{"id":1505,"date":"2020-07-16T02:36:26","date_gmt":"2020-07-16T02:36:26","guid":{"rendered":"https:\/\/cardphils.com\/auxiliary\/?page_id=1505"},"modified":"2025-11-19T07:32:15","modified_gmt":"2025-11-19T07:32:15","slug":"schoolhandbook","status":"publish","type":"page","link":"https:\/\/cardphils.com\/auxiliary\/schoolhandbook\/","title":{"rendered":"schoolhandbook"},"content":{"rendered":"

July 2020 release updated for use during the pandemic<\/h3>\n

SCHOOL
\nHANDBOOK
\n<\/h1>\n

898A Palace Road, B.F. Homes, Las Pinas City<\/p>\n

www.cardphils.com
contact@cardphils.com
(+632) 8820-8719 or (+632) 8826-8270<\/p>\n

year 2020<\/h3>\n

What is autism?<\/h2>\n

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Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior.
Although autism can be diagnosed at any age, it is said to be a \u201cdevelopmental disorder\u201d because symptoms
generally, appear in the first two years of life. According to the Diagnostic and Statistical The American
Psychiatric Association\u2019s Diagnostic and Statistical Manual, Fifth Edition (DSM-5) provides the following
diagnostic criteria for 299.00 autism spectrum disorder:<\/p>\n

    \n
  1. Persistent deficits in social communication and social interaction across multiple contexts, as manifested
    by the following, currently or by history (examples are illustrative, not exhaustive; see text):<\/li>\n<\/ol>\n
      \n
    • Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.<\/li>\n
    • Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.<\/li>\n
    • Deficits in developing, maintaining, and understand relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to the absence of interest in peers<\/li>\n<\/ul>\n

      What is the aim of the CARD, Phils.-PAFI?<\/h2>\n

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      CARD, Phils.-PAFI is a non-stock, non-profit organization that provides persons with Autistic Spectrum Disorders or ASD and their families a broad range of services addressing their medical, psychological, social, and vocational needs. Its vision is a world where persons with autism (PWAs) have the right to self-determination, meaningful education, gainful employment, personal development, social interaction, and political participation. It aims to provide people with autistic spectrum disorder (ASD) with quality education for life to help them develop their fullest potentials.<\/p>\n

      Our mission is as follows:<\/strong> We are a training, education, and information resource center for the management of autistic spectrum disorders. We provide a full range of services from childhood to adulthood needed by persons with autistic spectrum disorders, their families, and communities. We are a dynamic and sustainable service institution of highly skilled and committed professionals, parents, and caregivers working together for the welfare of persons with autistic spectrum disorders.<\/p>\n

      The School and its History<\/h2>\n

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      The Center for Autism and Related Disorders is a non- profit, parent-managed foundation. Since 1995, CARD
      has specialized in the education and training of people with autism (PWAs), their families, peers, carers,
      teachers and employers. By partnering with families, government and civil society, CARD teaches
      communities the intrinsic and unique value of the autistic outlook and empowers PWAs and their families to
      live with joy, meaning and purpose. It was established in 1995 and aims to provide PWAs and their families
      and caregivers with a broad range of therapy services addressing their medical, psychological, social,
      education and vocational needs. It is SEC \u2013 registered, recognized by the Department of Education and the
      Department of Social Welfare and Development. It has also provided a venue for thesis students in SPED and
      other disability related professionals (such as developmental pediatricians, psychologists and therapists)
      who wish to deepen their training and understanding of educational interventions for PWAs. Staffed by a
      dedicated and enthusiastic team of teachers, therapists and doctors, CARD \u2013 PAFI assists its clients in coping
      with the debilitating effects of autism throughout their lives by providing a structured and holistic
      educational program based on functionality and lifelong learning. CARD-PAFI also promotes the cause of
      autism by networking and helping other schools and agencies in developing services for PWAs. CARD-PAFI
      services include diagnostic assessment for school placement and educational program development,
      education programs both in school and in homes using the unique FIT curriculum, teacher training and
      development, therapy, including occupational, physical and music therapy, training of caregivers and
      parents, research in autism epidemiology and therapies, community outreach and networking and bakery
      training.<\/p>\n

      CARD \u2013 PAFI has been the recipient of several grants from local and international funding agencies. For example, in 2006, CARD \u2013 PAFI received a grant from Philippine Australian Community Assistance Program (PACAP) to develop a pilot vocational model which later became the school baking program. This project has also received additional funding from Lloyd George Asia Foundation of Hongkong.<\/p>\n

      The school population consists of about 50 students with autism ranging from 4 to 40 years of age. It has also served more than 100 students and families through its home programs. Some of its teachers, such as its art instructor and its previous assistant teacher, are PWAs themselves<\/p>\n

      The CARD Curriculum<\/h2>\n

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      The CARD curriculum framework is based on its FIT model for intervention called the F. I. T. Approach, which<\/strong>
      stands for Functional, Integrated, Team Approach<\/strong>. This model addresses four basic spheres of human
      engagement: health, personal life, work and sociopolitical participation. The main essence of the curriculum is to guide them in becoming individuals who are able to survive independently as well as become functional and productive members of the society.<\/p>\n

      \t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n

      FUNCTIONAL<\/strong>
      Focusing on whole-life skills that include age-appropriate activities they need. We also consider their current and future living domains and the activities needed by these persons in their day to day survival.<\/p>\n

      INTEGRATED<\/strong>
      The delivery of educational interventions and therapy is embedded within the student\u2019s multi-layered social environment and synergizes with personal, family, peer, community and professional resources available to each individual student.<\/p>\n

      TEAM APPROACH<\/strong>
      Emphasizing on the collaboration and teamwork of all the key players to ensure consistency and success in the implementation of their educational programs. Key players include medical professionals, teachers, therapists, social workers, counselors, parents, caregivers, and other people in the community dealing with individuals and their families.<\/p>\n

      Programs and services<\/h2>\n

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      On-site program<\/strong>
      This is a daily intervention program for various age levels focusing on developing daily living skills, as well as vocational skills emphasizing on school-home collaboration and partnership.<\/p>\n

      The school curriculum is based on CARD\u2019S \u201cWheel of Life\u201d functional, integrated, and team (FIT) approach. It has the following components: Adaptive Physical Education, Pre-vocational Skills and Community Integration, Behavioral Modification, Communication, Socialization, Pre-academics, Gross and Fine Motor Skills, and Recreation<\/strong>. Teachers, therapists, and parents work hand in hand to provide specialized intervention programs based on the needs of clients during day-long sessions.<\/p>\n

      Pre-School and Primary Level<\/strong> (2.6 to 11.11 years old)
      Transition and Adult Level<\/strong> (12 years old up)<\/p>\n

      Home training program<\/strong>
      This is a home-based training program for PWAs and their parents\/caregivers on how to manage their
      children at home. The program lasts for about 3 to 4 months with monitoring visits by the teachers at
      home.<\/p>\n

      Tutorials (Center-based and Home-based)<\/strong>
      Special Education ( SPED) tutorial sessions addressing the student\u2019s task performance and daily living skills;
      and guiding the family to implement different management strategies.<\/p>\n

      Training for parents, caregivers, siblings<\/strong>
      Training packages address the specific coping needs of parents, siblings, and caregivers. These feature
      interactive lectures, videos, and hands-on training. Intensive training is provided to teachers and other
      professionals who wish to acquire in-depth mastery of the theory and skills in autism intervention. Exposure
      programs are given to students of psychology or special education and other related courses.<\/p>\n

