West Visayas State University 2020

UNIT 1: INTRODUCTION TO SPECIAL

EDUCATION AND INCLUSIVE
EDUCATION
Lesson 1: DEFINITION OF KEY TERMS

Learning Outcome: Students must have defined key terms that describe special
education and inclusive education.

✎ A. ACTIVITY

Mind Mapping

A mind map is a tool for the brain that captures the thinking that goes on inside your
head. Mind mapping helps you think, collect knowledge, remember and create ideas.
Most likely it will make you a better thinker. ( https://simplemind.eu/how-to-mind-
map/basics/). (You may visit websites to know about mind mapping).

1. In the center of your paper, draw or write a thought or an idea about special
education or inclusive education.
2. Develop the related subtopics around this central thought/idea, connecting
each of them to the center with a line.

B. ANALYSIS

Look at your mind map closely. Does it capture your whole idea of the central
theme? What do the related subtopics say about your central idea? What helps
you write the related subtopics?

☝C. ABSTRACTION

The following are the terms used in this course:

Assistive devices are specialized instructional and learning materials and

equipment that enable children with special needs to function efficiently. Examples:
students who are blind-braille writer, braille stylus and slate, computer with voice
synthesizer; students with hearing impairment- hearing aid, sign language book

At-risk refers to children who, although not currently identified as having a

disability are considered to have a greater –than-usual chance of developing one.
Educators often apply the term to infants and preschoolers who, because of
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biological conditions, events surrounding their births, or characteristics of their home

environments, may be expected to experience developmental problems at a later
time. Educators also use the term to refer to students who are experiencing
significant learning or behavioral problems in the general education classroom and
are therefore at risk of being identified for special education services (Heward,
2009).

Developmental disability refers to a severe, chronic disability of a child five

years of age or older that is:

1. Attributable to a mental or physical impairment or a combination of mental

and physical impairments;
2. Manifested before the person attains age 22;
3. Likely to continue indefinitely;
4. Results in substantial functional limitations in three or more of the areas of
major life activities such as self-care, language, learning, mobility, self-
direction, capacity for independent living and economic self-sufficiency;
and
5. Reflects the person’s need for a combination and sequence of special care,
treatment or other services that are lifelong or of extended duration and
are individually planned and coordinated (Beirne-Smith, 2002 in Inciong, et
al, 2007).

Disability exists when an impairment limits a person’s ability to perform

certain tasks (e.g. walk, see, add a row of numbers) in the same way that most
person do. A person with a disability is not handicapped, however, unless the
disability leads to educational, personal, social, vocational, or other problems. For
example, if a child who has lost a leg learns to use a prosthetic limb and functions in
and out of school without problems, she is not handicapped, at least in terms of her
functioning in the physical environment (Heward, 2009). (More specific than a
disorder).

Disorder the broadest of the three terms (disability, handicap), refers to a

general malfunction of mental, physical, or psychological processes. It is defined as a
disturbance in normal functioning.

Exceptional Children differ from the norm (either below or above) to such an
extent that they require an individualized program of special education and related
services to fully benefit from education. The term exceptional children includes
children who experience difficulties in learning as well as those whose performance is
so superior that modifications in curriculum and instruction are necessary to help
them fulfill their potential. The term exceptional children is an inclusive term that
refers to children with learning and/or behavior problems, children with physical
disabilities or sensory impairments, and children who are intellectually gifted or have
a special talent. The term students with disabilities is more restrictive than
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exceptional children because it does not include gifted and talented children (
Heward,2009) .

Exceptional children are also referred to as children with special needs (CSN).
The mental ability of exceptional children or CSN may be average, below or above
average.

Handicap refers to a problem or a disadvantage that a person with disability

or impairment encounters when interacting with the environment. A disability may
pose a handicap in one environment but not in another. The child with a prosthetic
limb may be handicapped when competing against nondisabled peers on the
basketball court but experience no handicap in the classroom. People with disabilities
also experience handicaps that have nothing to do with their disabilities but are the
result of negative attitudes and the inappropriate behavior of others who needlessly
restrict their access and ability to participate fully in school, work, or community
activities (Heward, 2009).

Impairment refers to the loss or reduced function of a particular body part or

organ (e.g. a missing limb) (Heward, 2009).

Individualized Education Plan (IEP) written document required by IDEA for

every child with disability; includes statements of present performance, annual goals,
short term instructional objectives, specific educational services needed, extent of
participation in the general education program, evaluation procedures and relevant
dates and must be signed by parents.

 SPECIAL EDUCATION

Special Education is individually planned, systematically implemented, and

carefully evaluated instruction to help exceptional children achieve the greatest
possible personal self-sufficiency and success in present and future environments
(Heward, 2003 in Inciong et al, 2007)

Individually Planned Instruction. In the U.S., the law on Individuals with

Disabilities Education Act (IDEA) requires that an individualized education program
(IEP) be developed and implemented for every special education student between
ages of 3 and 21.

Systematically implemented and evaluated instruction. Each type of children

with special education needs requires particular educational services, curriculum
goals, competencies, and skills, educational approaches, strategies and procedures in
the evaluation of learning and skills.

Personal self-sufficiency. An important goal of special education is to help

child become independent from the assistance of adults in personal maintenance and

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development, homemaking, community life, vocational and leisure activities and

travel.

The present environment refers to the current conditions in the life of the
child with a disability. The present environment includes the family, the school, the
community where s/he lives, the institution in society that extends assistance and
support to children and youth with special education needs such as the government,
nongovernment organizations, socio-civic organizations and other groups.

The future environment is a forecast of how the child with a disability can
move on to the next level of education, from elementary to secondary school and on
to college or vocational program, and finally, to the workplace where s/he can be
gainfully employed. Special education helps the child in the transition from a student
to a wage earner so that s/he can lead a normal life even if s/he has a disability.(
Inciong et al, 2007 pp.38-43).

Special Education means specially designed instruction that meets the

unusual needs of an exceptional student. The single most important goal of special
education is finding and capitalizing on exceptional students’ abilities ( Hallahan &
Kauffman,1997)

Special Education means specially designed instruction provided at no cost to

parents in all settings (such as the classroom, physical education facilities, the home,
and hospitals or institutions). IDEA also stipulates that students with disabilities are
to receive any related services necessary to ensure that they benefit from their
educational experience. Related services include the following: transportation, and
such developmental, corrective, and other supportive services ( including speech-
language pathology and audiology services, psychological services, physical and
occupational therapy, recreation, including therapeutic recreation, social work
services, counseling services, including rehabilitation counseling, orientation and
mobility services, and medical services, except that such medical services shall be
diagnostic and evaluation purposes only) as may be required to assist a child with a
disability to benefit from special education, and includes the early identification and
assessment of disabling conditions in children (1997 Amendments to IDEA, PL 105-
17, Sec.602/22/ in Hardman et al, 2002).

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Defining Features of Special Education

Dimensions and defining features of special education. Source: From W. L.

Heward. (2003). Exceptional Children: An Introductory Survey of Special
Education (7th ed., p. 40). Upper Saddle River, NJ: Merrill/Prentice Hall.
Used with permission.

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SPECIAL EDUCATION IN THE PHILIPPINES

A. Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special
needs in consonance with the philosophy of inclusive education, thus:

"The State, community and family hold a common vision for the Filipino child
with special needs. By the 21st century, it is envisioned that s/he could be adequately
provided with basic education . This education should fully realize his/her own
potentials for development and productivity as well as being capable of self-
expression of his/her rights in society. More importantly, s/he is God-loving and
proud of being a Filipino.

It is also envisioned that the child with special needs will get full parental and
community support for his/her education without discrimination of any kind. The
special child should also be provided with a healthy environment along with leisure
and recreation and social security measures " (Department of education handbook on
Inclusive Education in Inciong et al, 2007).

B. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION (adapted

from Inciong et al, 2007)

The policy on Inclusive education for All is adopted in the Philippines to

accelerate access to education among children and youth with special needs.

The goal of the special education programs of the Department of Education all
over the country is to provide children with special needs appropriate educational
services within the mainstream of basic education.

Special education aims to:

1. provide a flexible and individualized support system for children and youth
with special needs in a regular class environment in schools nearest the
students' home,
2. provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living,
3. implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training or
preparation for college, and
4. make available an array of educational programs and services.

 INCLUSIVE EDUCATION
 Describes the process by which a school attempts to respond to all pupils as
individuals by reconsidering its curricular organization and provision.

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 Through this process, the school builds capacity to accept all pupils from the
local community who wish to attend and, in so doing, reduces the need to
exclude pupils.
 Inclusion is a right, not a privilege for a select few.
 Inclusion also means providing all students within the mainstream
appropriate educational programs that are challenging yet geared to their
capabilities and needs as well as any support and assistance they and/ or
their teachers may need to be successful in the mainstream.

A. FRAMEWORK OF INCLUSIVE EDUCATION

Inclusive education is a flexible and individualized support system for children

and young people with special education needs. It forms an integral component
of all the overall education system and it is provided in regular schools committed
to an appropriate education for all. Recognizes and responds to the diversity of
children’s needs and abilities, including differences in their ways and paces of
learning.

B. SALIENT FEATURES OF INCLUSIVE EDUCATION

1. Inclusion means implementing and maintaining warm and accepting
classroom communities that embrace diversity and honor differences.
2. Inclusion means implementing a multi-level, multi-modality
curriculum.
3. Inclusion means preparing and supporting teachers to teach
interactively.
4. Inclusion means providing ongoing support for teachers in the
classroom and breaking down barriers of professional isolations.
5. Inclusion means involving parents in the planning process in
meaningful ways

Inclusive education in the Philippines includes learners who are gifted and
talented, learners with disabilities, learners who are Muslims, learners who are
indigenous, learners under difficult circumstances. IN THIS COURSE, WE WILL BE
LOOKING AT THE NEEDS OF LEARNERS WITH DISABILITIES IN THE GENERAL
CLASSROOM.

C. POTENTIAL BENEFITS OF INCLUSION

Simply put, both students with and without disabilities learn more. Many studies
over the past three decades have found that students with disabilities have higher
achievement and improved skills through inclusive education, and their peers without
challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, &
Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).For students with disabilities
(SWD), this includes academic gains in literacy (reading and writing), math, and
social studies — both in grades and on standardized tests — better communication
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skills, and improved social skills and more friendships. More time in the general
classroom for SWD is also associated with fewer absences and referrals for disruptive
behavior. This could be related to findings about attitude — they have a higher self-
concept, they like school and their teachers more, and are more motivated around
working and learning. Their peers without disabilities also show more positive
attitudes in these same areas when in inclusive classrooms. They make greater
academic gains in reading and math. Research shows the presence of SWD gives
non-SWD new kinds of learning opportunities. One of these is when they serve as
peer-coaches.
By learning how to help another student, their own performance improves.
Another is that as teachers take into greater consideration their diverse SWD
learners, they provide instruction in a wider range of learning modalities (visual,
auditory, and kinesthetic), which benefits their regular students as well. Researchers
often explore concerns and potential pitfalls that might make instruction less
effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings
show this is not the case. Neither instructional time nor how much time students are
engaged differs between inclusive and non-inclusive classrooms. In fact, in many
instances, regular ed students report little to no awareness that there even are
students with disabilities in their classes. When they are aware, they demonstrate
more acceptance and tolerance for SWD when they all experience an inclusive
education together. https://resilienteducator.com/classroom-resources/inclusive-
education/

D. TRADITIONAL CLASS AND INCLUSIVE CLASS

TRADITIONAL MODEL INCLUSIVE MODEL

Some students do not “fit” in general All students “fit” in general education
education classes. classrooms.

Collaborative teams share leadership

The teacher is the instructional leader.
responsibilities.

Students learn from the teachers solve Students and teachers learn from one
the problems. another and solve problems together.

Students are purposely grouped by similar Students are purposely grouped by

ability. differing abilities.

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Instruction is geared toward middle- Instruction is geared to match

achieving students. students at all levels of achievement.

Grade-level placement and individual

Grade –level placement is considered
curricular content are independent of
synonymous with curricular content.
each other.

Instruction is active, creative, and

Instruction is often passive, competitive,
collaborative among members of the
didactic, and/or teacher-directed.
classroom.

Most instructional supports are provided Most instructional supports are

outside the classroom. provided within the classroom.

Activities are designed to include

Students who do not “fit in” are excluded
students though participation levels
in the general classes and/or activities.
may vary.

The classroom teacher assumes

ownership for the education of general The classroom teacher, SPED, related
education students, and special education service staff, and families assume
staff assumes ownership for the shared ownership for educating all
education of students with special students.
needs.

Students are evaluated by common Students are evaluated by individually

standards. appropriate standards.

The system of education is considered

successful when it strives to meet
Students’ success is achieved by meeting
each student’s needs. Students’
common standards.
success is achieved when both
individual and group goals are met.

E. INCLUSION PRACTICES
1. Appropriate Accommodative Practice
2. Instructional flexibility
3. Professional Collaboration
4. Teacher Assistance teams
5. Peer support systems

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1. APPROPRIATE ACCOMMODATIVE PRACTICES

Some students require special adaptations that physical environment, the
curriculum, the way instruction is provided, or the assignments given to
them.

2. INSTRUCTIONAL FLEXIBILITY
The ability to respond to unexpected and changing situations to support
students with special needs is a key characteristic of responsible inclusive
settings.
a. DIFFERENTIATED INSTRUCTION
 Differentiated instruction can be described as planning and
implementing curricula and instruction to address the diverse
learning needs of students.
b. ADJUSTMENTS
 Are special measures put in place to ensure learners can
access and participate in learning activities.
 Particular adjustments may need to be available to the learner
every time they undertake some tasks.
 Dark lined paper for a learner with vision impairment each
time they write.
 A learner with hearing impairment in the left ear, seated at the
front with the right ear closest to the teacher.

