

The Second Information Technology in Education Study (SITES), an international research project New Zealand participated in, and The Information and Communication Technologies (ICT) in Schools Survey was undertaken by the Information Technology Advisory Group (ITAG) and involved over three hundred schools. Research findings and feedback indicate that no single model will ensure that ICT is used to its greatest effect in every school. However, some key insights have emerged, useful in guiding the future developments of all countries:

Insights for future ICT developments

• Informed, high-quality leadership is essential. School leaders need to be committed to change and to support collaboration among teachers and the school community.
• Bringing about improvements, and embedding those improvements into day-to-day practices, takes time. However, short programmes are important because they raise awareness of ICT, generate enthusiasm, and clarify the roles of educational leaders in enhancing their school's teaching and learning. Short programmes are also valuable because they promote collegial support and the development of networks.
• When approaching ICT, teachers are sometimes oriented towards skill development. However, the acquisition of technical skills does not necessarily lead to critical and creative thinking or improved pedagogy. When identifying purposes for their ICT developments, successful schools appear to go beyond technology, drawing on their knowledge of how people learn, higher-order thinking, effective knowledge management, information literacy, teamwork, and self-evaluation.
• To transform their practice, teachers must have ready access to technology and be active, confident technology users with a desire to learn. They need to become researchers of their own practice.
• Teachers are most open to change when they have collegial support. The greatest benefits for teaching and learning appear to occur when teams of people work together, learn from each other, and have access to sustained support as they integrate ICT into their teaching.
• The "school-cluster" model has proved effective. Schools determine the model they will use, their needs and priorities, and their pace of work. Schools appreciate their autonomy, and this engenders a sense of ownership and responsibility.
• The amount of readily available information about how teachers include ICT within their classroom programmes is limited.
• The amount of readily available information about how students use ICT in their learning processes is limited.

Further areas for development include:

• developing leadership skills, because leaders and facilitators with a sound understanding of ICT and its use in teaching and learning are crucial to successful professional development;
• focusing on long-term goals and solutions rather than on short-term improvements;
• ensuring that classroom practice involving ICT is seamlessly linked to the curriculum;
• ensuring that newly qualified teachers have the skills and knowledge to begin using ICT effectively in their teaching and learning;
• developing and sharing information about ICT and how it links to the ways in which people learn, higher-order thinking, effective knowledge management, information literacy, problem solving, teamwork, and self-evaluation;
• enabling learners to critically evaluate material from the Internet for its authority, accuracy, and relevance to their task;
• considering how ICT can be used to its best effect at the senior-secondary level, given the pressure of qualifications;
• ensuring that the ICT infrastructure is able to respond to the educational demands for ICT;
• supporting partnerships and community initiatives.

Bearing all this in mind, the following plan has been developed:

Vision
The vision is:
for all students, irrespective of their backgrounds,

• to develop the knowledge, understandings, skills, and attitudes
• to participate fully in society,
• to achieve in a global economy,
• and to have a strong sense of identity and culture.

This vision will be achieved with the combined skills and leadership of teachers, principals, boards of trustees, Màori, students and their families and communities, tertiary education providers, businesses, and the government.

Principles
The following principles, which are drawn from The New Zealand Curriculum Framework, have guided the development of this ICT strategy. The strategy supports the Framework, which:

• establishes direction for learning and assessment in New Zealand schools;
• fosters achievement and success for all students;
• provides for flexibility, enabling schools and teachers to design programmes which are appropriate to the learning needs of their students;
• encourages students to become independent and life-long learners;
• recognises the significance of the Treaty of Waitangi;
• reflects the multicultural nature of New Zealand society;
• relates learning to the wider world.

Goal

The broad goal of the ICT strategy is:

• to enhance the development of
• students' knowledge, understandings, skills, and attitudes
• through the appropriate and effective use of ICT.

Subgoals

The following subgoals will contribute to achieving the broad goal:

• Learners - to enable learners to succeed to the best of their ability in the New Zealand Curriculum;
• Teachers - to support and develop education professionals so that they are able to effectively use ICT for teaching, learning, and classroom management;
• Màori - to improve the educational experiences of tauira Màori (Màori students) and the educational outcomes for them and to expand their opportunities to embrace their tikanga, te reo Màori, and other capabilities and to participate fully at home and abroad;
• Leaders - to support and enhance leaders' effective use of ICT in school learning, teaching, management, and administration;
• Infrastructure - to support the development of an effective, efficient, and appropriate ICT infrastructure;
• Families, communities, businesses, and other stakeholders - to effectively engage families, communities, businesses, and other stakeholders to enhance students' knowledge, understandings, skills, and attitudes.

SPED60

BORJA, MELANIE BERNADETTE

BEED-SPED2C

The lives of 5 great contributors of study of behavioral management:

Educational psychology, Clinical psychology, Applied psychology, Environmental psychology, & Developmental psychology.