      Parent\/Professionals Training<\/strong><\/p>\n

      Phase 1 Training: \u201cFirst Things First\u201d
      Phase 2 Training: \u201cStep by Step\u201d
      This is a two-day seminar-workshop on autism and management strategies scheduled for all parents of CARD
      students and other interested parties.<\/p>\n

      \u00a0<\/p>\n

      Goals and objectives<\/h2>\n

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      The overall goal of the CARD is to address the broad range of individual problems by offering each individual a functional development program, which is designed to fit their individual needs.<\/p>\n

      Each program shall have a focus on but will not be limited to the following:<\/p>\n

        \n
      1. An individualized program shall be designed to deal with each child\u2019s pattern of strengths and deficits in order to maximize his\/her functionality.<\/li>\n
      2. A trained professional shall utilize behavioural modification techniques to reinforce acceptable behaviours and diminish unacceptable behaviours of the person with Autistic Spectrum Disorders (ASD) so that his\/her behaviour is acceptable at home, school and in the community.<\/li>\n
      3. Verbal and\/or nonverbal communication shall be developed in a way that meets the child\u2019s real needs. Students will develop a desire to communicate intentionally, verbally, or non-verbally, in order that their needs can be met.<\/li>\n
      4. At the earliest possible opportunity, persons with ASD shall be trained in functional living skills so that they are able to accomplish tasks, which will strengthen their independence and allow them to reach their fullest potential.<\/li>\n
      5. Pre-academic and Functional Academic programs shall be used to facilitate intellectual growth,
        cognitive development and reasoning.<\/li>\n<\/ol>\n

        \u00a0<\/p>\n

        Our focus is the well-being, growth, and functional development of persons with ASD. We sincerely hope the programs we have designed and evaluated reflect our commitment to addressing the disabilities and behavioral problems of each person under our care and we look forward to a meaningful and dynamic partnership with you as we enter each program year.<\/p>\n

        Developmental program<\/h2>\n

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        Students are grouped according to their chronological ages, taking into consideration level of intellect, communication skills (verbal or nonverbal) and nature of behavioral difficulties.<\/p>\n

        Each regular program involves a minimum of two and a maximum of four students. One on one sessions are provided for persons with severe difficulties in specific areas of their behavioral development, but he\/she is grouped with other children for other areas of development.<\/p>\n

        Given that a majority of persons with ASD are severely afflicted, there exists a great amount of difficulty in learning. Thus, we believe that the education of the person with ASD must be based on the functional needs of each individual. Learning needs must be prioritized, such that deficits that hamper participation in a classroom setting are dealt with first before other areas are addressed. Students who are able to manage their difficulties (which would interfere with their ability to live amongst people in their communities) are eligible to enroll in regular schools. Such a program needs close coordination with CARD. The student may continue to be enrolled in CARD, Phils – PAFI for other areas of his\/her development which a regular classroom structure may not provide.<\/p>\n

        \ud83d\udc49 \u201cFirst things first\u201d program.<\/strong><\/p>\n

        Based on an assessment of current abilities and areas of difficulty, programs in basic skills such as: sit, wait,
        come, walk, eat a variety of food, drink, be toilet trained, bathe oneself, have a haircut, dress himself, go to the doctor, go to the dentist, approach-request, be aware of the danger, join family outings, respond when
        called, eye contact, compliance, etc., are developed and carried out.<\/p>\n

        \ud83d\udc49 Behavioral programs.<\/strong><\/p>\n

        Behavior that interferes with the ability to learn is modified or extinguished. These include the control
        and prevention of the following:<\/p>\n

        1\ufe0f\u20e3 Disruptive behavior such as tantrums, running away, screaming, throwing objects, and grabbing.<\/p>\n

        2\ufe0f\u20e3 Resistant behavior or non-compliance such as adjustment to new places, people, objects, schedules, and activities; and changes in general.<\/p>\n

        3\ufe0f\u20e3 Self-stimulation and stereotype behavior such as hand flapping, fingers twiddling, rocking, giggling, twirling, etc.<\/p>\n

        4\ufe0f\u20e3 Aggressive behavior such as biting, kicking, hitting, headbanging, and throwing of objects at others.<\/p>\n

        5\ufe0f\u20e3 Obsession such as with eating, drinking, objects, insects, numbers, letters, and people attachments.<\/p>\n

        6\ufe0f\u20e3 Manipulative and attention-seeking behavior such as over-demanding, disruptive, non-compliant actions.<\/p>\n

        7\ufe0f\u20e3 Cut \u2013 off or avoidance behavior such as physical withdrawal, singing. Hiding, running away, diving, and repetitive \u2018no, no, no\u2019.\u00a0<\/p>\n

        \ud83d\udc49 Adaptation skills.<\/strong><\/p>\n

        The program focuses on developing the ability of the person to work and live with people and develop skills, which will aid in \u2018community survival\u2019 such as:<\/p>\n

        1\ufe0f\u20e3 Tolerance through desensitization program
        2\ufe0f\u20e3 Social skills
        3\ufe0f\u20e3 Play\/recreation and leisure skills
        4\ufe0f\u20e3 Pre-vocational skills
        5\ufe0f\u20e3 Vocational skills
        6\ufe0f\u20e3 Community integration skills<\/p>\n

        Communication \/ Social communication skill<\/strong><\/p>\n

        This program provides structured intervention activities to develop functional communication for verbal and non-verbal persons with ASD. This involves the use of augmentative forms of communication such as signs and gestures and visuals along with speech and language to develop as many functions as possible in order
        that the child may appropriately communicate needs and wants. Communication programs are designed to suit the skill levels of each child. Higher functioning students are taught more social communication, conversational skills wherein they are taught how to ask and respond to questions as well as the concept of
        turn-taking in verbal interaction.<\/p>\n

        Gross and Fine Motor Skills<\/strong><\/p>\n

        The Gross and Fine Motor Skills program develops the child\u2019s body coordination, ability to control balance, strength, and speed. Focus is on eye-hand coordination, finger dexterity, and motor control for self-help in preparation for higher-level skills.<\/p>\n

        Functional skills.<\/strong><\/p>\n

        The functional skills program develops skills of independence in performing activities for daily living such as:<\/p>\n

        1.\u00a0 Eating
        2. Toileting
        3. Grooming and hygiene
        4. Dressing
        5. Household chores\/living skills
        6. Self-management skills
        7. Others<\/p>\n

        \ud83d\udc49 Pre-academic & functional academic skills.<\/strong><\/p>\n

        These programs focus on functional reading, functional writing, and functional mathematics, the three basic concepts that are highly used in the daily living of a person. Other area concepts are tackled such as functional science based on the purpose and need of the child.<\/p>\n

        General operating policies
        \n<\/h2>\n

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        \ud83d\udcc6 CARD, Phils – PAFI calendar<\/strong><\/p>\n

        CARD, Phils.-PAFI operates on a bi-semester basis. The Summer Program is offered as an integral
        component of the yearly curriculum. Enrollment for the upcoming school calendar year is during the
        Summer Program during office hours, Monday through Friday from 8:00 a.m. to 5:00 p. m.
        School Administration Office is closed during the vacation period. Late registrants will only be accepted
        depending on the availability of the appropriate class level for your child. CARD, Phils.-PAFI\u2019s opening day is
        usually the same as the date prescribed by the Department of Education.<\/p>\n