3. PROFESSIONAL COLLABORATION

COLLABORATION
 ”a system of planned cooperative activities where general educators
and special educators share roles and responsibilities for student
learning”
 Occur in a variety of settings and activities
 Prerefferal efforts and IEP meetings
 Consulting and cooperative teaching assignments
 Teacher assistance teams
 Peer support framework

A. TYPES OF COLLABORATIVE EFFORTS

a. Collaboration-Consultation
b. Peer Support Systems
c. Teacher Assistance Teams
d. Co-Teaching

a. COLLABORATION-CONSULTATION

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General education teacher requests the services of the special

education teacher to help generate ideas for addressing an
ongoing situation.
b. PEER SUPPORT SYSTEMS
 Two general education teachers work together to identify
effective solutions to classroom situations. The approach
emphasizes the balance of the relationship.
c. TEACHER ASSISTANCE TEAMS
 Teams provide support to general education teachers. The
team is made up of core members plus the teacher seeking
assistance, it emphasizes analyzing the problem solution an
developing potential solutions.
d. CO-TEACHING
 General and special education teachers work together to
provide direct service to students. The approach employs joint
planning and teaching and emphasizes the joint responsibilities
of instruction.

i. VARIATIONS OF CO-TEACHING
o Interactive Teaching
o Station Teaching
o Parallel Teaching
o Alternative Teaching
o Peer Support Systems
 Students with disabilities in general classrooms
receive social or instructional help from their
peers without disabilities.

C. APPLICATION:

Go back to your mind map and finish it. The subtopics that you wrote are
called the first level associations. After this lesson, add related ideas from the
subtopics that you have. These are second level associations, third level
associations and so forth. Connect associations with curved lines. You may
use color/drawings in your mind maps. Your mind maps may look like the one
below.

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https://simplemind.eu/how-to-mind-map/basics/

E. ASSESSMENT:

Create your own definition of the following terms:

1. Disability

2. Handicap

3. Impairment

4. Special education

5. Inclusive education

REFERENCES:

Heward, William L. (2013). Exceptional Children. An introduction to Special

Education. USA: Pear

Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex

Bookstore

https://simplemind.eu/how-to-mind-map/basics/)

https://resilienteducator.com/classroom-resources/inclusive-education/

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Lesson 2: Foundations of Special Education and Inclusive

Education

Learning Outcomes: The students must have:

1. identified laws, philosophy and theories that form the basis of special education
and inclusive education.
2. analyzed case basing on the laws, philosophy and theoretical foundations of
special and inclusive education

✎A. ACTIVITY

Read the news about a man with cerebral palsy.

A Man With Cerebral Palsy Was Left To Crawl Off A United Plane

Passenger D’Arcee Neal called the experience “humiliating.”

By Kim Bellware

A Virginia man with cerebral palsy had to crawl off his flight after United Airlines
reportedly failed to offer him assistance after landing.

Passenger D’Arcee Neal waited for flight crews to bring him an aisle-sized chair to
help him disembark after landing at Reagan National Airport Tuesday night. After
waiting and then urgently needing to use the bathroom, Neal was reduced to
crawling half the length of the plane, down the aisle and to the doorway where his
regular wheelchair awaited, he told NBC Washington.

“I was like, ‘I don’t have time for this,’” Neal told the NBC affiliate. “I decided to get
out and crawl down the plane to my chair.”

Neal called the experience “humiliating” and said, “No one should have to do what I
did.”

Ironically, Neal, a disability rights activist, was returning from San Francisco where
he had given a speech on accessible transit.

Neal and United Airlines could not be reached for comment. United told NBC
Washington that it “regrets the delay in providing an aisle chair to assist Neal.”

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According to The Air Carrier Access Act, airlines are required to assist passengers
with disabilities in moving to and from their seats and during boarding and
deplaning.

The American Association of People With Disabilities on Friday called Neal’s

experience an unfortunately common occurrence and noted that last year, more than
27,500 disability-related complaints were filed with the Department of
Transportation.

“The ACAA has been a law on the books for nearly 30 years,” AAPD President Helena
Berger said in a statement. “Yet people with disabilities are still treated like second
class citizens when traveling by plane. Airlines can and must to do better.”

The AAPD noted that many aspects of flying, from in-flight entertainment to safety
demonstrations, are not equally accessible to all passengers, which can diminish
passenger comfort and — at worst — jeopardize safety.

B. ANALYSIS

1. Why did Neal have to crawl down the plane?

2. Do you know or heard news similar to Neal’s case?
3. Do persons with disabilities have the same rights with persons without
disabilities?
4. What do you think can help persons with disabilities acquire equality and
equity?
5. What should be the attitude towards person with disability?

☝C. ABSTRACTION

1. HISTORICAL FOUNDATIONS OF SPECIAL EDUCATION

A. History of Education for Students with Disabilities
 Early 9th century- first systematic attempts were made to educate
“idiotic” and “insane” children- those who today are said to have
mental retardation and emotional or behavioral disorders.
 Prerevolutionary era- most society had offered children with
disabilities was protection-asylum from a cruel world into which
they did not fit and in which they could not survive with dignity, if
they could survive at all.
 The historical roots of special education are found primarily in the
early 1800s.

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 Most of the originators of special education were European

physicians
 Philippe Pinel (1745-1826)- Itard’s mentor, a prominent French
physician who was an early advocate of humane treatment of
insane persons, advised Itard that his efforts would b
eunsuccessful because Victor was a “hopeless idiot”.
 Jean-Marc-Gaspard Itard (1775-1838) , a French physician who
was an authority on diseases of the ear and on the education of
students who were deaf, is the person to whom most historians
trace the beginning of special education. In the early years of the
nineteenth century, this young doctor began to educate a boy,
Victor, of about twelve who had been found naked and wild in the
forests of France. - Father of SPED for persons with intellectual
and physical disability.
 Edouard Sequin (1812-1880) Itard’s student, emigrated to the
United States in 1848. Seguin had become famous as an educator
of so-called idiotic children, even though most thinkers of the day
were convinced that such children could not be taught anything of
significance.
 Revolutionary ideas of Itard, Sequin, and their successors that
form the foundation for present day special education.
1. Individualized instruction
2. A carefully sequenced series of educational tasks.
3. Emphasis on stimulation and awakening of the child’s senses.
4. Meticulous arrangement of the child’s environment.
5. Immediate reward for correct performance.
6. Tutoring in functional skills.
7. Belief that every child should be educated to the greatest
extent possible.

 MONTESSORI:
 Extended Itard's program 1st to the early stages of child development,
before formal education, then revising our conception of education
itself, whatever the age of the learner
 Emphasis on sensory materials
 First woman physician in Italy, tasked to address the needs of “feeble-
minded” children

U.S. thinkers concerned with the education of students with disabilities

 Samuel Gridley Howe(1801-1876) –a physician and an educator,

instrumental in founding the Perkins School for the Blind in Watertown,
Massachusetts and was also a teacher of students who were deaf and
blind. His success in teaching Laura Bridgman, who was deaf and blind,

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greatly influenced the education of Helen Keller. Howe was also a force
behind the organization of an experimental school for children with mental
retardation and was personally acquainted with Sequin.
 Thomas Hopkins Gallaudet (1787-1851), a minister,in 1817 established the
first American residential school, in Hartford, Connecticut for students who
were deaf (now known as the American School of the Deaf
 Elizabeth Farrell- teacher in New York City was highly instrumental in the
development of special education as a profession. Farrell and a group of
other special educators across the U.S. and Canada founded the Council
for Exceptional Children

 Mid -1970s
 Many schools did not provide any programs for students
with disabilities, or the programs they provided were very
minimal
 1970-only 20 percent of all children with disabilities were
served in public school programs
 It was estimated that 3 million children with disabilities
received inappropriate or inadequate services, while up to
1 million were totally excluded from the educational
system.

 1970s
 The only resources available for most parents were private
educational programs specifically designed for children
with disabilities. Parents paid for the education of their
children.
 Many stayed at home and received no formal education.
 In few schools, students with physical disabilities or
intellectual disabilities were provided with services,
however, these services were nearly always in self-
contained , isolated classrooms, and the students rarely
interacted with typical students. Services for these
students were slow to develop because of financial
constraint.
 Some children with disabilities received services in
residential programs. In 1963 nearly 50% of children
classified as legally blind in the US lived in residential
schools for the blind. These residential programs offered
daily living support as well as some education and training.
 American Asylum for the Education of the Deaf and Dumb
(now the American School for the Deaf)- first school for
children with deafness established in 1817.

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 New England Asylum for the Blind- first school for children
with visual problems established in 1832

 Since the mid -1970s

 Services to students with disabilities have changed
dramatically. More appropriate services were provided by
schools but they are also frequently provided both in
resource rooms and general classroom teachers.
 Many different developments brought about this change,
including parental advocacy, legislation, and litigation.
 Services for students with disabilities evolved in four
distinct phases: relative isolation, integration
(mainstreaming), inclusion, and empowerment.

 Inclusive Education
 20thcentury compulsory public education began, no school programs
existed for students with disabilities
 Students with disabilities that were relatively mild, that is, learning or
behavior problems or minor physical impairments, were educated
along with other students because their needs were not extraordinary.
 Many children with significant intellectual or physical disabilities did
not attend school at all and others educated by private agencies or
lived in institutions
 First half of the 20th century- many states explicitly legislated
permission for school districts to prohibit some students with
disabilities from attending.
 1920s and 1930s
Special classes in public schools that began as compulsory
education became widespread
 1950s special education programs were available in many school
districts, but some undesirable outcomes were becoming apparent.
 1960s many authorities were agreed that segregated special classes
were not the most appropriate educational setting for many students
with disabilities.

THE IMPACT OF THE CIVIL RIGHTS MOVEMENT ON SPECIAL EDUCATION

 1950s and 1960s civil rights movement although initially addressing the rights
of African-Americans, expanded AND BEGAN TO INFLUENCE THINKING about
people with disabilities.
 Brown v. Board of Education decision in 1954, the US Supreme Court ruled
that it was unlawful under the Fourteenth Amendment to discriminate
arbitrarily against any group of people. The Court then applied this concept to

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the education of children, ruling that state- mandated education for African-
American students could not be an equal education.
 This court decision introduced the concept of INTEGRATION into public
education –diverse students learn together
 Court cases for influencing SPED
 Pennsylvania Association for Retarded children v. Commonwealth of
Pennsylvania
 Diana v. State Board of Education of California
 Larry P. v. Wilson Riles
 Board of Education of Hendrick Hudson School District v. Rowley
 Section 504
One of the outcomes of the civil rights movement has been legislation
designed to prevent discrimination against individuals with individuals,
whether they are children in schools or adults in the workforce.
 Americans with Disabilities Act
In July 1990, President George H.W. Bush signed into law the
Americans with Disabilities Act (ADA). This civil rights law was based on the
Vocational rehabilitation Act of 1973, but it further extended the rights of
individuals with disabilities.

SERVICES FOR STUDENTS WITH DISABILITIES EVOLVED IN FOUR

DISTINCT PHASES

1. Relative Isolation
 Included the first sixty to seventy years in the twentienth century,
students were either denied access to public schools or permitted to
attend only in isolated settings.
2. Integration Phase
 Began in the 1970s, students with disabilities were mainstreamed, or
integrated, into general education programs when appropriate.
3. Inclusion
 Starting in the mid-1980s emphasis was placed on students with
disabilities being included in all school programs and activities. This
phase differed from the integration phase in a minor but very significant
way.
4. Empowerment and Self-Determination
 Has been the focus the focus of inclusion efforts, to better prepare
students for the highest degree of independence possible. The idea of
student-led conferences is a prime example of the focus on self-
determination.

LEGISLATIVE BASIS FOR CONTEMPORARY SPECIAL EDUCATION

 The First Federal Special Education Legislation

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 Current Special Education Legislation-IDEA

 No Child Left Behind Act of 2001 signed by Pres. George Bush-influences the
education of the students with disabilities.
 Accountability results
 Budget flexibility
 Options for student success
 Research –based teaching methods

HISTORICAL PERSPECTIVES IN THE PHILIPPINES

 1902- interest to educate Filipino children with disabilities was expressed

during the American regime. The General Superintendent of Education, Mr.
Fred Atkinson, reported to the Secretary of Public Instruction that deaf and
blind children were found in a census of school –aged children in Manila and
nearby provinces.
 1907-Special education program formally started in the Philippines. David
Barrows, Director of Public Education worked for the establishment of the
Insular School for the Deaf and the Blind in Manila. Miss Delight Rice, an
American educator, was the first administrator and teacher of the special
school. At present the School for the Deaf is located on Harrison Street,
Pasay City while the Philippine National School for the Blind is adjacent to it
on Polo Road.
 1926- The Philippine Association for the Deaf (PAD) composed mostly of
hearing impaired members and special education specialists was founded.
 1927- the government established the Welfareville Children’s Village in
Mandaluyong, Rizal.
 1936- Mrs. Maria Villa Francisco was appointed as the first Filipino principal of
the School for the Deaf and the Blind (SDB).
 1954- declared the first week of August as Sight Saving Week.
 1955- First Parent Teacher Work Conference in Special Education was held at
the SDB.
 1956- First Summer Institute on Teaching the Deaf was held at the School for
the Deaf and the blind in Pasay City. The following school year marked the
beginning of the integration of deaf pupils in regular classes.
 1957- Bureau of Public Schools (BPS) of the Department of Education and
Culture (DEC) created the Special education Section of the Special Subjects
and Services Division.
 1960- some private colleges and universities started to offer special education
courses in their graduate school curriculum.
 1963- Manila Science High School for gifted students was established
 1968- with the approval of R.A. No. 5250 , the teacher training program for
teachers of exceptional children was held at the Philippine Normal College for

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the next ten years. First Asian Conference on Work for the Blind was held in
Manila.
 1976-Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino
Child. The national Action Plan for Education was promulgated which included
provisions for in-and –out-of-school exceptional children.
 1977-MEC issued Department Order no. 10 that designated regional and
division supervisors of special education programs. The West Visayas State
College of Iloilo City started its teacher training program and offered
scholarships to qualified teachers.
 1978- marked the creation of the National Commission Concerning Disabled
persons (NCCDP), later renamed National Council for the Welfare of Disabled
Persons or NCWDP through Presidential Degree 1509.
 -MEC Memorandum No. 285 directed school divisions to organize special
classes with a set of guidelines on the designation of teachers who have no
formal training in special education.
 -University of the Philippines opened its special education teacher training
program for undergraduate students.
 1979- Bureau of Elementary Education Special Education Unit conducted a
two-year nationwide survey of unidentified exceptional children who were in
school.
 1981- the United Nations Assembly proclaimed the observance of the
International Year of Disabled Persons.
 1982- three special schools were opened: Cebu State College Special High
School for the Deaf, Siaton Special Education Center in the Division of Negros
Oriental and St. John Maria de Vianney Special Education Learning Center in
Quezon City.
 1983- Batas Pambansa Bilang 344 enacted the Accessibility Law, “An act to
Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions, Establishments and Public Utilities to Install other Facilities and
Devices.”
 1990- Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established.
 1993- DECS issued Order No.14 that directed regional offices to organize the
Regional Special Education Council(RSEC)
 1993-2002- declared as the Asian and Pacific Decade of the Disabled Persons.
 1996- the third week of January was declared as Autism Consciousness
Week.
 1997- DECS Order No. 1 was issued which directed the organization of a
Regional Special Education Unit and the designation of a Regional Supervisor
for Special Education.
 DECS Order No. 26 on the Institutionalization of Special Education Program in
all Schools was promulgated.