Educational psychology- Branch of psychology concerned with the learning processes and psychological issues associated with the teaching and training of students. The educational psychologist studies the cognitive development of students and the various factors involved in learning, including aptitude and learning measurement, the creative process, and the motivational forces that influence student-teacher dynamics.

Educational psychologists "study what people think and do as they teach and learn a particular curriculum in a particular environment where education and training are intended to take place"

Clinical psychology- branch of psychology that focuses on human development and interaction and supports therapeutic intervention to aid the problem solving of individuals, couples, families, and groups.

Branch of psychology concerned with the diagnosis and treatment of mental disorders. Clinical psychologists evaluate patients through interviews, observation, and psychological tests, and they apply current research findings and methodologies in making diagnoses and assigning treatments. Most clinical psychologists hold an academic degree (Ph.D. or Psy.D.) rather than a medical degree (M.D.); they may provide psychotherapy but cannot prescribe medications.

The branch of psychology that studies and treats emotional or behavioral disorders.

Clinical psychology is an integration of science, theory and clinical knowledge for the purpose of understanding, preventing, and relieving psychologically based distress or dysfunction and to promote subjective well-being and personal development.

Applied Psychology- The basic premise of applied psychology is the use of psychological principles and theories to overcome problems in other areas, such as mental health, business management, education, health, product design, ergonomics, and law. Applied psychology includes the areas of clinical psychology, industrial and organizational psychology, occupational health psychology, human factors, forensic psychology, engineering psychology, as well as many other areas such as school psychology, sports psychology and community psychology. In addition, a number of specialized areas in the general field of psychology have applied branches (e.g., applied social psychology, applied cognitive psychology).

One founder of applied psychology was Hugo Münsterberg. He came to America from Germany, and, like many aspiring psychologists during the late 19th century, originally studied philosophy. Münsterberg had many interests in the field of psychology such as purposive psychology, social psychology and forensic psychology.

Environmental Psychology- A study concerned with the ways in which man perceives his environment.

--- is an interdisciplinary field focused on the interplay between humans and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments. Since its conception, the field has been committed to the development of a discipline that is both value oriented and problem oriented, prioritizing research aiming at solving complex environmental problems in the pursuit of individual well-being within a larger society. *When solving problems involving human-environment interactions, whether global or local, one must have a model of human nature that predicts the environmental conditions under which humans will behave in a decent and creative manner. With such a model one can design, manage, protect and/or restore environments that enhance reasonable behavior, predict what the likely outcome will be when these conditions are not met, and diagnose problem situations. The field develops such a model of human nature while retaining a broad and inherently multidisciplinary focus. It explores such dissimilar issues as common property resource management, way finding in complex settings, the effect of environmental stress on human performance, the characteristics of restorative environments, human information processing, and the promotion of durable conservation behavior. This multidisciplinary paradigm has not only characterized the dynamic for which environmental psychology is expected to develop, but it has been the catalyst in attracting other schools of knowledge in its pursuit as well aside from research psychologists. Geographers, economists, geographers, policy-makers, sociologists, anthropologists, educators, and product developers all have discovered and participated in this field. * Although "environmental psychology" is arguably the best-known and most comprehensive description of the field, it is also known as human factors science, cognitive ergonomics, environmental social sciences, architectural psychology, socio-architecture, ecological psychology, ecopsychology, behavioral geography, environment-behavior studies, person-environment studies, environmental sociology, social ecology, and environmental design research.

Developmental Psychology- Branch of psychology concerned with changes in cognitive, motivational, psychophysiological, and social functioning that occur throughout the human life span.

--- The study of age-related changes in behavior from birth to death. Developmental psychologists attempt to determine the causes of such changes. Most research has concentrated on the development of children, but there is increasing interest in the elderly, and to a lesser extent in other age groups.

Developmental psychology, also known as human development, is the scientific study of systematic psychological changes that occur in human beings over the course of their life span. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire life span. This field examines change across a broad range of topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and conceptual understanding; language acquisition; social, personality, and emotional development; and self-concept and identity formation.

Developmental psychology includes issues such as the extent to which development occurs through the gradual accumulation of knowledge versus stage-like development, or the extent to which children are born with innate mental structures versus learning through experience.

SPED30 Assessment ot the child compilation for Final Exam (1st sem.)

BORJA, Melanie Bernadette S.

BEED-SPED2C

I. Child's History

Background Information:

Name:

Nick-name:

Date of birth:

Age

Gender

Address:

Name of parents

Contact details:

Referred by: Ms. Lesly Rodas

Source/Respondent

Relation to the child:

Date of assessment: October 2010

Working impression: Based on Dr. Doroja's diagnose, Am-am has an Autism SPECTRUM disorder with moderate to Severe Mental Retardation.