        \ud83d\udcc3 Admission requirements<\/strong><\/p>\n

        Before a child may be enrolled at CARD, Phils \u2013 PAFI, the following requirements must be accomplished:<\/p>\n

        1\ufe0f\u20e3 Referral letter indicating the diagnosis, specific needs and recommendations from a Developmental Pediatrician, or other qualified Diagnosticians and Professionals.
        2\ufe0f\u20e3 Student\u2019s Records Photo-copies of the child\u2019s following records:
        \u2714 Medical records
        \u2714 Child\u2019s birth certificate
        \u2714 School record\/s (if child is attending or was previously enrolled in other school\/center)
        \u2714 Reports from previous\/present therapist.<\/p>\n

        3\ufe0f\u20e3 An Individualized Educational Assessment to be conducted by CARD\u2019s educational specialist (CARD
        teacher or therapist) shall serve as a basis for matching the child\u2019s needs with CARD\u2019s services and preparing the Individualized Educational Program\/Individualized transition program (IEP\/ITP) of each child. A formal report will be rendered to the parents. The fees for the evaluation shall be charged separately.
        4\ufe0f\u20e3 Entry Interview and orientation of parents
        5\ufe0f\u20e3 Attendance of parents in Phase 1 and Phase 2 training
        6\ufe0f\u20e3 Attendance of caregiver in Caregiver\u2019s training
        7\ufe0f\u20e3 Full payment of Reservation Fee
        8\ufe0f\u20e3 Full payment of Cash Deposit<\/p>\n

        Parents are required to submit the above requirements within 30 days upon entry; otherwise, the child will
        not be permitted to come to school.<\/p>\n

        \ud83d\udcb3 Fees<\/strong><\/p>\n

        CARD, Phils.-PAFI shall provide parents with the option to pay all the required fees depending on the
        payment scheme they agree to avail.
        The tuition fees are charged separately upon the child\u2019s admission and are not in any way incorporated or
        included in the cash bond, which is refundable upon the departure of the student from CARD, Phils. – PAFI<\/p>\n

        The tuition fees and other incidentals charged to each child will vary depending upon the recommendations
        for placement made by CARD\u2019s education specialist. Hence, children who can tolerate longer hours at CARD
        and for whom a longer program is recommended will be charged a higher tuition fee than one who stays
        only the minimum number of hours at CARD, Phils.-PAFI.
        Deadline for payment of the Reservation Fee is end of March. If the parents fail to pay the reservation fee,
        the Center has the right to give the slot to other potential student enrollees for the next school year. Finally,
        tuition fees are subject to increase annually.<\/p>\n

        \ud83d\udc68\u200d\ud83d\udd2c Therapy services<\/strong><\/p>\n

        CARD, Phils.-PAFI consider various therapeutic services in relation to the child\u2019s needs and developmental
        level. The school interfaces its curriculum with these services when the educational specialist determines
        that the child can benefit from an individual occupational and\/or speech therapy program. Individual
        therapeutic services are provided either by independent practitioners or by professionals contracted by the
        school.<\/p>\n

        \ud83d\udc54\ud83d\udc5a Uniforms<\/strong><\/p>\n

        The students are required to wear CARD, Phils.-PAFI prescribed uniform which they MUST wear Mondays
        thru Fridays. Parents are advised to purchase a suitable number so that the child will have a clean T-shirt
        available at all times.<\/p>\n

        Pre-school and Primary<\/strong>
        Male \u2013 White Polo with CARD patch, khaki shorts, clean white socks and comfortable shoes or sneakers,
        CARD, Phils.-PAFI identification card
        Female \u2013 Blouse with CARD patch, CARD, Phils.-PAFI identification card, skirt or pants, clean white socks and
        comfortable shoes or sneakers
        P.E. uniform: White T-shirt with CARD patch, jogging pants, rubber shoes and socks, personal hand towel<\/p>\n

        Transition<\/strong>
        Male \u2013 White Polo Shirt with CARD patch, long pants, clean white socks and comfortable shoes or
        sneakers, CARD, Phils.-PAFI Identification Card
        Female \u2013 Blouse with CARD patch, skirt or pants, clean white socks and comfortable shoes or sneakers
        CARD, Phils.-PAFI Identification Card
        P.E. uniform \u2013 white T-shirt with CARD patch, jogging pants, rubber shoes, white T-shirt with CARD patch,
        jogging pants, rubber shoes and socks, personal hand towel<\/p>\n

        Bakery Uniform<\/strong><\/p>\n

          \n
        • Male – White T-Shirt, denim pants or jeans, clean white socks and clean and tidy shoes, hair must be
          secured and cleared from forehead. snuggly fit hairnet, a pleated chef\u2019s hat or the traditional chef\u2019s toque (to be purchased from the bakery), personal hand towel<\/li>\n
        • Female – White T-Shirt, denim pants or jeans, clean white socks and clean and tidy shoes, hair must be secured and cleared from forehead. snuggly fit hairnet, a pleated chef\u2019s hat or the traditional chef\u2019s toque (to be purchased from the bakery), personal hand towel<\/li>\n<\/ul>\n

          General center procedures<\/h2>\n

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          \ud83d\udc68\u200d\ud83c\udfeb General directives<\/strong><\/p>\n

          All parents should familiarize themselves with the contents of this handbook and should strictly comply with all the provisions herein. Parents are expected to discuss and follow the policies with their children (if at all possible) and their caregivers. CARD, Phils.-PAFI\u2019s responsibility is to orient and call the attention of parents and caregivers who fail to follow CARD, Phils.-PAFI\u2019s policies. Ignorance of these provisions does not excuse any student\/parents and\/or caregiver from the stipulated corresponding sanctions.<\/p>\n

          1\ufe0f\u20e3 All students and their parents are required to attend official school activities initiated by CARD, Phils.-PAFI.<\/p>\n

          2\ufe0f\u20e3 CARD, Phils.-PAFI recognizes the hazards of smoking to the health and declared CARD, Phils.-PAFI
          premises, as a \u201ccigarette and tobacco-free area.\u201d<\/p>\n

          3\ufe0f\u20e3 Each student enrolled in CARD, Phils.-PAFI and their respective caregiver is issued an official
          identification card. The student and caregiver must always wear his\/her ID upon entering and while
          in CARD, Phils.-PAFI premises. Any person in the premises who fails to present his\/her ID when
          requested shall be considered an intruder and may be required to leave the school grounds.<\/p>\n

          4\ufe0f\u20e3 The loss of an ID card should be reported by the parent or caregiver to the Administrative Officer
          immediately, so a replacement ID may be issued for a fee of P100.00. The loss of an ID will require
          the student\/parent\/caregiver to present an affidavit of loss before applying for a new ID. In case of
          recovery of a lost ID, the surrender of such to the Administrative Officer will allow the student to
          cancel one record loss. A student who is not enrolling with CARD must surrender his\/her ID and
          caregiver\u2019s ID card to the Office.<\/p>\n

          5\ufe0f\u20e3 Students and their families who have transferred residences or have changed their home telephone
          numbers MUST inform the Office in writing immediately. Parents and\/or caregivers are liable for
          incorrect information in their ID, Information Sheet, and other school documents.<\/p>\n