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 -SPED Mobile Training on Inclusive Education at the Regional Level was held
with funding from the CBM.
 1998- DECS Order No. 5” Reclassification of Regular Teacher and PrincipaI
Items to Special Education Teacher and Special Schools Principal Item”was
issued.
 1999-DECS Order no. 104 “Exemption of the Physically Handicapped from
taking the National Elementary Achievement Test (NEAT) and the National
Secondary Aptitude Test (NSAT).N0. 108 “Strengthening of Special Education
Programs for the Gifted in the Public School System.”
 DECS Order N0.11” Recognized Special Education Centers in the
Philippines,N0. 477 “ National Week for the Gifted and the Talented.”
 1983-Batas Pambansa Bilang 344 enacted the Accessibility law,“ An Act to
Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions, Establishments and Public Utilities to Install Facilities and Other
devices.”
 1990- Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established.
 1993- DECS issued Order No.14 that directed regional offices to organize the
Regional Special Education Council (RESC).
 -1993-2002 declared as the Asian and the Pacific Decade of the Disabled
Persons.
 1996- third week of January was declared as Autism Consciousness Week.
 First National Congress on Visual Impairment was held in Quezon City and
subsequently held every two years.
 First Seminar Workshop on Information Technology for the Visually Impaired
was held in Manila sponsored by the RBI (Resources for the Blind
Incorporated).
 First Congress on Special Needs Education was held in Baguio City.
 1997- DECS Order No. 1 was issued which directed the organization of a
Regional Special Education Unit and the Designation of a Regional Supervisor
for Special Education.
 DECS Order No. 26 on the Institutionalization of Special Education Programs
in All Schools was promulgated.
 1998- DECS Order No.5 “Reclassification of Regular Teacher and Principal
Items to Special Education Teacher and Special Schools Principal Item” was
issued.
 1999- The Philspada National Sports Competition for the Disabled in Cebu
City
 Issuance of DECS Orders No. 104 “ Exemption of the Physically handicapped
from Taking the National Elementary Achievement Test (NEAT) and the
National Secondary Aptitude Test (NSAT)
 No108 “Strengthening of Special Education Programs for the Gifted in the
Public School System

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ADDITIONAL READINGS:

History_Inclusive_Education.pdf UNESCO

2. LEGAL FOUNDATIONS

https://www.slideshare.net/knowellton/module-24-no-limits

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A. INTERNATIONAL MANDATES/DECLARATIONS

Universal Declaration of the Rights of the Child 1959 (sometimes known as the Geneva
Declaration of the Rights of the Child)

Principle 7

The child is entitled to receive education, which shall be free and compulsory,
at least in the elementary stages. He shall be given an education which will
promote his general culture and enable him, on a basis of equal opportunity,
to develop his abilities, his individual judgement, and his sense of moral and
social responsibility, and to become a useful member of society.

The best interests of the child shall be the guiding principle of those
responsible for his education and guidance; that responsibility lies in the first
place with his parents.

The child shall have full opportunity for play and recreation, which should be
directed to the same purposes as education; society and the public
authorities shall endeavor to promote the enjoyment of this right.
http://hrlibrary.umn.edu/instree/k1drc.htm

The World Declaration on Education for ALL 1990

The World Declaration on Education For ALL (EFA) prepared in Jomtien,

Thailand in March 1990 has given primacy for an expanded vision and a renewed
commitment of providing basic education to all children, youth and adults,
Consequently, the Philippine Action Plan (1990-2000) in support for EFA has focused
its policies and strategies to specific groups of people which includes the rural poor,
those in the urban slums, cultural communities/minorities, the disabled, the
educationally disadvantaged as well as the gifted.

The Salamanca Statement 1994

The World Conference on Special Education held in Salamanca, Spain on June 7-

10,1994 has recognized the necessity and urgency of providing education for children,
youth and adults with special educational needs within the regular education system.
It has declared the following principles:
· Every child has a fundamental right to education and must be given the
opportunity to achieve and maintain an acceptable level of learning.
· Every child has unique characteristics, interests, abilities and learning
needs.

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· Educational systems should be designed and educational programs

implemented to take into account the wide diversity of their
characteristics and needs.

The Agenda for Action of Asian and Pacific Decade of Disabled Persons
1993-2002

In April 1992, the Economic and Social Commission for Asia and the Pacific
proclaimed the decade (1993-2002) the Asian and Pacific Decade of Disabled Persons.
This regional decade of disabled persons aimed to help to promote the human rights
of disabled persons in a region which has probably the largest number of the world's
disabled persons. https://www.unescwa.org/agenda-action-asian-and-pacific-decade-
disabled-persons

The Dakar Framework 2000 (World Education Forum Dakar, Senegal, 26-28 April
2000)

Re-affirmation of the vision set out in the World Declaration on Education for
All in Jomtien a decade ago. It expresses the international community’s collective
commitment to pursue a broad-based strategy for ensuring that the basic learning
needs of every child, youth and adult are met within a generation and sustained
thereafter.
https://sustainabledevelopment.un.org/content/documents/1681Dakar%20Framewor
k%20for%20Action.pdf

Education 2030 Incheon Declaration (World Education Forum 2015 in Incheon,

Republic of Korea, from 19 – 22 May 2015)

The vision to transform lives through education is fully captured by the

proposed SDG 4 'Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all'
http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

The International Year of Disabled Persons

“By proclaiming 1981 as the International Year of Disabled Persons, the

General Assembly of the United Nations aimed at focusing attention on the
enjoyment of Disabled Persons of rights and opportunities in order to ensure their

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full participation and integration into society. The effort to find solutions to the
problem of disabled persons should be an integral part of national development
strategies. There is thus a need to secure the participation of all Member States as
well as relevant government and non-government organizations in the preparation
and implementation of the program of the International Year Disabled Persons.” Its
theme is “full participation and equality.”

B. PHILIPPINES MANDATES

National Legislation

Constitution of the Republic of the Philippines 1987 and Magna Carta for
Disabled Persons 1992

Section1. The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make such
education accessible to all.”

Magna Carta for Disabled Persons(RA 7277) –makes more explicit what
provision is required specifically in the area of education for learners with disabilities.

SECTION 14. Special Education

The State shall establish, maintain and support a complete, adequate and
integrated system of special education for the visually impaired, hearing impaired,
mentally retarded persons and other type of exceptional children in all regions of the
country. Towards this end, the Department of Education, Culture and Sports shall
establish special education classes in public schools in cities, or municipalities. It shall
also establish, where viable, Braille and Record Libraries in provinces, cities or
municipalities. The National Government shall allocate funds necessary for the
effective implementation of the special education program nationwide. Local
government units may likewise appropriate counterpart funds to supplement national
funds. https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

RA 9442 – An Act Amending Republic Act No. 7277, Otherwise Known As

The “Magna Carta For Disabled Persons, And For Other Purposes”

Educational assistance to persons with disability, for them to pursue primary,

secondary, tertiary, post tertiary, as well as vocational or technical education, in
both public and private schools, through the provision of scholarships, grants,
financial aids, subsidies and other incentives to qualified persons with disability,
including support for books, learning material, and uniform allowance to the
extent feasible: Provided, That persons with disability shall meet minimum
admission requirements;

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SEC. 40. “No individual, group or community shall execute any of these acts of
ridicule against persons with disability in any time and place which could
intimidate or result in loss of self-esteem of the latter.”
https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-
9442/

The Education Act 1982

Recognizes the right of all people to quality education, “regardless of sex, age,
breed, socio-economic status, physical and mental condition, social and ethnic origin,
political and other affiliations.”

The Governance of Basic Education Act 2001 otherwise known as RA 9155

affirms that all citizens have the right to access quality basic education.

Policies and Guidelines for Special Education (Revised Edition) 1997

The ultimate policy goal of DepEd for special education is: “the integration or
mainstreaming of learners with special needs into the regular school system and
eventually in the community.”

DECS (DepEd) Order No. 26 (1997) called for the institutionalization of Special
Education (SPED) programs in all school.

ENHANCED BASIC EDUCATION ACT OF 2013 (REPUBLIC ACT NO. 10533)

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance

of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the
implementation of programs designed to address the physical, intellectual,
psychosocial, and cultural needs of learners, which shall include, but shall not be
limited to, the following:
8.1. Programs for the Gifted and Talented. These shall refer to
comprehensive programs for the gifted and talented learners in all levels of basic
education.
8.2. Programs for Learners with Disabilities. These shall refer to the
comprehensive programs designed for learners with disabilities which may be home-,
school-, center- or community-based.
8.3. Madrasah Program. This shall refer to the comprehensive program
using the Madrasah curriculum prescribed by the DepEd, in coordination with the
Commission on Muslim Filipinos, for Muslim learners in public and private schools.

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8.4. Indigenous Peoples (IP) Education Program. This shall refer to the
program that supports education initiatives undertaken through formal, non-formal,
and informal modalities with emphasis on any of, but not limited to, the key areas of:
Indigenous Knowledge Systems and Practices and community history; indigenous
languages; Indigenous Learning System (ILS) and community life cycle-based
curriculum and assessment; educational goals, aspirations, and competencies specific
to the Indigenous Cultural Community (ICC); engagement of elders and other
community members in the teaching-learning process, assessment, and management
of the initiative, recognition and continuing practice of the community’s ILS; and the
rights and responsibilities of ICCs.
8.5. Programs for Learners under Difficult Circumstances. This shall
refer to the timely and responsive programs for learners under difficult
circumstances, such as, but not limited to: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement, or disasters; child abuse
and child labor practices. https://www.officialgazette.gov.ph/2013/09/04/irr-republic-
act-no-10533/

ADDITIONAL READINGS:

For details of the mandates click the links above.

2. THEORETICAL AND PHILOSOPHICAL FOUNDATIONS

A. VYSGOTSKY’S SOCIAL CONSTRUCTIONISM

Sociocultural Theory: This theory focuses on how culture is
transmitted to the next generation through tools such as language
and social interaction. Working with adults and more skilled peers is
essential for children to acquire the ways of thinking, knowing, and
behaving that make up a community’s culture. From this perspective,
knowledge is actively and socially constructed through interactions
with others. However, the role of biology is not ignored; it is perceived
as playing less of a direct role in cognitive development. A child’s
inherited traits influence the ways in which she approaches the
environment and thus impacts the types of experiences she has.

B. SYSTEMS THEORY PERSPECTIVE ON SPECIAL EDUCATION

From a sociological systems theory perspective, disability as a
phenomenon cannot be analysed other than in relation to the
distinction system/environment. According to Michailakis (2003)
individuals with disabilities—as well as other individuals—do not
belong to a system, but are parts of the environment. The individual is
linked up to a specific system by means of that system’s specific
codification ascribing a certain meaning to the particular individual’s
condition (health–illness, working ability–inability, etc). The binary

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codification of the system becomes the attribute that colors the

perception of the entire person. All other aspects of the person are
ignored except those that fit the system-specific form of
communication. Whatever the medical or political system is able to
communicate about disability will necessarily be medically or politically
related. The medical system cannot communicate political issues
about disability and the reverse.

PERSPECTIVES OBSERVATION OF DISABILITY AS

Medical system : Diseases, defects, malfunctions, impairments, treatment

Economic system Lack of economic resources, inability to pay, poverty

Labor market Working disability, inability to engage in gainful activity Legal

system system Legal incapacity, lack of rights/duties

Rehabilitation
Support/correction of functional incapacities
system

EDUCATION
LEARNING DIFFICULTIES, LOW EDUCATION LEVEL
SYSTEM

Art system Ugliness, defective body

Michailakis, Dimitris. (2003). The Systems Theory Concept of Disability: One is not
born a disabled person, one is observed to be one. Disability & Society - DISABIL
SOC. 18. 209-229. 10.1080/0968759032000044184.

As future educators, we take the educational perspective. We make

adaptations for learners with disabilities. We do not diagnose or recommend any
medications for our learners but hold on to that perspective that these group of
learners can learn if we make accommodations or modifications.

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C. OTHER THEORIES

a. Biological-maturational Theory: This theory believes that genetic

and physiological changes (i.e., nature) contribute to developing
structures of the body. Brain development and motor capabilities, for
example, occur almost automatically, without learning or instruction.
Changes in abilities can be either gradual or sudden depending on the
type of development being considered. To illustrate, learning to walk
is the result of gradual changes in physiological capabilities and brain
structure. Sudden development, on the other hand, occurs during
puberty due to altered hormonal levels in the body.

b. Behaviorist Theory: Development and learning from this

perspective are attributed almost exclusively to environmental
influences (nurture). B.F. Skinner built on other behaviorist theorists
by noting that children’s (and adults, for that matter) behavior and
learning can be shaped by providing rewards and punishment. He
believed that there is a great deal of diversity in behavior and learning
because all children experience different rewards and punishment
from the adults in their lives.

c. Cognitive-developmental Theory: This theory emphasizes how

children’s thinking and reasoning change, qualitatively, over time.
Children actively contribute to their own cognitive development by
constructing their own understanding of the world. This understanding
is constructed during experiences with materials and working to
resolve discrepancies between prior knowledge and new information.
This process is significantly impacted by the child’s biological
development. At times, children will have not reached a requisite level
of biological maturation and, therefore, cannot make use of
information in the environment or acquire new thinking capabilities.