HEALTH HISTORY

The Mother of A****l was sick during her first 3 months of pregnancy. She take a medicine to cure. A****l was born inside their house. The labor lasted for 14 hours from 2pm to 4am. When he was delivered his condition was also okay. After 1 year, his parents noticed that he doesn't had an eye contact. He doesn't have a hereditary illness and allergies. When am-am was 4 years of age he loved to cut papers. His mother was worried because of his situation so she consulted to Dr. Doroja and was assessed that am-am has an Autism SPECTRUM Disorder with moderate to Severe Mental Retardation.

Am-am sleep's in his own bed but not totally separated from his parents and his younger brother's bed. His eating patterns is normal but he is not allowed to eat sweet foods or any kind as long as its sweet because it can make him hyper. He loves to watch cartoons. He usually sleeps in the afternoon. He has also a normal toileting pattern, and he is particular of his grooving and hygiene. He can take a bath by himself, dress independently, brushes his teeth, formally and he hates to see things that are not arranged.

EDUCATIONAL HISTORY

A****l was enrolled at City Central School SPED center for only 2 months. His parents decided to stop studying because he was bitten by his classmate. He become afraid and not comfortable in his environment, he hates to hold a pencil. He does not like to be forced to write. He loves beads and clays. In their classroom, am-am and the rest of his classmates sits all the time on their assigned chairs always because they were locked by their teacher. So am-am become wild as what the mother observed. From the assessment of Dr. Doroja she suggested that its better for the child to stay at home and teach him about household chores (e.g washing plates/clothes & etc.).

HOME ENVIRONMENT

Am-am was the eldest son in their family. He has one young brother who is very close to him. They are 9 members in the family including his mother and father. His mother is the one who gives the tender loving care to him. According to his mother “hindi siya pabigat sa amin.” as well as to his father's reaction. And also to his one and only brother loves him. He understand his brothers' situation and he always give a chance like foods and playing and he also assist his brother. He and his mother are very close because both of them are always at home while his father is is on duty. Am-am was known to be a trouble maker because if he don't like his playmates he pushed them away. His mother give examples of his training. Am-am is helpful because he can laundry, wash the dishes, and he sweeps the floor. He arranged the clothes and observes cleanliness.

II. DEVELOPMENTAL HISTORY

◙ Work Behavior

learns to: needs to learn:

• response to name calling • anxiety towards stranger

• neatness of work and work area • imitation skills

• off-task behavior • compliance to oral instruction

• punctuality • safety: avoidance of common dangers

• frustration of tolerance • to behave during activities

• social eye contact

◙ Fine Motor

1. Transfer objects from one place to another.

2. Tear wrappers of his snack

3. Push and pull the door.

4. Fold his clothes.

5. Hold objects tightly.

* Basic play skills

learns to: needs to learn:

• Carrying toys from place to place. • Naming toys and objects used.

• To behave during activity time.

• To avoid hurting his playmates.

* Skills for playing alone

Learns to: needs to learn:

• Scooping water/beads • completing puzzles

• Cutting/pasting/scribbling/coloring • coloring

• pictures

• playing computer games

• etc.

◙ Gross Motor

Learns to:

1. To sit properly.

2. Coordinate and balance forgoing up and the down the stairs.

3. To walk, run, and jump.

Needs to learn:

1. To climb the stairs

◙ Cognitive Skills

Learns to:

1. Match few shape blocks to shape toy.

2. Arrange in a series of clays horizontally.

3. Imitate on how to form clays into circle.

Needs to learn:

1. Match at least all basic shapes to shape toy.

2. To imitate on how to make other shapes aside from circles through clays.

* Self-care and living skills:skills for going to toilet:

• Recognize the urge to go to toilet

• Wait to eliminate.

• Enter the bathroom alone.

* Skills for dressing

Learns to:

• Remove his pants

• Put on his pants

• Put on a clean shirt after getting sweat due to our activity on shape making through clays.

• Put on his socks.

• Put on a shirt.

• Button on a front button of his polo shirt.

• Put on shoes.

• Zip up his zippers.

• Tie his shoes.

• Hang his clothes after he used it.

* Skills for eating

1. Drink a soft drinks, milk, juices, and water in a cup.

2. Eat with a spoon and fork during eating period.

* Skills for grooming

1. dry his hands after washing it.

2. Wash his hands after our activity on shape forming through clays.

3. Brush his teeth after eating.

4. Wash his face.

5. Dry his body after bath.

6. Clean his ears.

7. Wash his hair after shampoo.

8. Trim his finger and toe nails.

◙ Advance skills for dressing

1. Sort dirty and clean clothes.

2. Fold and hang his clothes.

3. Wear clean and pressed clothes.

4. Selects his own clothes.

5. Select on what clothes to wear according to occasion.

* Grooming and Hygiene

1. use a deodorant.