          \n

          \ud83d\udcda Program hours<\/strong><\/p>\n

            \n
          • CARD\u2019s session hours range from three hours to six hours daily, depending on the program level\/grouping of
            the child.<\/li>\n
          • CARD may recommend separate one-on-one sessions to be conducted by other medical or allied medical
            professionals such as speech pathologist and occupational therapist, duly authorized by CARD, Phils.-PAFI.
            Should the child\u2019s parents wish to avail of these services, the child may need to spend additional time to
            attend these sessions. CARD, Phils.-PAFI will make reasonable efforts to set up a schedule, which will be
            most convenient for the parents and child.<\/li>\n
          • CARD administers Home programs and tutorials to reinforce the child\u2019s program at CARD or at home.
            Schedule will depend on the child\u2019s needs and the availability of teachers.
            The child may be given morning, or afternoon scheduling, depending on the appropriate grouping. As stated
            earlier, if changes are made in program groupings, schedules may also change<\/li>\n
          • For special activities in which all the sessions will be combined in the morning or afternoon, the parents will
            be notified so they can adjust their schedules for that day.<\/li>\n<\/ul>\n

            \ud83d\ude80 Arrival \/ dismissal<\/strong><\/p>\n

              \n
            • Students must be at CARD grounds 10 minutes before sessions begin. Frequent tardiness must be avoided. Students who are habitually tardy are unable to make the most of their learning experience and may have difficulty adjusting to CARD\u2019s routines.<\/li>\n
            • Students are dismissed and led outside the classrooms into the waiting area in an orderly fashion to prevent distracting other students. Parents, caregivers and drivers are advised to stay in the waiting area and fetch the children when they are dismissed. Parents are encouraged to fetch their children on time since the teachers and staffs have other responsibilities to attend to after classes.<\/li>\n<\/ul>\n

              \ud83c\udfc3 Absences<\/strong><\/p>\n

                \n
              • Daily attendance and punctuality maximizes learning. Parents are urged to notify CARD if their children will be absent. CARD will exert all reasonable efforts to help absentees catch up with missed activity\/ies, but strongly advises their child to make up for these at home. The Center allows no more than five (5) unexcused absences. Three (3) late\/tardiness are equivalent to 1 day absence.<\/li>\n
              • CARD also requires students to attend the Flag Ceremony every Monday at 8:15 am and 1:15 pm for the afternoon group. Late comers will not be allowed to enter CARD\u2019s premises until the entire ceremony is over.<\/li>\n<\/ul>\n

                \ud83c\udfea Community trips<\/strong><\/p>\n

                  \n
                • All children are expected to go on programmed community trips. Their trips to the barbershop, beauty
                  parlor, doctor\u2019s clinic, dental clinic, mall, supermarket, cinema, church, hospital, park, etc. are part of the
                  children\u2019s developmental program. Through these trips, the children become aware of the various people
                  and places beyond their homes and learn to understand their role in the community. A parent and\/or
                  caregiver must be present to accompany each child during said trips.<\/li>\n
                • Assembly point for any and all community trips is at the school grounds.<\/li>\n
                • Before a child is allowed to attend any community trip, parents must sign a consent form \/reply slip which is
                  attached to the monthly calendar distributed to the students. An assisting adult must accompany the child on community trips. Each child must wear CARD uniform and ID for proper identification and for security
                  purposes. In cases where the consent form\/reply slip is not received by the school, the student will NOT be
                  allowed to participate in the community trip\/s.<\/li>\n<\/ul>\n

                  \ud83e\udd67 Snacks and meals<\/strong><\/p>\n

                    \n
                  • The children are expected to bring their own snacks\/meals and drinks daily. Parents are advised to provide
                    their children with nutritious snacks such as sandwiches and fresh fruits when available. Junk foods should
                    be avoided not only because of their low nutritional value but because they tend to make children hyperactive and difficult to manage.<\/li>\n
                  • Eating should be done in the classroom or in the area designated for mealtime. For certain children, eating in different places, times and eating of different foods are part of their developmental program and
                    therefore, parents must provide the food they wish their child to learn to eat.<\/li>\n
                  • In the early stages of behavior modification, \u201cjunk food\u201d may be \u201cutilized\u201d as a reward. Therefore, CARD may request parents to provide them. However, these should not be made easily accessible in school or at
                    home. The teachers will decide when to make use of such food rewards throughout the duration of a child\u2019s
                    day in CARD.<\/li>\n<\/ul>\n

                    \ud83e\udd3c\u200d\u2642\ufe0f Social occasions<\/strong><\/p>\n

                      \n
                    • Plans for birthday celebration and\/or other occasions must be discussed beforehand with the child\u2019s
                      teacher. As a policy, families are advised to keep celebrations simple and for this purpose, time allotted is a maximum of 2 hour. Also, parents are expected to clean up after the party. Please provide large trash bags so caregivers\/helpers, and drivers can easily bring them home for disposal. Parents are requested not to insist on a full blown party at CARD grounds because this will only disrupt the regular program schedule and
                      may send the wrong signal to other parents who may also want their child to be given the same privilege.<\/li>\n
                    • Should the family decide on a party at home and want to invite the CARD, Phils.-PAFI staff, teachers and
                      classmates, they should make prior arrangements with CARD so that the party may serve as an opportunity
                      to teach them social skills during the social gathering.
                      If not all classmates will be invited to attend the party, CARD suggests invitations be sent directly to each
                      child to be invited, in order to spare the feelings of those not invited.<\/li>\n
                    • CARD always encourages friendship to go beyond the four walls of the class rooms, not only because social
                      interaction and social skills are reinforced but because a child who constantly deals with others becomes
                      mature and sensitive to the feelings of his\/her friends. Hence, if parents should want their children to go
                      home with a classmate to play, please notify the teacher concerned with a written note.. Children without
                      written notes will not be allowed to leave with their classmates.<\/li>\n<\/ul>\n

                      \u00a0<\/p>\n

                      Students\u2019 responsibilities and obligations<\/h2>\n

                      \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                      Students will be more successful with their learning by being responsible, participating, and having a positive
                      attitude.<\/p>\n

                      Responsibilities:<\/strong>
                      \u2714\u00a0attending classes on time and regularly.
                      \u2714 being prepared for classes with all necessary supplies.
                      \u2714 taking good care of school property.
                      \u2714 completing all homework assignments.
                      \u2714 organizing their time well.
                      \u2714 respecting themselves and others.
                      \u2714 studying on a reg<\/p>\n

                      Participation:<\/strong>
                      \u2714 participating in classroom activities.
                      \u2714 contributing to discussions and group activities.
                      \u2714 communicating when they don\u2019t understand.
                      \u2714 participating in school activities and having fun.
                      \u2714 participating in community and recreation programs.<\/p>\n

                      Attitude:<\/strong>
                      \u2714 considering parents\u2019 values, expectations and culture.
                      \u2714 maintaining good physical health, exercising, eating right, and getting enough sleep.
                      \u2714 listening carefully to teachers and parents.
                      \u2714 being cooperative and considerate.
                      \u2714 Being kind and helpful
                      \u2714 Welcoming challenges
                      \u2714 helping others<\/p>\n

                      Parents\u2019 responsibilities and obligations<\/h2>\n

                      \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                      As in all educational and development programs what goes on after program sessions is as important, if not
                      more important, than what is taught during program hours. What is learned during sessions will be
                      internalized only partially and very slowly, if it is not consistently reinforced at home. The importance of this
                      day-to-day follow-up and support cannot be stressed enough. It is both a waste of valuable student space,
                      teaching time and parents\u2019 resources if those who are most in contact with the student do not fulfill their
                      obligations and responsibilities to fully support the programs. Therefore, this section of the Handbook
                      provides parents and caregivers an overview of the ways in which they can help.<\/p>\n