BEHAVIORISM-BASED INCLUSIVE EDUCATION PRACTICES

Behaviorism is known as a predominant psychological model (Harold &

Corcoran, 2013), as suggested by the metaphor for, ‘learning as the acquisition of
stimulus-response pairs’ (Doolittle, 2014). Behaviorists ‘believe the objective of the
theory is to impart to the learner the knowledge of reality’ (Hickey, 2014, p. 17).
Behaviorism occurs when consequences are associated with the stimulus or response
that is followed by reinforcement to be maintained (Ertmer & Newby, 2013)Practices
based on explicit or direct instruction are systematic, involving a step-by-step
process provided by a teacher and followed by students during instruction (Zhang et
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al., 2016). In addition, explicit or direct instruction-based practices that Electronic

copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research
Education Quarterly Reviews Vol.2, No.2, 2019 410 break down tasks into their
smallest elements are widely used for teaching students with special educational
needs in inclusive education classrooms (Steele, 2005). During the instructional
process, Behaviorists assess learners to determine at what point to begin instruction

It is therefore considered that the Behavioristic theory is related to several of

the best practices in inclusive education. Direct instruction is the primary delivery of
instruction in behaviorism within a teacher-centered environment in which the
teacher designs and delivers lessons based on the objectives of the students. The
behavioristic classroom environment focuses upon conditioned responses, which is
the basis of functional behavioral analysis. Since the behavioristic classroom focuses
upon condition-responses, assessment, evaluation, and feedback, all are considered
ideal methods for testing the transfer and generalization of knowledge gained.

COGNITIVISM-BASED INCLUSIVE EDUCATION PRACTICES

Cognitive theories place emphasis on making knowledge meaningful and

helping learners to be more organized and able to relate new information to existing
knowledge stored. In addition, cognitivist approaches emphasize thought processes
and their importance in learning, including memory, thinking, reflection, abstraction,
and metacognition, which are all needed in the learning process (Petersen, 2014).
Therefore, cognitivist instruction "must be based on a student's existing mental
structures or schema to be effective" (Ertmer & Newby, 2013, p. 60). Practically,
cognitivism-based inclusive education practices involve the applications of
cognitivism in inclusive education settings, which clearly appears in the emphasis of
mental information processing and interactions in guiding student learning (Ertmer &
Newby, 2013). Students are encouraged to express and connect their prior
knowledge, learning experiences, and abilities to learn new information being
provided to them. For instance, instructional strategies such as framing, outlining,
mnemonics, concept mapping, and advance organizers should be specifically used to
support the cognitive needs of students with special educational needs (West,
Farmer, & Wolff, 1991). Electronic copy available at:
https://ssrn.com/abstract=3415247

Cognitivism-based inclusive education practices are implemented by applying

different instructional approaches focused on learning activities, such as note-taking
(Boyle & Rivera, 2012), underlining (Swanson, Orosco, & Lussier, 2014),
summarizing (Wittrock & Alesandrini, 1990), writing to learn, outlining and mapping,
and use of the PQ4R method (Slavin, 2009). The use of these instructional
approaches has shown positive results among students with special needs in general
education classrooms. Other practices used, based on cognitivism, for students with

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special needs in inclusive education classrooms are various metacognitive strategies,

which are evidence-based such as study skills, concept mapping, and reciprocal
teaching (Al-Shammari, 2019B; Hornby, 2014). In line with Hornby, Hattie (2008)
also offers specific best practice interventions best used for students with special
needs in cognitivism-based inclusive education settings, which include metacognitive
strategies. Metacognitive strategies teach students to understand the way they think.
Through targeted study skills, concept mapping, and reciprocal teaching, students
can plan, organize, and communicate information and learning. Another example of
a metacognitive strategy in a cognitivism-based classroom is a flow chart used to
organize information. Thus, cognitivism can be related to the key components of the
best practices in inclusive education by helping students to assimilate and
accommodate information.

Constructivism-based Inclusive Education Practices Theoretically,

constructivism focuses on creating cognitive tools that reflect the wisdom of the
culture in which they are used as well as the insights and experiences of learning.
Constructivism involves a person understanding the importance of the social
dimension during the learning process through observation, treatment,
interpretation, and adaptation of information on building a cognitive structure.
Vygotsky (1962) emphasized the social role of learning because of its impact on
cognitive development through learning and interaction between children and their
peers, parents, and teachers. Constructivism equates to learning that involves
constructing, creating, and inventing, basically for individuals to develop their own
knowledge and meaning. Constructivists believe that an understanding of the brain
informs teaching (Lenjani, 2016). Akpan and Beard state, "constructivism is the best
paradigm for teaching all learners, but particularly students with special educational
needs" (2016, p. 393). Teachers are essentially considered facilitators, providing
essential information, and organizing activitiesPractically, constructivism-based
inclusive education practices are the applications of constructivism in inclusive
education settings, which would involve instructional methods and strategies to
assist learners to explore complex topics actively. Possible strategies for exploring
these topics include: situating tasks in real-world contexts and using real-life
examples, utilizing cognitive apprenticeships (i.e. modelling and coaching), Electronic
copy available at: https://ssrn.com/abstract=3415247 Asian Institute of Research
Education Quarterly Reviews Vol.2, No.2, 2019 412 presenting multiple perspectives
(i.e. collaborative learning to develop and share alternative views), including social
negotiations (i.e. debate, discussion), encouraging reflective awareness, and
providing considerable guidance on the use of constructive processes (Ertmer &
Newby, 2013). Students in a constructivistic inclusive education setting would benefit
most from the following best practices as reported by Hattie (2008) such as peer
tutoring and cooperative learning. Through peer tutoring and cooperative learning,
students can interact with each other and actively learn in a real-world setting.
Cooperative learning groups, for example, may be formal or informal. Formal groups
may be organized by student ability or interest, whereas informal groups may be
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spontaneous within which students are asked to pair and brainstorm on topics. In
the constructivistic inclusive classroom, the belief is that students learn from
experience and real-life application. file:///C:/Users/jonda/Downloads/SSRN-
id3415247.pdf

3. PHILOSOPHICAL BASES OF SPECIAL EDUCATION

1. Right of every individual to relevant quality education regardless of sex,
age, creed, socio-economic status, physical and mental condition, social
or ethnic origin, political and other affiliation.
2. Right of every child to have access to equality in education as well as
enjoyment of the benefits of education by everybody (to include even
those with disabilities).
3. Right of children with special needs to an educational program which
are suitable to their needs and to develop their full or maximum
potential to enable them to become self-reliant and provide them with
opportunities for a full and happy life.

4. ETHICAL BASES OF SPECIAL EDUCATION

1. Development and maximization of learning competencies, inculcation of
values to make the learners with special needs useful and effective
members of society.
2. Integration or mainstreaming of learners with special needs into the
regular school (general education) system and in the community.
3. The vision for Filipino children with special needs (family and
community vision) is for a free quality education and without
discrimination in all aspects.
4. The vision for education should support development of their:
a. Potential
b. National Pride
c. Productivity
d. Love of God
e. Self-Expression
5. The state provides opportunities to develop skills, abilities, attitudes and
values to become productive citizens.
6. Learning institutions should not deny admission to different courses
because the person has a handicap or disability.
7. Formulation of educational policies and program taking special needs
into account.

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5. PHILOSOPHY OF INCLUSIVE EDUCATION

A. INTEGRATION
The physical placement of individuals with disabilities in the natural
settings of community, home, or general education class or school
with their nondisabled peers.

PHILOSOPHICAL ROOTS

NORMALIZATION. A philosophical belief in special education that every

individual even the most disabled should have an educational and living environment
as close to normal as possible.

HISTORICAL ROOTS OF INTEGRATION

DEINSTITUTIONALIZATION. A social movement of the 1900s and 1970s

whereby large number of persons with mental retardation and/or mental illness were
moved from large mental institutions into smaller community homes or into the
homes of their families; recognized as a major catalyst for integrating persons with
disabilities into society.

B. REGULAR EDUCATION INITIATIVE

A philosophy that maintains that general education, rather than
special education, should be primarily responsible for educating
students with disabilities.

LEAST RESTRICTIVE ENVIRONMENT (LRE). (mandated by IDEA)

Students with disabilities are to be educated with their nondisabled peers to the
maximum extent appropriate. Deinstitutionalization, normalization, equal rights,
access, least restrictive environment and community based services.

The fundamental principle of the inclusive school is that all children should
learn together, wherever possible, regardless of any difficulties or differences they
may have. Inclusive schools must recognize and respond to the diverse needs of
their students, accommodating both different styles and rates of learning and
ensuring quality education to all through appropriate curricula, organizational
arrangements, teaching strategies, resource use and partnerships with their
communities. There should be a continuum of support and services to match the
continuum of special needs encountered in every school. Source: Salamanca
Framework for Action, World Conference on Special Needs Education: Access and
Quality, 1994.
https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf

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D. APPLICATION

1. What do you think are the most important events in the history of special
education and inclusive education? Choose three events from the global
settings and three events from the local settings. Plot it in the infographic
timeline. An example is given below but you may present it more creatively

REFERENCES:

https://www.unescwa.org/agenda-action-asian-and-pacific-decade-disabled-persons

http://hrlibrary.umn.edu/instree/k1drc.htm
https://sustainabledevelopment.un.org/content/documents/1681Dakar%20Framewor
k%20for%20Action.pdf

http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/

https://ssrn.com/abstract=3415247

https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf

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https://www.visme.co/templates/infographics/event-timeline-1425277750/

2. If you are the judge, what will be your decision on D Arcee’s case ( the case
presented above)? Cite some of the mandates /philosophies/theories above.
If connectivity permits, post your answers on the platform.

E. ASSESSMENT

A. Encircle the letter of the correct answers.

1. SPECIAL EDUCATION IN THE PHILIPPINES STARTED IN THE YEAR:

A. 1902 C. 1993

B. 1907 D. 2000

2. THE PERSON TO WHOM MOST HISTORIANS TRACE THE BEGINNING OF SPECIAL

EDUCATION AND ALSO KNOWN AS THE FATHER OF SPED FOR THE MENTALLY AND
PHYSICALLY HANDICAPPED.

A. JEAN-MARC-GASPARD C. SAMUEL GRIDLEY

ITARD HOWE

B. PHILIPPE PINEL D. THOMAS HOPKINS GALLAUDET

3. THESE REVOLUTIONARY IDEAS OF ITARD, SEQUIN, AND THEIR SUCCESSORS

FORM THE FOUNDATION FOR PRESENT DAY SPECIAL EDUCATION.

I. INDIVIDUALIZED INSTRUCTION
II. A CAREFULLY SEQUENCED SERIES OF EDUCATIONAL TASKS.
III. EMPHASIS ON STIMULATION AND AWAKENING OF THE CHILD’S SENSES.
IV. METICULOUS ARRANGEMENT OF THE CHILD’S ENVIRONMENT.

A. I & II C. III & IV

B. II & III D. I, II, III, & IV

4. IN 1996, THIRD WEEK JULY WAS DECLARED AS:

A. AUTISM WEEK C. HEARING DISABILITY WEEK

B. DISABILITY WEEK D. WHITE CANE DAY

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B. Make a Position Paper on the Education of the Persons with Disability.

a. Introduce your topic with some basic background information. ...
b. Introduce possible objections to your position. ...
c. Support and acknowledge the opposing points. ...
d. Explain that your position is still the best one, despite the strength of
counter-arguments. ...
e. Summarize your argument and restate your position.

https://www.thoughtco.com/how-to-write-a-position-paper-1857251

REFERENCES:

Inciong, T. and Quijano, Y. , et al. Introduction to Special Education. Philippines; Rex

Bookstore

History_Inclusive_Education.pdf UNESCO

https://www.thoughtco.com/how-to-write-a-position-paper-1857251

https://www.slideshare.net/knowellton/module-24-no-limits

https://www.unescwa.org/agenda-action-asian-and-pacific-decade-disabled-persons

http://hrlibrary.umn.edu/instree/k1drc.htm
https://sustainabledevelopment.un.org/content/documents/1681Dakar%20Framewor
k%20for%20Action.pdf

http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-
framework-for-action-implementation-of-sdg4-2016-en_2.pdf

https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/

https://ssrn.com/abstract=3415247

https://shodhganga.inflibnet.ac.in/bitstream/10603/188763/5/chapter%202.pdf

Lesson 3: UNDERSTANDING DIVERSITY

A. MODELS OF DISABILITY

Learning outcomes:

The student must have:

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1. compared and contrasted the models of disability

2. explained own belief of disability

A. ACTIVITY

Look at the picture. What are your thoughts when you see this picture?

B. ANALYSIS

How do you see persons with disabilities? What influence your perspectives or
thinking about them?

C. ABSTRACTION

MODELS OF DISABILITY

Models of Disability are tools for defining impairment and, ultimately, for
providing a basis upon which government and society can devise strategies for
meeting the needs of disabled people. They are a useful framework in which to gain
an understanding of disability issues, and also of the perspective held by those
creating and applying the models.

For Models of Disability are essentially devised by people about other people.
They provide an insight into the attitudes, conceptions and prejudices of the former
and how they impact on the latter. From this, Models reveal the ways in which our
society provides or limits access to work, goods, services, economic influence and
political power for people with disabilities.

Models are influenced by two fundamental philosophies. The first sees

disabled people as dependent upon society. This can result in paternalism,
segregation and discrimination. The second perceives disabled people as customers
of what society has to offer. This leads to choice, empowerment, equality of human
rights, and integration. As we examine the different Models in this and subsequent
articles, we will see the degree to which each philosophy has been applied.

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We should not see the Models as a series of exclusive options with one
superior to or replacing previous sets. Their development and popularity provides us
with a continuum on changing social attitudes to disability and where they are at a
given time. Models change as society changes. Given this degree of understanding,
our future objective should be to develop and operate a cluster of models, which will
empower people with disabilities, giving them full and equal rights alongside their
fellow citizens. https://www.theweb.ngo/history/ncarticles/models_of_disability.htm

1. BIOMEDICAL MODEL OF HEALTH

The biomedical model of health is the most dominant in the western world
and focuses on health purely in terms of biological factors. Contained within the
biomedical model of health is a medical model of disability. In a similar vein, this
focuses on disability purely in terms of the impairment that it gives the individual.
The biomedical model is often contrasted with the biop-sychosocial model.

2. MEDICAL MODEL OF DISABILITY

The medical model of disability is presented as viewing disability as a problem
of the person, directly caused by disease, trauma, or other health condition which
therefore requires sustained medical care provided in the form of individual
treatment by professionals.
In the medical model, management of the disability is aimed at a "cure," or
the individual's adjustment and behavioral change that would lead to an "almost-
cure" or effective cure.
In the medical model, medical care is viewed as the main issue, and at the
political level, the principal response is that of modifying or reforming health-care
policy.