2. use a mirror to check his appearance.

3. use a perfume when he feels sweat.

4. Use an alcohol after an activity.

5. Clean of dirt.

* Laundry

• separate clean shirt from dirty shirts.

• Wash his clothes by hands.

• Hang his clothes in a clothes line.

• To iron clothes if needed.

* Food preparation

Learns to: Needs to learn:

1. prepare a snack when he feels hungry. 1. Prepare for dinner.

2. Clean off table after eating.

* Health care

Learns to:

1. Eat a balance diet. He loves to eat vegetables.

2. Always sleep in the afternoon.

Needs to learn:

1. To treat his wounds or to care for his wounds for immediate heal.

2. To treat himself when he got sick. (e.g headache, cold, and nosebleed)

* Home-care skills: Cleaning

1. Empty the food basket when they go to market.

2. Sweep the leaves on the ground. He helps his mother on sweeping the leaves on the ground.

IV. SPECIFIC RECOMMENDATION

Work behavior:

A****l 's behavior is a wide range of repetitive behaviors. Can't do by himself the activity like to trace broken horizontal lines. He can't imitate to work on, So he is recommended to trace a broken lines vertically to practice and enhance his skills.

Cognitive:

For mind base or cognitive, he match few block shapes to shape toy. He can imitate on how to form a circles through clays. And he can arrange in a series of clays horizontally. So he is good in terms of forming a circles through clays.

Communication:

A****l was a deaf. He communicate to people through more actions and not by speaking. He speaks this word repetitively “Geh” or “Gah” in times that he is angry, or asking some things or pleasing somebody. He is not noisy or talkative.

Physical/Motor:

A****l has an innocent physical appearance, he is just typically normal ones. A really good looking, with a medium body weight enough. He is taller to his mother and father even he is just 15 years old boy.

Self-help Care:

A****l cares about his self. He don't have any problem about self-help care because he knows how to take a bath by himself, and he is too kind and helpful to others. He is the type of person that prefers to have a clean environment and organized things. He puts alcohol after eating or doing an activity.

In this, he will remember all his activity and he should be monitored and evaluated to measure if he is making a progress.

ACADEMIC ASSESSMENT A****l learns to.. • Work Behavior Concentrate to the given activity for a longer time. Respect adult authority. He follows instructions given to him. Curious on what you're doing. • Communication Communicate his feelings and needs through babbling. • Paper pencil tasks Trace a broken lines vertically. Trace a broken lines in a form of no. 1 • Pre-Math Match few shape blocks to shapes toy.

A****l needs to learn... To be patient during the activity in matching basic shapes on shapes toy. To work on the activity independently. To preserve the activity even when meeting difficulties to the task. Complete a task before beginning another. Sign language for better communication. In nodding his head when he says “yes” to trace broken horizontal lines. To match the shape objects according to size. To match all the shape objects to shapes toy. Identify shapes.

IV. RECOMMENDATION

A.) Summative Evaluation

When a***l was 4 years old he was brought his mother to Dra. Doroja and for consultation he was assessed as having Autism SPECTRUM with moderate to severe mental retardation.

A****l did not continue his studies anymore because of his behavior like pushing his classmates away, hate to hold a pencil, and sometimes a trouble maker. According to his doctor, A****l is no longer educable when it comes to his academic skills.

He can focus for only a few minutes, he plays by making circles out of clay, he cant imitate on how to work or he cant follow others instruction except from his mother. He becomes hyper when he meet new faces such as strangers.

A****l needs to improve his his behavior and social skills so that he will learn to love others. He also needs communication to communicate people, more practice on writing, and imitation to work on. In over all observation, am-am can't focus continually; only few times to focus things.

B.) Placement Option

His mother was the one who teaches him after he stopped schooling. The learning environment was okay unlike when he was schooling at City Central SPED center which is the reason why he stopped schooling because they were locked in their chairs by the teachers.

The class size: Teachers and classmates were not okay because one of a****l's teacher is forcing to write while holding a pencil. And also, he is not comfortable because one of his classmates bite him.

A***** has a different educational toys where an educational resource room is available. This room is where he placed all his educational toys and as well as all his activity are extended for him.

VI. TEAMWORK STRATEGY

The SPED teachers, parents and other professionals should call a meeting so that they can discuss the needs of a*******l. We can communicate by or through using cellphones or internet to every member of the team as many as we can. They should always monitor and evaluate progress.

VII. CONCLUSION

I'm hoping that someday am-am can help his self in order to become a better person and for him to function normally because his parents and young brother as his family, is willing and very supportive to him. We know that he can do and able to learn. Potential to learn and become socially fluent, no matter how impaired he may be. Though no breakthroughs appear likely to occur any time soon, there is cause for hope.