                      \ud83d\udcdd Program:<\/strong><\/h4>\n

                      \ud83d\udc49 On a weekend as classes open, a PARENT ORIENTATION<\/strong> is required, to review the various CARD policies, to discuss their children\u2019s respective program, to offer suggestions and recommendations on a home program the family can set up as an on- going routine, and to introduce other services and seminars CARD will be offering which the child or parents may wish to take advantage of.<\/p>\n

                      \ud83d\udc49 P. I. P. (Parent Involvement Program)<\/strong> requires parents to observe and assist in CARD sessions to provide parents with hands on training.<\/p>\n

                        \n
                      1. Parents are required to attend Case Team Conferences to discuss their child\u2019s progress. Case Team Conference is done after every semester and whenever there are urgent issues needed to be discussed. Parents will always be notified in advance by the Center for the Case Team Conference schedule.<\/li>\n
                      2. Parents are required to participate in the home visitations conducted in the middle of each semester by the teacher in charge accompanied by the Program Officer and at times together
                        with the School Director. CARD has the right to cancel the scheduled home visits if the parent\/s are not present on the day of the visit.<\/li>\n
                      3. Parents are encouraged to discuss, plan and implement Individualized Educational Program
                        (IEP)\/Individualized Transition Program (ITP) goals of the child.<\/li>\n
                      4. Parents are required to promptly submit\/return reply slips to their child\u2019s teacher or to the
                        office.<\/li>\n<\/ol>\n

                        \ud83d\udc49  <\/strong>Parents are required to attend SPECIAL EVENTS & PROJECTS involving the children\u2019s programs.<\/p>\n

                        \ud83d\udc49 <\/strong>Parents are ENCOURAGED to take an ACTIVE role in the PARENTS SUPPORT GROUP to sustain support for the children and CARD.<\/p>\n

                        \ud83d\udc49 <\/strong>Parents are obliged to inform and to update the Center of the therapy\/ies receive by their child.<\/p>\n

                        \ud83d\udc49 <\/strong>Parents are advised to inform the office in writing the name of the regular person\/driver who may pick up their child from school. The official person\/driver noted in the letter will then be issued a pass by CARD. In cases where another person\/driver is assigned to pick up the child for one reason or another, the student will only be allowed to go with the substitute person\/driver if a written letter of authorization is submitted to the CARD office.<\/p>\n

                        \ud83d\udc49 When an
                        \nAssisting Adult or Driver assigned to take care of or drive for your child
                        \nresigns, CARD must be informed in writing, so that necessary steps to protect
                        \nyour child may be implemented. Also, please indicate the name of the new
                        \nAssisting Adult and\/or Driver.<\/o:p><\/p>\n

                        \ud83d\udc49 If an
                        \nassisting adult or driver of one of the students is hired by another parent of
                        \na child enrolled in CARD, these individuals will NOT be allowed inside the
                        \npremises of CARD to take care of the new ward. This move is to protect the
                        \nformer ward who may be immensely by the change.<\/p>\n

                        \ud83d\udc49 Students
                        \nare not allowed to leave the main gate of the school, unless his\/her ride is
                        \nright in front. Assisting adult MUST also be right beside the student. Cars
                        \nmust line up and are not allowed to cut in or overtake another.<\/o:p><\/p>\n<\/p>\n

                        Only the
                        \nparents or the official guardian may take the student from the premises to
                        \nwhere their ride is parked. Any untoward incident which may occur outside the
                        \npremises of CARD will be the responsibility of the parent or the official
                        \nguardian<\/o:p><\/p>\n

                        Likewise, in cases where the child will have to leave school earlier than the scheduled time of departure, a written letter from the parents is require to be submitted to the office. This is for the protection and safety of the student.<\/p>\n

                        \ud83d\udcb0 Financial<\/strong><\/h4>\n
                          \n
                        1. Parents must promptly pay all regular and special fees (Assessment, Tuition, Counseling, Individualized Occupational or Speech Therapy, Tutorial and Home Program fees), so that suggested therapy may be incorporated in the child\u2019s program.<\/li>\n
                        2. While parents may wish to avail of other developmental activities (speech therapy, occupational therapy, social skills, and other support services), we expect the parents to inform CARD so that these activities may be properly evaluated and integrated into the total program of the child.<\/li>\n
                        3. Transportation expenses incurred during home visitations, community integration activities such as outings, visit the barber, dentist,  restaurants, malls, churches, parks, supermarket\/grocery stores, etc, case team conferences, meetings held outside CARD and other activities one outside CARD shall be shouldered by the parents.
                          d. In the event children are injured as a result of conflict between the children, teachers and\/or caregivers,
                          parents of the child who caused the injury should take the initiative to make amends by shouldering the
                          medical expenses of the injured child and\/or caregivers. CARD\u2019s responsibility is to prepare an incident
                          report and inform both parties.<\/li>\n
                        4. In case of damage to property, parents will pay for the replacement and the repair of the property belonging to CARD, any member of the faculty, non-teaching staff, another student or visitor while inside CARD\u2019s premises.<\/li>\n<\/ol>\n

                          \ud83c\udfe5 Standard Operating Procedure When Attending a Student\u2019s Clinical Evaluation<\/strong><\/p>\n

                          \ud83d\udc49 Preparatory to the Clinical Evaluation (Observation)<\/p>\n

                            \n
                          1. Parents must inform the doctor if they want the presence of the teachers during the evaluation. Doctors must agree beforehand and be made clear about the purpose of the observation process.<\/li>\n
                          2. Parents are required to submit a letter of request regarding their need for the teachers\u2019 attendance to the clinical evaluation.<\/li>\n
                          3. Parents are responsible for the teachers\u2019 transportation (either fetched or sent back by parents
                            or thru transportation allowance).<\/li>\n
                          4. Clinical Evaluation with a request for teachers\u2019 attendance that is beyond working hours (beyond 8 am to 5 pm) is subjected to extra professional fees.<\/li>\n
                          5. Teachers are required to send the latest report\/s about the student to the doctor and\/or the parents at least a week before the scheduled clinical evaluation.<\/li>\n<\/ol>\n

                            School administration will decide whether to allow the teacher-in-charge to join the visit depending on the availability of the teacher\u2019s schedule so as not to hamper the class operations.<\/p>\n

                            \ud83d\udc49 During the Clinical Evaluation<\/p>\n

                              \n
                            1. Teachers are technically \u201cobservers\u201d during the evaluation. Upon entering and greeting the doctor, no further discussion should be done unless initiated by the doctor.<\/li>\n
                            2. Teachers should wait for the doctor to ask questions before giving any comments or bring up any issues about the student.<\/li>\n
                            3. Teachers should wait for the doctor\u2019s instructions before giving any prompts or cues to the student.<\/li>\n
                            4. Teachers must bring an extra copy of the latest report\/s during the visit.<\/li>\n
                            5. Teachers are required to accomplish the Clinic Visit Form regarding observations and any discussions\/feedbacks gathered during the visit pertinent to the student.<\/li>\n<\/ol>\n

                              \ud83d\udc49 After the Clinical Evaluation<\/p>\n

                                \n
                              1. Everything observed and discussed throughout the visit should be considered highly confidential.<\/li>\n
                              2. Teachers are required to report to the School Director and Program Officer regarding the results of the visit. Copy of accomplished Clinic Visit Form should be given to the office for filing.<\/li>\n<\/ol>\n