3. IDENTITY MODEL
Disability as an identity model is closely related to the social model of
disability - yet with a fundamental difference in emphasis - is the identity model (or
affirmation model) of disability.
This model shares the social model's understanding that the experience of
disability is socially constructed, but differs to the extent that it 'claims disability as a
positive identity' (Brewer et al. 2012:5). Brewer et al. (2012) offer the following
illuminating definition, which also explains how the identity model departs from the
social model's approach - (http://www.scielo.org.za/pdf/hts/v74n1/06.pdf)

4. SOCIAL MODEL OF DISABILITY

The social model of disability sees the issue of "disability" as a socially
created problem and a matter of the full integration of individuals into society.
In this model, disability is not an attribute of an individual, but rather a complex
collection of conditions, many of which are created by the social environment.

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Hence, the management of the problem requires social action and is the collective
responsibility of society at large to make the environmental modifications necessary
for the full participation of people with disabilities in all areas of social life.
The issue is both cultural and ideological, requiring individual, community, and large-
scale social change. From this perspective, equal access for someone with an
impairment/disability is a human rights issue of major concern.

5. MINORITY MODEL OF DISABILITY

The minority model of disability, also known as sociopolitical model of
disability, adds to the social model, the idea that disability is imposed on top of
impairment via negative attitudes and social barriers, in suggesting that people with
disabilities constitute a entitative, (relating to or possessing material existence),
social category that shares in common the experience of disability.
The minority model normalizes the experience of disability as a minority experience
no more or less aberrant or deviant than other minority groups' experiences (sex,
race, sexual orientation, etc.). Essentially, this is the assertion that people with
disabilities are, in part, disabled not by what's going on with our bodies per se, but
by the manner in which the able-bodied majority of society views us and either
molds or does not mold itself to allow us to fit.

6. EXPERT OR PROFESSIONAL MODEL OF DISABILITY

The expert or professional model of disability has provided a traditional
response to disability issues and can be seen as an offshoot of the medical model.
Within its framework, professionals follow a process of identifying the impairment
and its limitations (using the medical model), and taking the necessary action to
improve the position of the disabled person. This has tended to produce a system in
which an authoritarian, over-active service provider prescribes and acts for a passive
client.

7. TRAGEDY AND/OR CHARITY MODEL OF DISABILITY

The tragedy and/or charity model of disability depicts disabled people as
victims of circumstance who are deserving of pity.
These, along with the medical model, are the models most used by non-
disabled people to define and explain disability.

8. MORAL MODEL OF DISABILITY

The moral model of disability refers to the attitude that people are morally
responsible for their own disability. For example, the disability may be seen as a
result of bad actions of parents if congenital, or as a result of practicing witchcraft if
not.
This attitude may also be viewed as a religious fundamentalist offshoot of the
original animal roots of human beings when humans killed any baby that could not

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survive on its own in the wild. Echoes of this can be seen in the doctrine of karma in
Indian religions.

9. LEGITIMACY MODEL OF DISABILITY

The legitimacy model of disability views disability as a value-based
determination about which explanations for the atypical are legitimate for
membership in the disability category. This viewpoint allows for multiple explanations
and models to be considered as purposive and viable (DePoy & Gilson, 2004)
(Elizabeth DePoy & Stephen Gilson).

10. EMPOWERING MODEL OF DISABILITY

The empowering model of disability allows for the person with a disability and
his/her family to decide the course of their treatment and what services they wish to
benefit from. This, in turn, turns the professional into a service provider whose role is
to offer guidance and carry out the client's decisions. In other words, this model
"empowers" the individual to pursue his/her own goals.

11. SOCIAL ADAPTED MODEL OF DISABILITY

The social adapted model of disability states although a person's disability
poses some limitations in an able-bodied society, oftentimes the surrounding society
and environment are more limiting than the disability itself.

12. ECONOMIC MODEL OF DISABILITY

The economic model of disability defines disability by a person's inability to
participate in work.
It also assesses the degree to which impairment affects an individual's
productivity and the economic consequences for the individual, employer and the
state. Such consequences include loss of earnings for and payment for assistance by
the individual; lower profit margins for the employer; and state welfare payments.
This model is directly related to the charity/tragedy model.

13. DIVERSITY MODEL OF DISABILITY

Disability as Human Variation, an alternative model intended to focus
attention on how society's systems respond to variation introduced by disability
(Scotch and Shriner 1997). Under this model, accessibility in the built environment,
for example, is not solely achieved by anti-discrimination regulation requiring a
'universal solution; the diversity of disability must be acknowledged (Scotch and
Shriner 1997). Shriner and Scotch (2001) further question the socio-political
definition of disability, in which (all) barriers faced by people with disability are (built-
environment) imposed and therefore removable, feeling that this common underlying
ideology of disability rights activists and independent living movements insufficiently
recognizes that impairment does have a bearing on accessibility outcomes.

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Seeking to overcome the false dichotomy of ability/disability, Bickenbach et al.

(1999) pursue the concept of universalism, proposing: While the social model is now
universally accepted, it is argued that universalism as a model for theory
development, research and advocacy serves disabled persons more effectively than a
civil rights or minority group approach. (p. 1173) - (Models of Disability and Human
Rights: Informing the Improvement of Built Environment Accessibility for People with
Disability at Neighborhood Scale?)

14. RELIGIOUS MODEL OF DISABILITY

The moral/religious model of disability is the oldest model of disability and is
found in a number of religious traditions, including the Judeo-Christian tradition
(Pardeck & Murphy 2012:xvii). The religious model of disability is a pre-modern
paradigm that views disability as an act of a god, usually a punishment for some sin
committed by the disabled individual or their family. In that sense, disability is
punitive and tragic in nature.
This model frames disability as something to be ashamed of and insinuates
that disabled people or their families are guilty of some unknown action that caused
their impairment. But that mentality only serves to stigmatize disability, and the
claim that praying heals disability is based on purely anecdotal evidence.

15. MARKET MODEL OF DISABILITY

The market model of disability is a minority rights and consumerist model of
disability that recognizing people with disabilities and their Stakeholders as
representing a large group of consumers, employees and voters. This model looks to
personal identity to define disability and empowers people to chart their own destiny
in everyday life, with a particular focus on economic empowerment.
By this model, based on US Census data, there are 1.2 billion people in the
world who consider themselves to have a disability. An additional two billion people
are considered Stakeholders in disability (family/friends/employers), and when
combined to the number of people without disabilities, represents 53% of the
population. This model states that, due to the size of the demographic, companies
and governments will serve the desires, pushed by demand as the message becomes
prevalent in the cultural mainstream.

16. HUMAN RIGHTS BASED MODEL OF DISABILITY

From the mid 1980's countries such as Australia enacted legislation which
embraced rights-based discourse rather than custodial discourse and seek to address
the issues of social justice and discrimination. The legislations embraced the shift
from disability being seen as an individual medical problem to it instead being about
community membership and fair access to social activities such as employment,
education and recreation.
The emphasis in the 1980's shifted from dependence to independence as
people with disabilities sought to have a political voice. Disability activism also helped

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to develop and pass legislation and entitlements became available to many people.
However, while the rights-based model of disability has helped to develop additional
entitlements, it has not changed the way in which the idea of disability is
constructed. The stigma of 'bad genes' or 'abnormality' still goes unchallenged and
the idea of community is still elusive -
(https://sites.google.com/site/changesintheviewsofdisability/models-of-disability)

17. RELATIONAL MODEL OF DISABILITY

In the late 1960s Nirje, a Swedish social theorist, formulated the principles of
normalization emphasizing strong support of de-institutionalization, recognition of
the diversity of the human condition, and belief that people with disability and
'normal' (ordinary) life, including access to the built environment, are not mutually
exclusive.
This work represents part of an emerging grand idea of social inclusion for
people with disability in the community and within the neighborhood (Nirje [1969]
1994). Following on in this continuum of Nordic interest in people - environment
interaction, a new disability model developed around the end of 1990s - early2000s,
and has subsequently been recognized as the (Nordic) Relational Model of Disability
(Goodley 2011) - (Models of Disability and Human Rights: Informing the
Improvement of Built Environment Accessibility for People with Disability at
Neighborhood Scale?)

18. AFFIRMATION MODEL OF DISABILITY

The affirmation model of disability is essentially a non-tragic view of disability
and impairment which encompasses positive social identities, both individual and
collective, for disabled people grounded in the benefits of lifestyle and life experience
of being impaired and disabled. This view has arisen in direct opposition to the
dominant personal tragedy model of disability and impairment, and builds on the
liberatory imperative of the social model.
Rooting their idea in the values of Disability Pride and perspectives emerging
from the disability arts movement, Swain and French identified the affirmation model
as a critique of the personal tragedy model corresponding to the social model as a
critique of the medical model.

19. SPECTRUM MODEL OF DISABILITY

The spectrum model of disability refers to the range of visibility, audibility and
sensibility under which mankind functions. The model asserts that disability does not
necessarily mean reduced spectrum of operations. https://www.disabled-
world.com/definitions/disability-models.php

20. THE INDIVIDUAL-ENVIRONMENT MODEL OF DISABILITY

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As it became clear that disability was not a strictly medical concept nor a
strictly social concept, there was a movement toward biopsychosocial models. In
1980, the World Health Organization (WHO) released the first internationally shared
conceptual model of disability, known as the International Classification of
Impairments, Disabilities, and Handicaps (ICIDH). As its title suggests, the ICIDH
focused on classification within three domains: impairment, disability, and handicap.
Impairments are defined as abnormalities of body structure, appearance, and/or
organ system and function. Disabilities are defined as the consequences of
impairments in terms of functional performance and activity of the individual.
Handicaps are the disadvantages experienced by the individual as a result of
impairments and disabilities.3
The ICIDH was revised several times, resulting in the current model, the
International Classification of Functioning, Disability, and Health (ICF). The ICF aims
to classify health and health-related domains in order to describe changes in body
function and structure, level of individual capacity, and level of individual
performance. In this model, the term functioning refers to all body functions,
activities, and participation. The term disability refers to impairments, activity
limitations, and participation restrictions. The ICF puts emphasis on health and
functioning rather than disability, and is formulated to complement the International
Statistical Classification of Diseases and Health Related Problems (ICD-10).4
In the ICF, disability and functioning are viewed as outcomes of interactions between
health conditions and contextual factors. Contextual factors include external
environmental factors and internal personal factors. There are three levels of human
function according to the ICF: functioning at the level of the body or body part, the
whole person, and the whole person in a social context. Qualifiers are then used to
record the presence and severity of a problem at each of these levels, resulting in a
classification system.4Alycia Reppel, MD, Segun Dawodu, MD
Originally published:09/20/2014
Last updated:09/20/2014https://now.aapmr.org/conceptual-models-of-disability/

D. APPLICATION:
1. Which model above are you upholding? Why?
2. After knowing the different models of disability, did it change your attitude or
perspective about persons with disability?
3. Relate the Models Of Disability to System Theory.

E. ASSESSMENT:

Choose two models of disabilities. Make a matrix showing the comparison and
difference of these models against your own perspective about persons with
disability.

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REFERENCES:

https://now.aapmr.org/conceptual-models-of-disability/

https://www.theweb.ngo/history/ncarticles/models_of_disability.htm

https://www.disabled-world.com/definitions/disability-models.php

https://now.aapmr.org/conceptual-models-of-disability/

Michailakis, Dimitris. (2003). The Systems Theory Concept of Disability: One is not
born a disabled person, one is observed to be one. Disability & Society - DISABIL
SOC. 18. 209-229. 10.1080/0968759032000044184.

Lesson 3: UNDERSTANDING DIVERSITY

B. LODEN’S DIVERSITY WHEEL

Learning outcomes:

The student must have:

1. enumerated the dimensions of diversity

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2. demonstrated sensitivity to the difference in values, languages and

customs between the home and school

A. ACTIVITY:

After spending time looking at the wheel below, write down 5 things that
describe who you are—the top five things you think of when you think to describe
yourself.

Activity developed or adapted as part of Cultural Competence Learning

Institute, a partnership between ASTC, ACM, and Children’s Discovery Museum of
San Jose. retrieved from
https://higherlogicdownload.s3.amazonaws.com/ASTC/a6c0f3de-e0b1-4198-8ab7-
01cee4a55b00/UploadedImages/Diversity-Wheel-Activity-v2.pdf

B. ANALYSIS

Locate your characteristics on the Diversity Wheel and then talk with one or
two other classmates( through messenger or text message ) about how they
identified themselves and what they noticed when they tried to put their
characteristics into the areas of the wheel.

1. In what ways are you similar and different from your classmates?
2. Does it affect the way you think about them and yourself?

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C. ABSTRACTION:

Marilyn Loden and Judy Rosener in 1990 developed a framework for thinking
about the different dimension of diversity within individuals and institutions. This
wheel can be used in many different ways to encourage thinking about values,
beliefs, and dimensions of identity for people and organizations. Diversity is about
accepting the specialness and differences between us. Once you embrace that
concept, you can move on to living in a more peaceful and unified environment. As
educators in the future you have to embrace the environment with learners made up
of all abilities, religions, physical characteristics and ages, if not, these learners
specially with additional needs will never be welcomed in an inclusive setting.

In the Diversity Wheel there are two sections: Primary dimensions of diversity
and Secondary dimensions of diversity. The nine primary dimensions are considered
to be particularly influential in determining your values, self-image and identity, your
opportunities and thoughts and perceptions about others. These dimensions or
characteristics are the ones that are most fixed; you are least likely to make changes
in these areas. The eleven secondary dimensions are in the outer circle. These
characteristics are also part of your social identity, but they can change as your life
experiences affect you. What can you conclude from looking at these twenty
dimensions? One might say that there are just too many pieces or differences in
each of us to make it possible to obtain peace or unity. There are just too many
variables, or too many things that have to change. Do you agree or disagree?

DIVERSITY APPLIES TO EVERYONE

WHY IS THIS IMPORTANT? The list of suggestions is endless. Here are

brief ideas in and out of class just to get started. In groups or clubs, brainstorm
other ideas.

 Learn more about your origins. Be proud of where you come from.
 Mentor another person or join your school’s mentoring program.
 Invite guests of all different backgrounds to speak to your class.
 You see another person being bullied, report it, or intervene (if you don’t feel
threatened), or talk to the victim alone. Learn about dealing with bullies.
 Find ways to celebrate diverse cultures in your school.
 People in every culture love to share two things: good food and their music.
Find ways to enjoy these together.
 Research and report on the history of immigration of other cultures
 Interview a class member about his/her background and history.
 Say one nice thing each day to someone and mean it.
https://nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf

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D. APPLICATION:

Make a visual representation (poster) of your three prominent characteristics,

three prominent characteristics you can identify in your school (it could be
previous or present school), home or community.