                                Caregivers\u2019 responsibilities and obligations<\/h2>\n

                                \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                                \ud83d\udc49 Caregivers (as well as drivers) are advised to wait in the waiting area in the CARD\u2019s premises, avoid loud
                                talking or use of CARD\u2019s equipment indiscriminately, as well as comply with the CARD\u2019s rules and regulations.<\/p>\n

                                \ud83d\udc49 If for any reason the caregiver has to leave the premises during school hours, they must notify the CARD
                                office before leaving with written permission from their employer.<\/p>\n

                                \ud83d\udc49 Caregivers are requested to comply with the CARD\u2019s uniform requirement. Only T-shirt and long pants as
                                specified by the school\u2019s administration office is allowed in CARD\u2019s premises.<\/p>\n

                                \ud83d\udc49 CARD will allow caregivers a 5-minute break twice a day to leave the school grounds for their personal
                                needs, i.e., to buy something from the store nearby or to smoke. This privilege is subject to the teacher-in-charge\u2019s permission so they can be recalled easily to aid in class when the need arises.<\/p>\n

                                \ud83d\udc49 When an
                                \nAssisting Adult or Driver assigned to take care of or drive for your child
                                \nresigns, CARD must be informed in writing, so that necessary steps to protect
                                \nyour child may be implemented. Also, please indicate the name of the new
                                \nAssisting Adult and\/or Driver.<\/o:p><\/p>\n

                                 <\/p>\n

                                \ud83d\udc49 If an
                                \nassisting adult or driver of one of the students is hired by another parent of
                                \na child enrolled in CARD, these individuals will NOT be allowed inside the
                                \npremises of CARD to take care of the new ward. This move is to protect the
                                \nformer ward who may be immensely by the change.<\/o:p><\/p>\n

                                \ud83d\udc49 Students
                                \nare not allowed to leave the main gate of the school, unless his\/her ride is
                                \nright in front. Assisting adult MUST also be right beside the student. Cars
                                \nmust line up and are not allowed to cut in or overtake another.<\/o:p><\/p>\n<\/p>\n

                                \ud83d\udc49 Only the
                                \nparents or the official guardian may take the student from the premises to
                                \nwhere their ride is parked. Any untoward incident which may occur outside the
                                \npremises of CARD will be the responsibility of the parent or the official
                                \nguardian<\/o:p><\/p>\n

                                Safety and Security<\/h2>\n

                                \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                                \u26c8 Typhoon or heavy rain<\/strong><\/p>\n

                                Classes will be automatically suspended when storm signal number 1 is announced.
                                CARD, Phils.-PAFI follows the Department of Education orders for class suspensions in cases such as
                                typhoons and other natural and man-made calamities. Parents and\/or caregivers are advised to listen
                                to the radio and\/or watch television for the official announcements of the Department of Education.<\/p>\n

                                In cases where the Department of Education gives the School the discretion on the suspension of
                                classes, parents and\/or caregivers must call and check with CARD for the official announcement.<\/p>\n

                                \ud83d\udea7 Safety and welfare<\/strong><\/p>\n

                                In the event of suspension of classes and the students are at the CARD premises, the following guidelines will be observed:<\/p>\n

                                  \n
                                1. Classes will continue to be held until the students are safely picked up.<\/li>\n
                                2. If classes are suspended in mid-morning, all classes will continue until noontime, as scheduled, but the afternoon classes will be canceled.<\/li>\n
                                3. If classes are suspended in mid-afternoon, classes will continue as scheduled until each of the students is picked up by their families. While classes are ongoing, the teachers and\/or the caregivers will make every effort to contact the parents to inform them of the early dismissal.<\/li>\n
                                4. The Center shall accede to the request of individual parents who wish to bring their child home immediately after the official announcement of the suspension of classes.<\/li>\n<\/ol>\n

                                  \ud83d\ude91 Emergency medical situation<\/strong><\/p>\n

                                  In emergency medical situations, CARD will immediately notify the parents and the child\u2019s physician. While exhausting all efforts to contact the parents or the physician of the child, the student will be accompanied by a CARD representative and the child\u2019s caregiver to the car or ambulance to the nearest clinic or hospital. It is understood that all expenses incurred, i.e., Doctor\u2019s fee at the emergency clinic or hospital as well as medicine and other charges, will be for the account of the parents.<\/p>\n

                                  In case the child meets an accident during class hours or official activity initiated by CARD, the Program Officer\/Assistant Program Officer and the Teacher in charge will be\u00a0 responsible for the first aid that will be given to the child in school\u00a0 immediately.<\/p>\n

                                  \ud83d\udea6 Other emergency situations<\/strong><\/p>\n

                                  \ud83d\udd25 In Case of Fire :\u00a0<\/strong> All faculty members in their respective classrooms and\/or Program Officers or Assistant Program Officers shall perform the following functions:<\/p>\n

                                    \n
                                  • Switch off all electrical or gas appliances in use.<\/li>\n
                                  • Lead their students to the nearest exit away from the fire to a safe place. Make sure to double check the room to make sure there are no remaining students. Door of classroom should remain unlocked.<\/li>\n
                                  • Conduct an orderly but fast movement of students out of the fire scene.<\/li>\n
                                  • Advise the students and\/or caregivers or drivers to carry with them only their important belongings, if still possible.<\/li>\n
                                  • Ease the fear of the students<\/li>\n
                                  • Everyone should maintain silence. Teachers are to check if their students are complete. Should there be any missing student, this should be reported immediately to the Administrative Officer.<\/li>\n
                                  • Attend to the safety of the students in general.<\/li>\n
                                  • When the building is declared safe, Teachers will be instructed to lead their class back to the classroom. Once in the classroom, attendance should be taken again.<\/li>\n<\/ul>\n

                                    \u261d All employees shall observe safety procedures and shall perform emergency functions assigned to them by the appointed Emergency Marshall, such as switching off the gas and electrical appliances, etc.<\/p>\n

                                    \u261d First aid must be administered to those who are injured or have suffered other health-related problems.<\/p>\n

                                    \ud83c\udf0d\u26a1In Case of an Earthquake<\/strong><\/p>\n

                                    \ud83d\udc49 Wherever you are, stay calm.<\/p>\n

                                    \ud83d\udc49 During the initial shock and tremor<\/p>\n

                                      \n
                                    • If the students are inside the building, seek cover under heavy\/sturdy furniture such as
                                      tables (\u201cDUCK, COVER AND HOLD\u201d). Should there be no heavy\/sturdy furniture available, stand in a nearby doorframe.<\/li>\n
                                    • Stay away from windows and areas where glass panels, mirrors are located and from
                                      objects like picture frames that may fall on you.<\/li>\n
                                    • Do not run or vacate the premises while an earthquake is occurring.<\/li>\n<\/ul>\n

                                      The initial shock of an earthquake may last from a few seconds to more than a minute. It is usually followed by aftershocks that are generally lesser in intensity. Aftershocks may come in rapid succession immediately after the initial shock or the interval of aftershocks may vary from a few minutes to several hours or days.<\/p>\n

                                      \ud83c\udf0a After the initial shock and tremors<\/p>\n

                                      If the intensity of the earthquake was quite strong and the building is in real danger of collapsing or falling debris has made it unsafe to stay in the building:<\/p>\n

                                        \n
                                      • Carefully get out of the place where you sought cover<\/li>\n
                                      • Switch off all main switches like gas and electricity, if still possible.<\/li>\n
                                      • Calmly but orderly get out of the building and proceed across the street (to the open space) where you can keep a distance from structures and objects like electric posts and wires that may fall on you.<\/li>\n
                                      • Wait for further instruction from the School Emergency Response Team<\/li>\n<\/ul>\n

                                        \ud83d\udc77 All faculty members, officers and staff shall perform their assigned functions such as:<\/p>\n

                                          \n
                                        • Attend to the safety of the students.<\/li>\n
                                        • Direct the students to seek cover curing the initial tremors.<\/li>\n
                                        • After the initial shock and tremors, switch off gas and electrical appliances\/<\/li>\n
                                        • Direct students to the nearest exit<\/li>\n
                                        • Attend to a fast and orderly evacuation of the building to a place of refuge (across the street, etc)<\/li>\n
                                        • Teachers must account for their students.<\/li>\n<\/ul>\n

                                          \ud83c\udfe3 The school emergency response team<\/strong><\/p>\n

                                          To ensure preparedness and capability of the school community to respond to any emergency and\/or disaster, CARD has created the School Emergency Response Team with five (5) sub-teams to:<\/p>\n

                                          1\ufe0f\u20e3 Devise emergency plans
                                          2\ufe0f\u20e3 Conduct drills for emergency and disaster preparedness
                                          3\ufe0f\u20e3 Organize and mobile emergency control action for rescue, evacuation and relief during emergency situations or disasters.<\/p>\n

                                          The five (5) sub-teams pertain to<\/p>\n

                                            \n
                                          • First Aid<\/li>\n
                                          • Evacuation<\/li>\n
                                          • Fire and Site<\/li>\n
                                          • Security\/Search and Rescue<\/li>\n
                                          • Communication and Maintenance<\/li>\n<\/ul>\n

                                            NOTE:<\/strong> All faculty members and staff shall conduct an orientation on safety procedures and assign teachers, staff, caregivers and\/or drivers specific duties such as switching off gas and electrical appliances. Announced fire and earthquake drills shall be conducted at least once every school year. Unannounced drills shall also be conducted anytime.<\/p>\n

                                            \ud83d\udd75 Lost and found<\/strong><\/p>\n

                                            The Center shall make every effort to protect the safety of the children\u2019s belongings. As a standard operating practice, all teachers and staff, inspect the classrooms for any items the students may have left behind. If anything is found, the teacher submits the item\/s to the office for safekeeping and will call the parents of the student concerned. Item may be picked up immediately or may be given to the student concerned the following school day. Children are not allowed to bring expensive toys or wear expensive jewelry to school. Expensive toys can only be brought if these are used as reward for a behavior modification program.<\/p>\n

                                            CARD office shall be the repository for all lost items. Parents are requested to report to CARD any item\/s lost by their child immediately. Items not claimed after 60 days will be disposed of by CARD.<\/p>\n

                                            \u00a0<\/p>\n

                                            Cancellation from the School Placement<\/h2>\n

                                            \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                                            Should the parents wish to discontinue availing of the CARD\u2019s services, a formal letter must be submitted to the Center Director stating the reason for discontinuance and the request for the refund of the school bond, which the parents paid at the beginning of the child\/children\u2019s enrolment. The following should be accomplished:<\/p>\n

                                            1\ufe0f\u20e3 Letter of Intent addressed to the Center Director, to cancel school placement and refund Cash Bond,
                                            2\ufe0f\u20e3 Parents must accomplish a clearance and exit interview form from the Office.
                                            3\ufe0f\u20e3 No records will be supplied to any student whose accounts have not been settled.
                                            4\ufe0f\u20e3 Outstanding balances will be deducted from the bond.
                                            5\ufe0f\u20e3 Identification cards issued to the child\/children and caregivers must be surrendered to CARD.<\/p>\n

                                            Parenting Roles Online and Offline<\/h2>\n

                                            \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                                            Parent input and involvement in their child\u2019s education are critical in the educational decisions that are made for their child. This has not changed, even in this time, with its unique and challenging circumstances.\u00a0<\/p>\n

                                            Because your children are with you all the time during the lockdown, your \u2018hands-on\u2019 role in the supervision, oversight, and assistance with the day to day delivery of your child\u2019s instruction has become inescapable. Now more than ever, the local school system staff will rely upon you to work together with them in new and different ways. Your child\u2019s educational progress and learning experience depending on this enhanced partnership.<\/p>\n

                                            Therefore, keep these guiding principles in mind as you move forward together:
                                            \"1\ufe0f\u20e3\" You must maintain regular and ongoing communication with CARD
                                            \"2\ufe0f\u20e3\" Keep an open mind, be flexible and creative in the planning and implementation of your child\u2019s educational program
                                            \"3\ufe0f\u20e3\" You must be clear about your roles and responsibilities and communicate your expectations on everyone involved in your child\u2019s education.<\/p>\n

                                            \"\ud83d\udc89\" Dealing with the pandemic<\/h3>\n
                                              \n
                                            • PWAs are particularly vulnerable to stress from the disruptions due to the lockdown. As a parent, you must arm yourself with accurate and up to date information about the pandemic and teach your child how to deal with it realistically. Encourage them to communicate how they feel or if they are unwell. Demonstrating correct hand hygiene and encouraging consistent compliance in different situations can be empowering. Showing your child how to wear masks correctly, how to cover her cough and how to help clean their surroundings are equally useful. Children may respond to stress in different ways such as having difficulties sleeping, bedwetting, throwing tantrums, being anxious, withdrawn, angry, clingy or afraid to be left alone. Respond to your child\u2019s reactions empathetically. Be alert to their concerns and take time to comfort them and give them affection, reassurance and praise. If possible, create opportunities for your child to play and relax. Keep regular routines and schedules as much as possible or help create new ones in a new environment. Provide age-appropriate facts about what has happened, explain what is going on and give them clear examples on what they can do to help protect themselves and others from infection. Share information about what could happen in a reassuring way.<\/li>\n<\/ul>\n

                                              Here are some suggestions on how support your child\u2019s physical and mental health:<\/strong>
                                              \"1\ufe0f\u20e3\" Monitor your child\u2019s health and keep them home from school if they are ill.\u00a0
                                              \"2\ufe0f\u20e3\" Teach and model good hygiene practices for your children, Wash your hands with soap and safe water frequently. If soap and water are not readily available, use an alcohol-based hand sanitizer with at least 60% alcohol. Always wash hands with soap and water, if hands are visibly dirty, Ensure that safe drinking water is available and toilets or latrines are clean and available at home, Ensure waste is safely collected, stored and disposed of, Cough and sneeze into a tissue or your elbow and avoid touching your face, eyes, mouth, nose
                                              \"3\ufe0f\u20e3\" Encourage your children to ask questions and express their feelings with you and their teachers. Remember that your child may have different reactions to stress; be patient and understanding.
                                              \"4\ufe0f\u20e3\" Prevent stigma by using facts and reminding students to be considerate of one another.
                                              \"5\ufe0f\u20e3\" Coordinate with the school to receive information and ask how you can support school safety efforts (though parent-teacher committees, etc.)
                                              (Source: Key Messages and Actions for COVID-19 Prevention and Control in Schools. UNICEF, March 2020.)<\/em><\/p>\n

                                              \"\ud83d\udcc7\" Your child\u2019s IEP<\/h3>\n

                                              CARD is committed to delivering every student\u2019s IEP consistent with the need to protect the health and safety of students and their families at this time through distance learning, flexible and individualized instruction, and appropriate teaching strategies that respect their families\/ capacities and expectations. The IEP is reviewed on a semestral basis and summative evaluation of its effectiveness is conducted at the end of the school year.<\/p>\n