E. ASSESSMENT:

Make a reflection paper not more than 200 words.

Questions to consider:
a. What are the dimensions of diversity?
b. How do I see people who are different from the values, language, and
customs that I have?
c. What do I need to be effective in working with people at home and
school who are different from me?

REFERENCES:

https://higherlogicdownload.s3.amazonaws.com/ASTC/a6c0f3de-e0b1-4198-8ab7-
01cee4a55b00/UploadedImages/Diversity-Wheel-Activity-v2.pdf

https://nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf

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UNIT 2: COMPONENTS OF
SPECIAL AND INCLUSIVE
EDUCATION
LEARNING OUTCOMES:
At the end of this unit, the students must have
1. Enumerated the processes involved in Child Find
through the pre-referral process;
2. Identified the assessment tools, methods, and
principles in working with children with additional
needs;
3. Identifies the different placement within a
continuum;
4. Compared accommodations and curriculum modifications;
5. Identified ways how to involve parents as part of the home-school
collaboration.

A. ACTIVITY:
After reading each statement, write TRUE or FALSE in the column Before
reading. We will go back to this after you complete reading this unit.
Before After
Statements
Reading Reading
1. A child suspected to have a disability
should immediately be referred for special
education testing
2. Norm- referenced tests provide better
information for instructional planning than
criterion-referenced tests.
3. The least restrictive setting should be
considered as placement for children with
disabilities.
4. When providing accommodations, teachers
change the curriculum standards and
content to provide a level playing field for
children with disabilities.
5. Programs for children with disabilities
become more effective and successful
when children and families are involved.

B. ANALYSIS:
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1. What is meant by special education?

2. What is the difference between norm-referenced tests and criterion-
reference tests?
3. What kind of placement in the classroom does the child with disabilities
need?
4. How can a teacher best accommodate children with additional needs?
5. Why should families be involved in accommodating children with
disabilities?

C. ABSTRACTION:

1. CHILD FIND THROUGH A PRE-REFERRAL PROCESS

Referral for evaluation and special education services begins by
identifying students who have additional needs and who may be at risk for
developmental disabilities. School guidance counselors, early childhood
teachers, primary school teachers, and community-based day care workers
are often the first to notice such developmental delays in children. In other
instances, the parents themselves notice the delays and seek consultation
with pediatricians and other specialists. The following are the processes:

A. PRE-REFERRAL PROCESS

A child noted to have significant difficulties in relation to expected

competencies and developmental milestones may be referred by parents and
teachers for observation and assessment. A team of professionals, known as a pre-
referral team is comprised of special education teachers, counsellors, administrators,
and psychologists who collaborate to determine reasons for the observed challenges.
They collaborate to find ways to meet the needs of children with developmental
delays.
Taylor (2009) provided an assessment model that begins with a pre-referral
process. Children with noted developmental delays and difficulties are identifies
through observations and use of norm- and criterion-referenced tests. In his
assessment model, Taylor (2009) explained that the initial step is to determine
teaching areas where a learner will benefit from additional support through a variety
of means.

PRE-REFERRAL STRATEGIES and its BENEFITS:

- Pre-referral strategies are designed to provide immediate instructional
and/or behavior management support to a child.
- Using such strategies lessens the number of cases referred for special
education and makes efficient use of time and financial resources that
could have been spent for special education assessment (Heward 2013).

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- This will also lessen tendency of over-referrals to special education and

wasting as children wait to be tested rather than receive the instructional
and behavioural support they need.

EXAMPLES OF PRE-REFERRAL STRATEGIES ARE:

1. Observation of the child’s behavior, including integrations with parents,
teachers, and peers
2. Interview of parents and teachers to gather more information about the
child
3. Review of school records
4. Analysis of the child’s academic output through error analysis, portfolio
assessment and criterion-referenced and curriculum based assessment.
Depending on the information gathered, corresponding changes can be made
to manage the child’s needs:
1. Modification of the classroom environment ( seating arrangement,
group change, teacher’s proximity)
2. Instructional support
3. Relevant classroom
4. Behaviour management ((Mcloughlin & Lewis 2009)

 Recognition of potential problems

 Parent or teacher observation
INITIAL IDENTIFICATION  Review of school records, classroom observations

Determination of teaching  Small group instruction

areas and strategies  Direct instruction

Implementation of teaching  Additional in-class or after-school support

 Modification of classroom environment and
programs
behaviour
 Modification of instruction to address potential
needs

Evaluation of teaching  Determine effectiveness of programs on learning

program and behaviour

Figure 1. Pre-referral process

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If despite provision of additional support, struggles and difficulties persist,

then the child is referred for assessment either within the school, if such services are
available, or referred to a professional for further assessment. What is essential at
this point is that the teachers have implemented a variety of approaches and
practices to ensure that support is provided before formal assessment.

2. ASSESSMENT

Assessment is the process of

collecting information about a child’s
strengths and needs. It uses a
problem-solving process that involves
a systematic collection as well as
interpretation of data gathered (Salvia
et.al 2013). Teachers and
administrators make instructional decisions based on the assessment
results.

A. ASSESSMENT PURPOSES
 the results of an assessment are sued to decide on a child’s
educational placement and to plan instructional programs for a
child identifies to have additional needs.
 progress monitoring and evaluation of teaching programs and
services is another, the purpose of which is to determine how
effective programs are to assist the inclusive teacher and the
special education teacher (Giuliani & Pierangelo 2012.)

There are a variety of assessment methods that regular and special

education teachers can use:
1. Interviews
2. Observation
3. Checklists or rating scales
4. Tests

B. TESTS
School psychologists, educational diagnosticians, and other related
professionals use a variety of assessment tools to ensure that results are
valid and reliable
1. Norm-referenced tests- are standardized assessments that
compare s child’s performance with a representative sample of
students of the same chronological age. Such tests are
rigorously made by a team

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2. Criterion-referenced tests- compare a child’s performance

based on established standards and competencies and can be
used to describe student performance. Scores are typically
reported a simple numerical scores, percentage of correct
responses, letter grades, or graphic score reports. Such
assessment data re more useful and relevant as these provide
specific skills a child had mastered and those that need
additional instruction ( Gargiulo 2012).
3. Informal Assessment. Professionals also use informal or non-
standardized assessment, which are considered more authentic
and thus can be used primarily to describe performance and
inform instruction. Such assessment can be curriculum-based or
performance based, such as the teacher-made instruments used
in the classroom and portfolio assessments. For example, the
use of reading inventories where a teacher listens to a child
read, while counting for accuracy and speed is an example of an
informal assessment.
4. Authentic Assessment. The use of tests, whether formal or
informal, is only one method of assessment. There are other
ways of assessing students considered at-risk for development
delays or have additional needs, the following are:
a. The use of authentic assessment methods and tools-it
provide students the opportunity to apply knowledge and
skills in meaningful, real-world setting (e.g. classroom,
playground).
b. Example of authentic assessment observation of young
students as they interact with family members, peers,
and objects in naturally occurring activities across
settings, ( home, school, playground) and routines.
During the observation, teachers and specialists can use
running records which focuses on the occurrence of
behaviors as they happen sequentially. Identified
essential information to be included in a running record:
- Date and time of the observation
- Names of children involved
- Location of the incident
- Verbatim recording of what the children said
- Actual events that occurred
d. Anecdotal records contain shorter descriptions of
incidents or anecdotes that teachers and specialists can
use to analyse a student’s behavior and plan strategies
for a specific child or group of children. Other examples

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of authentic assessment for young children are play-

based assessment and portfolio assessment.

C. ASSESSMENT PRINCIPLES
Assessment practices should be anchored in principles as provided by
the Division for early Childhood of the Council for Exceptional
Students (DEC-2014):
- Child-and family–centered practices
- Team-based approach
- Application of individualized and appropriate process
- Use of genuine and meaningful communication

3. PLACEMENT
Assessment results are used to decide a child’s appropriate education
placement within a continuum from the least to the most restrictive
settings. Teams will base this on their observations, assessment results,
and other factors, with the goal to move towards the least restrictive
learning environment. Sound decisions are made to allow for fluidity it he
child’s placement based on the child’s strengths, abilities and needs.
A general education classroom is the least restrictive environment for
a child with additional needs. Thus, it is considered as the “most
normalized or typical setting”. Additional support in the form of
accommodations or changes in expectations through curriculum
modifications may be provided but still within the same classroom as
peers within the year level.
Another option for placement is to be in a general education class but
the child’s receives supplementary instruction and services such as
speech, physical, and occupational therapy or counselling services during
the school day.
Students who may be part of a general education class are pulled -out
of their class to receive instruction from a specialist teacher in a resource
room. In such a placement, it is assumed that the child will benefit more
from either a small-group or individualized instruction with a specialist
teacher who will be able to more intensively target his learning needs.
Other student need more intensive support that is not provided in a
general education class. Teams may decide to recommend placement for
a child in a more restrictive setting such as a self-contained special
education class but still located in a general education school.
Moving up in the placement continuum, some students who need
more intensive instruction and supports are educated in a special
education class in a special education school. teams of professionals,

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along with the specials education teacher, work with students with
disabilities and additional needs in a highly specialized setting.
Inclusive education espouses that all students, to the maximum extent
possible, is provided access to general education classroom with the
provision of support to remove barriers to enable success.

Home/Hospital program

Residential facility

Special education class in a special

education
Self-contained special education class in a general
education

General education class with resource center instruction

General education class (inclusion or co-taught with a special

education teacher)

General education class with related services

General education class with modifications

Figure 2. Educational Placement Options

4. ACCOMMODATIONS AND CURRICULAR MODIFICATIONS

Students with disabilities and additional needs who are studying in an
inclusive general education classroom may need accommodations in the
form of instructional support and other supplementary services. Others
who need more intensive support are provided with curricular
modifications.

A. ACCOMMODATIONS
 Accommodations are support provided to students to help gain fill
access to class content and instruction, without altering the
curriculum standards and competencies expected and to
demonstrate accurately what they know. When accommodations
are provided in a general education classroom for children with
disabilities, barriers are removed from accessing education.
 Accommodations may be provided both during assessment and
instruction, depending on the learning profile and needs of a child

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and may vary in terms of presentation, response, setting, and

scheduling ( Beech 2010).

1. Presentation Accommodations
Children with disabilities may need specialized presentation
formats especially those with sensory impairments so they can
learn the same content alongside typically developing peers.

Accommodations in Presentation
Learning Needs Example of Accommodations
Visual Support Minimize visual distraction
Visual cues (e.g use color-coded text,
highlighting)
Use of larger print materials (font size,
illustrations)
Use of sign language
Videos with closed captioning
Auditory and Read aloud by a peer
comprehension Audio books
support Digital text that reads aloud or gives
definition of words
Text-to-speech software
Advance organizer or story guide
Highlighting or color coding
Listening and focusing Advance organizer
Explicit verbal or visual cues; physical
promps
Repeat/clarify directions and important
information
Note-taking support
Copy of directions

2. Response Accommodations
Response accommodations allow students with disabilities and
additional needs a variety of ways to complete assignments,
written tests, performance tasks, and other activities.
Providing such instructional and assessment supports allows
them to access the same learning experiences as other student
in a general education classroom. The following summarize
examples of response accommodations for students with
disabilities and additional needs.

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Response Accommodations

Learning Needs Examples of Accommodations

Writing difficulty( e.g., Different size/diameter of pencil, marker, or
error in spacing, visual- crayon
perceptual or spatial- Pencil or pen grip (triangular, pear-shaped)
orientation, illegible Scribe to record dictated responses
handwriting) Finger spacer
Handwriting template/guide on the student’s
desk
Visual cues on paper
Different types and sizes of paper
Written expression Electronic dictionary with spell check
difficulty Online dictionary
Word processor with spelling and grammar
check
List of sight words
Writing templates, outline, and graphic
organizers
Math difficulty Calculator
Concrete models and manipulations
Visual representation
Problem-solving guides
Graphic organizers
Special paper-graphing paper for
computations

3. Setting Accommodations
Change in the location or conditions of the educational setting
or environment may be necessary for students who need
support inn terms of behavior, attention, and organization of
space and materials. Accommodation in a setting, may allow a
child who gets easily distracted to work in a quiet corner of the
classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or child who is still
unable to read fluently may be allowed to take a silent reading
comprehension test in another room with a supervising adult
just so she could hear in another room with s supervising adult
so he could hear herself read aloud which helps her better
understand the story.

4. Scheduling Accommodations

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Changing time allotment, schedule of tasks and assessments,

and management of time are some types of scheduling
accommodations. Students with slow ability in processing
information and directions well as with focusing issues may
need these types of accommodation. Some examples of
accommodation that can modify scheduling are:
1. Extending time for assignments and assessments
2. Providing breaks in between tasks
3. Providing a visual schedule or a checklist of individual
responsibilities
4. Providing predictable routines and procedures
5. Providing an electronic devise with alarms and cues

B. MODIFICATIONS
Curriculum modifications are provided for students with significant
or severe disabilities where content expectations are altered, and
the performance outcomes are changes in relation to what are
expected of typically developing students of the same age (DEC
2007). When instruction and assessment are modified, a student
with disability is still given the right to access the same learning
opportunities as other students in the general education class, but
the tasks are more respectful and appropriate to the student’s
abilities and needs.
Curricular curriculum includes the following:
1. Changes in instructional level, content and performance
criteria, as well as breadth and depth of content being
learned by students.
2. Students with disabilities or additional needs may be given
more, less, or different content and resource materials
altogether.
3. Students may also be assessed using different standards
that are more appropriate to the student’s needs and
abilities, such as being provided with fewer objectives,
shorter lessons, or a smaller number of vocabulary words
to learn.
Educational teams responsible for instructional planning may
indicate curricular modifications in the student’s Individual
Educational Plan (IEP). Such modifications are needed so that
students also have access to the general education curriculum.