                                              As CARD currently delivers its curriculum through a virtual classroom instead of face to face in the classroom, your child\u2019s IEP may be modified to accommodate the conditions of online learning. This may mean that temporary amendments will need to be made to the IEP until CARD re-opens. Such temporary IEP adjustments are collaboratively assessed by parents and teachers during the IEP reviews. Therefore, it is important for you to ask questions, share concerns, and make suggestions during this discussion.<\/p>\n

                                              It is also possible that there are specific goals or objectives that cannot be addressed at this time. It is important to discuss and document these goals during the start of the school year, if any, so that parents and teachers can focus on how your child\u2019s skills in these areas were affected when schools reopen. Any substantial amendments to the IEP will only be in effect until school resumes after the COVID-19 pandemic.<\/p>\n

                                              You will be contacted by CARD to discuss the services and supports, goals and objectives in your child\u2019s current IEP. Together, you will determine whether and how each of the parts of the IEP can be implemented during the school closure and in light of the current quarantine restrictions. Your input is very important in this process. The IEP can be amended outside of an IEP meeting with your agreement. Once you agree, the IEP may be implemented immediately although you can still request for a formal parent teacher meeting to further agree on the amended IEP.<\/p>\n

                                              Strategies for a Successful Partnership<\/h3>\n

                                              It is very important that you remain engaged with your child\u2019s team so that they will understand your concerns and do their best to provide the educational support that you and your child may need during this challenging time. In order to fully participate in these important conversations, please consider the following ideas and questions for discussion.<\/p>\n

                                              1. Review your child\u2019s IEP and feel comfortable asking questions, such as:
                                              a. When and how, specifically, will instruction be offered?
                                              b. What if my child misses a class as the result of illness or internet issues?
                                              c. How will work be collected and how will feedback be provided?<\/p>\n

                                              2. Understand that your child may learn and respond differently when learning at home rather than at school. You may ask:
                                              a. How will information or data be collected so that we know if my child is making progress on their IEP goals?
                                              b. What types of notes, video, photos, or work samples would be beneficial for me to collect?
                                              c. With whom and when can I share this information, especially if my child is beginning to struggle?<\/p>\n

                                              3. Be both honest and realistic about how you will be able to assist you your child with their learning activities. You may wish to discuss:
                                              a. Your situation, or your family\u2019s situation, impacts on how you are able to support your child\u2019s learning, including your work schedule and other family obligations.
                                              b. The availability of communication technologies and \/ or Internet connectivity<\/p>\n

                                              4. Distance learning requires access to and knowledge of technology that not everyone has. You may ask:
                                              a. If necessary, how can you borrow the assistive technology devices that your child will need to participate in distance learning?
                                              b. How can you access the training or support you may need for your child to be able to fully participate in instruction?<\/p>\n

                                              5. Request a communication schedule and a way to stay in touch with your school contact. You may discuss:
                                              a. How you can contact your child\u2019s teacher\/s for you to share your child\u2019s progress, successes and any concerns?
                                              b. Will we have a regular schedule for communication to share strategies, concerns, and successes?
                                              c. What if I have questions for someone else like the speech therapist or occupational therapist?
                                              d. And finally, please remember that we are all in this together. We all want to see your child be successful at home and we all look forward to their successful return to school.<\/p>\n

                                              ADDENDUM TO PARENT AND CHILD HANDBOOK<\/h2>\n

                                              \t\t\tShape<\/title><\/path><\/svg>\t\t\t<\/p>\n

                                              \ud83d\udc49 Caregivers (as well as drivers) are advised to wait in the waiting area in the CARD\u2019s premises, avoid loud talking or use of CARD\u2019s equipment indiscriminately, as well as comply with the CARD\u2019s rules and regulations.<\/p>\n

                                              \ud83d\udc49 If for any reason the caregiver has to leave the premises during school hours, they must notify the CARD office before leaving with written permission from their employer.<\/p>\n

                                              \ud83d\udc49 Caregivers are requested to comply with the CARD\u2019s uniform requirement. Only T-shirt and long pants as specified by the school\u2019s administration office is allowed in CARD\u2019s premises.<\/p>\n

                                              \ud83d\udc49 CARD will allow caregivers a 5-minute break twice a day to leave the school grounds for their personal needs, i.e., to buy something from the store nearby or to smoke. This privilege is subject to the teacher-in-charge\u2019s permission so they can be recalled easily to aid in class when the need arises.<\/p>\n

                                              \ud83d\udc49 When an Assisting Adult or Driver assigned to take care of or driver for your child resigns, CARD must be informed in writing, so that necessary steps to protect your child may be implemented. Also, please indicate the name of the new Assisting Adult and\/or Driver.<\/p>\n

                                              \ud83d\udc49 Students are not allowed to leave the main gate of the school, unless his\/her ride is right in front. Assisting adult MUST also be right beside the student. Cars must line up and are not allowed to cut in or overtake another.<\/p>\n

                                              \ud83d\udc49 Only the parents or the official guardian may take the student from the premises to where their ride is parked. Any untoward incident which may occur outside the premises of CARD will be the responsibility of the parent or the official guardian<\/p>\n

                                              \ud83d\udc49 If an assisting adult or driver of one of the students is hired by another parent of a child enrolled in CARD, these individuals will NOT be allowed inside the premises of CARD or will NOT be allowed to appear during online classes and activities where the former ward is present.<\/u> This move is to protect the former ward who may be immensely affected by the change.<\/p>\n

                                               <\/p>\n

                                               CARD Room ( Calming, Assisting, Relaxation, Demonstration Room )<\/u><\/b><\/p>\n

                                              1.      <\/b>The CARD room is available for students, parents, assisting adults, teachers, level coordinators and other persons (therapists)who are involved in meeting the special needs of the student. <\/p>\n

                                              2.      <\/b>It may be used for multiple purposes:<\/p>\n

                                              CALMING \u2013 to calm a child who is experiencing inappropriate behaviors that may be destructive, disruptive, self-abusive or when the student is showing signs of aggression.<\/p>\n

                                              ASSISTING \u2013 is used to help those who need support from teachers, level coordinators, executive director, other co-parents, and therapists.<\/p>\n

                                              RELAXATION \u2013 is for those who feel the need to relax when stressed or frustrated.<\/p>\n

                                              DEMONSTRATION \u2013 can be used to show or demonstrate the correct skills and the appropriate strategies or techniques. <\/p>\n

                                              3.     <\/b>Parents or those assisting the child have the option to choose whether to go to the CARD room or stay in the classroom.<\/p>\n

                                               Edited: August 5, 2021<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

                                              July 2020 release updated for use during the pandemic SCHOOL HANDBOOK 898A Palace Road, B.F. Homes, Las Pinas City www.cardphils.comcontact@cardphils.com(+632) 8820-8719 or (+632) 8826-8270 year 2020 What is autism? Shape Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior.Although autism can be diagnosed at any age, it is said to be […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-1505","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/pages\/1505","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/comments?post=1505"}],"version-history":[{"count":10,"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/pages\/1505\/revisions"}],"predecessor-version":[{"id":1823,"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/pages\/1505\/revisions\/1823"}],"wp:attachment":[{"href":"https:\/\/cardphils.com\/auxiliary\/wp-json\/wp\/v2\/media?parent=1505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}