5. PARENT INVOLVEMENT

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Another component of an inclusive and special education is

parent involvement. It has long been established that parent
involvement in
- Education
- Planning
- Management of children with disabilities and additional needs
This is anchored on Bronfenbrenner’s Human Ecological
Theory, which state that there five environmental systems that
comprise a child’s social context.
Ecological System Theory was developed by Urie
Bronfenbrenner. It offers framework through which community
psychologists examine individuals’ relationships within communities
and the wider society. The theory is also commonly referred to as the
ecological/system framework.

The Principles of a Family-Centered Model (by Turnbull ad Turnbull

(2002 cited inn Kirk et.al 2015)
1. Honors the family choice by changing the power relationship
between professional and families
2. Abandons a pathology orientation and adopts a strengths
orientation, and
3. Where the entire family becomes the unit of support and not just
the child with a disability and the child’s mother.
In this way, the whole family is provided support, capitalizing on the
child and family members’ strengths and resources, not on their deficits
and needs. Teachers and administrators may also be guided by these
principles when communicating and collaborating with parents and
families of students with disabilities.

Parent involvement has been found to be directly related to academic

achievement and improvements in the school performance of children,
educational support and collaboration with teachers have been found to
promote child success in school. moreover, programs for children and
families are involved. (Newman 2004 cited in Heward 2-13)

A. HOME-SCHOOL COMMUNICATION

Having established the critical role of parents in a student’s

developmental and academic progress and achievement, it is essential that
there is a close home and school collaboration and communication. To
establish partnerships, problem-solving, two-way communication, and shared
decision making are some of the practices needed. Communicating with
parents may be done in several ways:

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1. Parent-Teacher Conferences
Parent-teacher conferences are face-to-face meetings held
between parents and teachers. Conducting such meetings is
necessary so parents of students with disabilities and additional
needs will be able to share about their child’s background,
strengths and abilities, history of difficulties, and practices they
have been implementing at home as well as interventions done
with other specialists. Together with teachers, they can coordinate
their efforts and services to support their child both in school and
at home.

2. Written Communication
Home-school communication may also be conduct4d through
written messages, such as the use of a home-school
communication notebook, where teachers and parents write
homework assignments, the student’s behavior in the classroom,
as well as progress on program goals. A written communication
may be time consuming, but some parents prefer this form of
collaboration as the messages are documented and they can
provide a copy to a developmental specialist when needed.

3. Digital Communication
With the influx of mobile devise, many parents and families are
more able to communicate through electronic and digital means
such as email, text messages, and social network messaging
systems. A study found that parents and teachers perceive
technology as an effective tool to promote parents involvement
and thus value its use for communication.

4. Home-School Contracts
A home-school contract contains an agreement between teachers
and parents regarding behavioral and /or academic goals for a
students with disability. Just like any formal contract, this is a
written agreement between teachers, parents, and students on
specific objectives and corresponding reinforcements or rewards
when they are met.

One example of a home-school contract is a Daily Report Card, an

individualized interventions used in schools that is anchored in the
behavioral principles of operant conditioning.

B. OTHER WAYS TO INVOLVE PARENTS

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Parents also have strengths, abilities, intuitive knowledge and the

commitment to help their own child. They become advocates of their own
children. To maximize their involvement, schools provide other opportunities
such as parent education training, workshops, and parent support groups.
a. Parent education may take the form of providing seminars and
workshops to parents to equip them with a better understanding of
their child’s disability and accompanying strengths, uniqueness as well
as specific techniques and strategies that they can practice at home.
b. Parent support groups are also helpful as parents are able to ask
other parents about tips and techniques to work with their children.
Parents should be empowered so that they can participate in planning
and organizing parent support groups.

D. APPLICATION:
1. Interview an elementary/secondary school teacher via phone call or online on
the topics listed below. Make at least 3-5 questions for each topic to extract
desired data. (You may record the interview or make a transcription).
a. Pre-referral process observe in the school
b. Persons involved in the pre-referral and referral process
c. Method/s of assessment used by the teachers, school
psychologist and other related professionals used in the
school.
d. Accommodations made for students with learning disabilities
e. Curricular modifications made by the teachers to help students
with learning disabilities
f. Parents involvement in the inclusive and special education
program of the school
2. How will an educational team determine the best placement for a child with
disabilities? Create a flowchart or a mind map to show the different aspects
to be considered for a child’s proper placement.

E. ASSESSMENT:
1. On your own, answer the following questions by using what you have learned
from this unit.
A. What are the different processes as well as strategies used in the pre-referral
system in an inclusive school?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________________.
B. What are the different assessment methods and tools used to identify the
strengths, disabilities, needs and placement of children with disabilities?

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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________.
C. How are recommendations different from modifications?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________.
D. Why should parents of children with disabilities be involved in the process of
planning and decision making?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________.

E. Five-year-old Renee has been observed by her teachers to show restlessness

and hyperactivity during whole-class activities, but she enjoy singing,
dancing, and listening to stories about animals and unicorns. What steps in
the pre-referral process will you suggest to find ways to help Renee?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________.

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RUBRICS:

No Needs Adequate Quality Exemplary

Answer Improvement 6 pts. 8 pts. 10 pts.
0 pts. 4 pts.
Content NO NEEDS ADEQUATE QUALITY EXEMPLARY
10 pts. ANSWER IMPROVEMENT Answers are Answers are Answers are
Did not Answers are not accurate Comprehensi
answer partial or comprehensive and ve, accurate
question incomplete. Key or completely complete. and
pts. Are not clear. stated. Key Key points complete.
Questions are not points are are stated Key ideas are
adequately addressed, bit and clearly stated
answered not well supported explained,
supported and well
supported.
Organizat NO Needs ADEQUATE QUALITY EXEMPLARY
ion ANSWER Improvement inadequate organization Well
10 pts. Did not Organization and organization or is mostly organized,
answer structure detract development. clear and coherently
questions from the answer Structure of easy to developed,
the answer is follow and easy to
not easy to follow
follow
Writing NO NEEDS ADEQUATE QUALITY EXEMPLARY
Conventi ANSWER IMPROVEMENT Displays three Displays Displays no
ons 10 Did not Displays over five to five errors one to three errors in
pts. answer errors in spelling, in spelling, error in spelling,
(spelling questions punctuations, punctuation, spelling, punctuation,
punctuatio grammar, and grammar and punctuation grammar,
ns, sentence sentence , grammar, and sentence
grammar, structure structure and structure
and sentence
complete structure
sentences)

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REFERENCES:

Beech, M. (2010). Accommodations for Students with Disabilities. 3rd edition. Florida:
Department of Education.

Dennis, L. R. , Simpson, J., & R. Rueter. (2013). “ Authentic Assessment:

establishing a clear foundations for instructional practices.” Preventing School
Failure 57 (4): 189-195.

Division of early Childhood. (2014). : DEC recommended practices in early

intervention/ early childhood special education.” Retrieved from http://www.dec-
sped.org/recommendedpractices.

Taylor, R.L. (2009). Assessment of exceptional Students. New Jersey: Pearson

Education, Inc.

Mcloughlin, J.& Lewis, R. (2009) Assessing students with Special needs. New Kersey:
Pearson Education, Inc.

Halal, Cristina Nieves, et.al. copyright (2020). Foundations of Special and inclusive
Education. Rex Bookstore, Inc.

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UNIT 3: PROMOTING INCLUSION IN THE

CLASSROOM

Lesson 1: Universal Design for Learning

Learning Outcomes: At the end of the lesson, the students must have:
● defined Universal Design for Learning (UDL)
● identified UDL strategies
● applied UDL strategies

✎ ACTIVITY
View the video below on Universal Design for Learning.
https://www.youtube.com/watch?v=AGQ_7K35ysA

✎ ANALYSIS
Answer the following questions.
a. What is UDL?
b. What are the three principles of UDL?
c. Using a table, give three sample strategies for each principle.
Principle 1 Principle 2 Principle 3

d. Using a table, identify your own learning needs/ preferences as a student

(e.g. I want games, I want to do group activities) identify a UDL strategy
to address each, and briefly describe. Use the link below for ideas for
strategies.

https://goalbookapp.com/toolkit/v/strategies

Your needs UDL Strategy Description

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✎ ABSTRACTION
Universal Design for Learning (UDL) is a framework used in education that
makes instruction more flexible and adaptable to the diverse needs of students.
Students think and do things differently from one another, but often times teachers
use the traditional, constricting and one-size-fits-all method for instruction. Thus
students who have different learning styles, abilities and needs might not be able to
perform to the best of their ability as the teaching method is not suitable and engaging
to them.

Imagine dancing in shoes three times smaller than your size. Take for instance,
Jose, who likes to play football and perform hip-hop routines. He has difficulty learning
physics by just listening and looking at the teacher’s traditional instruction of lecturing
with a slide show. He needs to be more mobile and hands-on to grasp the concepts.
UDL makes it possible for teachers to rethink their teaching strategies and provide
means to design the instruction to suit a variety of learning styles and reach all
students.

UDL has three guiding principles for instruction to be made suitable for
students’ needs and abilities.

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Source: https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p08/#content

UDL principles can then be applied by the teacher to the four curricular
components. The diagram shows the components.

Source:

https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p08/#content

The idea of UDL is to make instruction adaptable to how students learn by

eliminating learning barriers (e.g. book is too hard to read, lecture too long and boring,
lack of mobility and participation of students) and providing more motivational and
appropriate ways to learn content and skills. Take for instance Jenny who is scared of
being made to stand up and recite the multiplication tables facts. To lessen her anxiety,
she can learn them by playing card games with a classmate.

Observe how UDL is applied by comparing a traditional lesson plan with a

lesson plan that uses UDL.

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Take note that the UDL lesson plan provides more variety in ways that student
acquire knowledge – they can work individually or in a group, they can choose activities
that they like to do, they have more opportunities to interact with peers and make
their own decisions. Because of the variety of methods and strategies used, more
student abilities, interest and needs are accommodated and students have more
chances of success in the classroom.

✎ APPLICATION
Imagine you are a teacher of a grade 3 class in a public school. You have to
cater to the following students:

● Visual learners
● Auditory learners
● Tactile learners
● Kinesthetic learners
● Students with learning disabilities
● Students with hyperactivity
● Students with above average IQ

Create a lesson plan and apply UDL so that you can address the needs and
abilities of your learners. Use the link for ideas.

https://goalbookapp.com/toolkit/v/strategies

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Grade 3 - Science

Objectives: At the end of the lesson, the student must have:

● Explained what is Covid19

● Identified and practice ways to stay safe

Instructional Activity Materials

process

Motivational activity

Lesson presentation

Group or independent
activity

Assessment

✎ ASSESSMENT
Using your own words, answer the following questions

1. What is Universal Design of Learning (UDL)?

2. What is the purpose of UDL?
3. What are UDL strategies that you can apply to your instruction for a student
with problems in reading using the table below.
Representation Action and Expression Engagement

1. 1. 1.
2. 2. 2.
3. 3. 3.

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4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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Lesson 2: Differentiated Instruction

Learning Outcomes: At the end of the lesson, the students must have:

● defined differentiated instruction (DI)

● identified DI strategies
● applied DI strategies

✎ ACTIVITY
View the video and read the articles on differentiated instruction.

Differentiated instruction

https://www.youtube.com/watch?v=8BVvImZcnkw

https://resilienteducator.com/classroom-resources/examples-of-differentiated-
instruction/

Differentiated instruction strategies

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handb
ook_6-12.pdf

https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-
download/

Accommodation vs modification

https://www.understood.org/en/learning-thinking-differences/treatments-
approaches/educational-strategies/the-difference-between-accommodations-and-
modifications

✎ ANALYSIS
Answer the following questions.

1. What is DI?
2. What is the purpose of DI?
3. What are the three elements to DI? Explain how each work and give
three examples for each that will address your learning style. (To find
out your learning style, take the test with the link provided.

Learning style quiz

http://www.educationplanner.org/students/self-assessments/learning-
styles-quiz.shtml

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Elements Explanation 3 examples

4. What is the difference between modification and accommodation?

✎ ABSTRACTION
Differentiated Instruction (DI) is a strategy to address the differences in
students – their learning styles, performance readiness and levels, engagement styles
and interests and needs. This strategy provides various opportunities for students to
access information and demonstrate learning.

DI is a strategy that adheres to the UDL framework of addressing the diversity

of students in the classroom so that everyone has a more-or-less equal chance of
success. But DI is more focused on the needs of students as UDL is focused on
providing everyone access to learning. The diagram below compares and contrasts
UDL and DI.

There are three elements in DI that teachers can

change.

● Content – the knowledge and skills students

need to master
● Process – the activities students use to master
content
● Product – the method students use to demonstrate learning

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Source:https://blogs.edweek.org/edweek/finding_common_ground/2016/08/yes_differentiation_is_hard_so_lets_get_it_right.html

Below is another table that shows the components of DI, the student
differences they cater to and the strategies that are appropriate for these.

Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pd

An example of a differentiate lesson has the following steps:

1. Determine standards-based content and objectives

2. Assess students' readiness

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3. Vary presentation of content

4. Vary activities for students to apply and practice lesson
5. Ask questions as formative assessment
6. Vary assessment products or projects
7. Review what has been learned

For students with special needs, accommodation and modification is necessary.

Accommodation means changing how a student learns the material while modification
means changing what a student is taught or expected to learn. The table below shows
the difference.
Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

✎ APPLICATION
Howard Gardner’s Multiple Intelligence Theory sees intelligence as a far
broader concept that a person’s IQ. For him individuals have strong and natural skills
and abilities that are called intelligences. (See the diagram below for these areas of
intelligences.)

Source:
https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

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The DI strategy called The Profiler is based on the Multiple Intelligences

theory. This strategy creates problem-solving activities that are made to suit various
intelligences that are represented by roles or professions.

Source:
https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

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Read the lesson plan below and the profiler task cards. Then create four
profiler task cards for the following lesson details:

Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe

Lesson Plan

Profiler Task Cards

Source: https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

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Profile Task Cards

✎ ASSESSMENT
In your own words, answer the following questions.

1. What is differentiated instruction (DI)?

2. What are the elements of DI?
3. From what you have read, choose one DI strategy and briefly describe it.
Explain why you chose it.

DI strategy

Description

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Reason for choice

4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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LESSON 3: Peer Support System

Learning Outcomes: At the end of the lesson, the students must have:

● defined peer support system

● identified peer support system strategies
● applied peer support system strategies

✎ ACTIVITY
Read the following articles on Peer Support System.

https://inclusiveschools.org/peer-support-in-inclusive-settings/

https://blog.brookespublishing.com/5-peer-support-approaches-that-work/

✎ ANALYSIS
Answer the following questions.

1. What is peer support system?

2. What is the purpose of peer support system?
3. Give three strategies for peer support and briefly explain.

Peer support strategy Explanation

✎ ABSTRACTION

Peer Support System is an inclusive classroom strategy that groups students

in pairs or in small groups in support of teacher facilitated lessons. This strategy
benefits both typically developing peers and students with special needs.

Samples of peer support system strategies are listed below.

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Peer modeling

● Peers provide recorded or live demonstrations of targeted social skills

● Situations modeled should be familiar ones that students are likely to
encounter
● Peers explicitly tell the observing student what they are doing and why
● Can be used informally during the course of the day or during formal,
structured learning sessions

Peer buddy systems

● Peers provide incidental teaching during non - structured, routine classroom

activities
● Many buddy systems in lower grades emphasize increasing and improving a
student’s communication with peers
● More formal, structured buddy programs may focus on instructional support
for secondary school students during inclusive classes

Friendship groups

● Lunch, recess, or after-school groups explicitly designed to bring together

students with disabilities and their peers for socialization and fun
● Work especially well when inclusion is minimal or if a student with disabilities
is new to a school
● May meet weekly around specific themes like the homecoming dance or
school grounds improvement
● Good opportunity to build social relationships and provide informal support
channels for students with disabilities

Cooperative learning

● Students work in small, mixed-ability groups and support each other’s

learning
● Competition is deemphasized in favor of cooperation, mutual support, and
shared accomplishments
● All group members work together toward a shared goal; group is successful
only when each member achieves the goal

Peer tutoring

● Students get one-to-one instruction on a particular topic, assignment, or skill

by a classmate, a peer, or an older student
● Peer tutoring programs can use fixed roles for students or allow them to
alternate between tutor/tutee roles
● Especially effective in incremental learning, in which there’s one correct
answer that the tutor is able to guide the tutee toward

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✎ APPLICATION
Using the lesson details and the lesson plan template below, design a lesson
plan that makes use of peer support system strategies. Use the link for more ideas.

https://www.prodigygame.com/main-en/blog/advantages-disadvantages-peer-
teaching-strategies

Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe

Instructional process Activity Peer support system

strategy and description

Motivational activity

Presentation of lesson

Activity

Outcome presentation

✎ ASSESSMENT
In your own words, answer the following questions.

1. What is peer support system?

2. How does it benefit students with special needs?

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3. Give three peer support system strategies that you like to use and
briefly describe each.

Peer support system Description

strategies

4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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LESSON 4: Cooperative Learning

Learning Outcomes: At the end of the lesson, the students must have:

● defined cooperative learning

● identified cooperative learning strategies
● applied cooperative learning strategies

✎ ACTIVITY
Read the article on cooperative learning.

https://www.thoughtco.com/what-is-cooperative-learning-2081641

https://knilt.arcc.albany.edu/Examples_of_Cooperative_Learning_Strategies

https://www.teachhub.com/teaching-strategies/2017/07/5-cooperative-learning-
strategies-to-try-today/

✎ ANALYSIS
Answer the following questions.

a. What is cooperative learning?

b. What is the purpose of cooperative learning?
c. What are cooperative learning strategies? Choose 3 and briefly describe.

Cooperative learning strategies Description

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✎ ABSTRACTION

Cooperative Learning is a strategy that groups students (3-6 in a group) to

work together to achieve a common goal. Sometimes students are individually
assessed, other times they are assessed as a group.

Below is a poster that shows some cooperative learning strategies.

Source: https://edtech4beginners.com/2017/08/03/10-top-cooperative-learning-strategies-and-some-tech-tools-that-
could-come-in-handy/

✎ APPLICATION
Using the lesson details below, construct a group activity using one of the
cooperative learning strategies. You can use the links below for more ideas.

https://knilt.arcc.albany.edu/Examples_of_Cooperative_Learning_Strategies

https://www.teachhub.com/teaching-strategies/2017/07/5-cooperative-learning-strategies-to-
try-today/

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Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe

Cooperative learning strategy:

Materials:

Steps:

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✎ ASSESSMENT
Using your own words, answer the following questions.

1. What is cooperative learning?

2. What is the relationship between cooperative learning and peer
support system.
3. Choose three cooperative learning strategies and briefly describe
each.

Cooperative learning strategy Description

4. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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LESSON 5: Co-Teaching
Learning Outcomes: At the end of the lesson, the students must have:

● defined co-teaching
● identified co-teaching strategies
● applied co-teaching strategies

✎ ACTIVITY
Read the article on co-teaching.

https://www.understood.org/en/school-learning/for-educators/universal-design-for-
learning/6-models-of-co-teaching

✎ ANALYSIS
Answer the following questions.

1. What is co-teaching?
2. What is the purpose of co-teaching?
3. What are the strategies of co-teaching?

Co-teaching strategy Definition

✎ ABSTRACTION
Co-teaching is a practice that pairs two teachers together, usually a general
education teacher and a special education teacher, that is equally accountable for
one class and shares the responsibilities of planning, instructing and assessing.

Co-teaching strategies

1. One Teach, One Observe. One of the advantages in co-teaching is that more
detailed observation of students engaged in the learning process can occur. With this

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approach, for example, co-teachers can decide in advance what types of specific
observational information to gather during instruction and can agree on a system for
gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would
keep primary responsibility for teaching while the other professional circulated
through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if

they just had more supervision by the teacher or more opportunity to respond. In
parallel teaching, the teachers are both covering the same information, but they
divide the class into two groups and teach simultaneously.

4. Station Teaching. In this co-teaching approach, teachers divide content and

students. Each teacher then teaches the content to one group and subsequently
repeats the instruction for the other group. If appropriate, a third station could give
students an opportunity to work independently.

5. Alternative Teaching: In most class groups, occasions arise in which several

students need specialized attention. In alternative teaching, one teacher takes
responsibility for the large group while the other works with a smaller group.

6. Team Teaching: In team teaching, both teachers are delivering the same
instruction at the same time. Some teachers refer to this as having one brain in two
bodies. Others call it tag team teaching. Most co-teachers consider this approach the
most complex but satisfying way to co-teach, but the approach that is most
dependent on teachers' styles.
Source: https://ctserc.org/component/k2/item/50-six-approaches-to-co-teaching

Source: https://buildingmathematicians.wordpress.com/2017/09/28/co-teaching-in-math-class/

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✎ APPLICATION
Using the lesson details below, plan for a co-teaching class using one of the
co-teaching strategies. Draw your classroom set-up and write what each teacher’s
responsibilities are.

Grade 3 - Science

Objectives: At the end of the lesson, the students must have:

● Explained what is Covid19

● Identified and practice ways to stay safe

Co-teaching strategy:

Teacher 1 responsibilities Teacher 2 responsibilities

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✎ ASSESSMENT
Using your own words, answer the following questions.

1. What is co-teaching
2. What co-teaching strategy will you choose if you are going to co-teach with a
special education teacher? Why?
3. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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LESSON 6: COLLABORATION WITH

PROFESSIONALS
Learning Outcomes: At the end of the lesson, the students must have:

● explained what it means to collaborate with professionals

● identified collaboration strategies
● applied collaboration strategies

✎ ACTIVITY
Read the articles on collaboration with other professionals.

https://iris.peabody.vanderbilt.edu/module/cou/cresource/q2/p02/cou_02_link_a/

https://iris.peabody.vanderbilt.edu/wp-
content/uploads/modules/iep02/pdf/IEP_Team_Members.pdf

https://www.ncbi.nlm.nih.gov/books/NBK2637/table/ch33.t1/?report=objectonly

https://www.grammarly.com/blog/how-to-be-a-better-collaborator/

✎ ANALYSIS
Answer the following questions.

1. What is collaboration?
2. What is needed for a successful collaboration among professionals?
3. What is a multidisciplinary team?
4. Who are the team members and their descriptions

IEP members Description

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✎ ABSTRACTION
Collaboration among teachers, administrators and other
professionals are necessary for a successful inclusive education. It takes a team to
create an environment that is geared for the success of every student.

Collaboration with other professionals in an inclusive setting is working in a

team to assist students with needs. This team shares a common goal, have individual
roles and responsibilities and cooperate with each other using their expertise to
achieve the goal of making the student learn as near as possible to his grade level.

In an inclusive classroom, the general education teacher has to collaborate with

the special education teacher, the administrators and the professionals that are helping
the child (e.g. health care professional, a speech therapist, social worker).

In special education, a multidisciplinary team is necessary to create an

Individual Education Plan (IEP) for
each student with special needs. The
IEP is the written document that
describes the educational program
for the child and includes his
assessment results, what his
performance levels are in various
subject areas, his needs, the
educational goals he needs to
achieve to get closer to grade-level
performance and the learning
strategies custom-made for his learning. The multidisciplinary team is made up of
parents, teachers, administrators and other related professionals.

For a successful team work, the following are necessary:

● Open communication

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● Non - punitive environment

● Clear direction
● Clear and known roles and tasks for team members
● Respectful atmosphere
● Shared responsibility for team success
● Appropriate balance of member participation for the task at hand
● Acknowledgment and processing of conflict
● Clear specifications regarding authority and accountability
● Clear and known decision making procedures
● Regular and routine communication and information sharing
● Enabling environment, including access to needed resources
● Mechanism to evaluate outcomes and adjust accordingly
Source: https://www.ncbi.nlm.nih.gov/books/NBK2637/

Successful teamwork can be hindered by the following common barriers:

● Personal values and expectations

● Personality differences
● Hierarchy
● Disruptive behavior
● Culture and ethnicity
● Generational differences
● Gender
● Historical interprofessional and intraprofessional rivalries
● Differences in language and jargon
● Differences in schedules and professional routines
● Varying levels of preparation, qualifications, and status
● Differences in requirements, regulations, and norms of professional education
● Fears of diluted professional identity
● Differences in accountability, payment, and rewards
● Concerns regarding clinical responsibility
● Complexity of care
● Emphasis on rapid decision making
Source: https://www.ncbi.nlm.nih.gov/books/NBK2637/

✎ APPLICATION
Read the case study below and answer the following questions.

Teacher Louise is a grade 3 general education teacher. She has a student with
autism in her class called Briana whom she has a difficult time dealing with. She feels
overwhelmed balancing teaching the whole class and accommodating Briana’s temper
tantrums and reading problems.

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Recently she has asked for help, through Briana’s parents, to collaborate with
Briana’s behavior therapist named Dr. Shirley. Dr Shirley is an older woman who has
10 years of experience. Louise has only 4 years. On the first meeting Dr Shirley was
punctual, aloof and very opinionated. This was opposite her bubbly and expressive
nature. She felt intimidated and anxious in Dr Shirley’s presence.

When Louise started telling Dr Shirley about Briana’s behavior problems, she
immediately intervened and explained some behavior therapy that she has been using
on Briana. Louise found it difficult to understand because Dr Shirley was using a lot of
unfamiliar words in her explanation. When she started asking questions, Dr Shirley
became impatient and curt. She continued explaining the therapy without
accommodating Louise’s questions.

After 30 minutes, she stands up and says she has patients to attend to. Louise
felt she wasted the doctor’s time.

Louise feels she needs Dr Shirley’s help and wants to collaborate with her.
Identify the problems (3) in this situation and provide solutions for each so that next
time Teacher Louise meets Dr Shirley she can be more successful in her
communication and collaboration with the behavior therapist.

Problems Solutions

✎ ASSESSMENT
In your own words, answer the following questions.

1. What do you mean by collaboration with professionals?

2. As a teacher, identify three professionals who will be most helpful to you in
teaching in an inclusive classroom. Describe how each will help you.

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Professional Assistance

3. What are the advantages and disadvantages of this strategy?

Advantages Disadvantages

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LESSON 7: Collaboration with Parents

Learning Outcomes: At the end of the lesson, the students must have:

● explained what it means to collaborate with parents

● identified collaboration strategies
● applied collaboration strategies

✎ ACTIVITY
Read the following articles on parent-teacher collaboration.

https://www.thoughtco.com/parent-teacher-communication-2081926

https://www.ldatschool.ca/effective-parent-teacher-partnerships/

https://thecornerstoneforteachers.com/parent-teacher-communication/

✎ ANALYSIS
Answer the following questions.

1. What do you mean by parent-teacher collaboration?

2. Why is it important to have a successful collaboration with parents?
3. What are necessary for successful parent-teacher collaboration?
4. What are the events or activities that teachers need to collaborate with
parents? Briefly explain each.

Parent-teacher events Description

5. What are parent-teacher communication tools that can foster positive

partnerships?

Communication tools Description

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✎ ABSTRACTION
Parent-teacher collaboration is essential to a successful inclusive
education. The home-school connection and the parent-teacher partnership are
necessary for individual students to achieve their goals.

Teachers should develop positive relationships with parents of students from

the start of the school year until the end. This is done through open communications
and mutual respect for each other’s roles and responsibility in the child’s learning.

Constant communication between parents and teachers bolster positive

relationships. Communication tools such as start-of-the-year letter, behavior
monitoring charts, newsletters, class websites and emails, to name a few, are ways to
keep the parents informed of their child’s progress. It also creates opportunities to
support the child’s learning from school to home and having parents and teachers be
on the same page in teaching and behavior management philosophies.

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Below is an example of a parent survey form to gather information about the

child and a class website page.

Source: http://coxedtech.weebly.com/classroom-websites.html

Source: https://www.pinterest.ph/pin/287597126180330399/

Face-to-face communication is inevitable and necessary between teachers and

parents. Aside from parent-teacher conferences, parents may also meet the teacher
when they have concerns over their child. Below are listening skills strategies that a
teacher and parents need to have when meeting each other.

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✎ APPLICATION
Write a meet-the-teacher letter to parents that will start the parent-teacher
collaboration. A sample is provided.

✎ ASSESSMENT
In your own words, answer the following questions.
1. Why is parent-teacher collaboration important?
2. What does a teacher need to do to foster positive parent-teacher
collaboration?
3. How can parents help a teacher in making a child successful in school?

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UNIT 4: LEARNERS WITH

ADDITIONAL NEEDS

A. Celebrating Differences

Introduction:
Differences are often seen by many as something to avoid. We generally
think that living harmoniously means having similar interests, needs, and
aspirations. And yet, if we look at the world around us, it is the contrasts, the
differences that make life more interesting. For instance, do you not notice how
many contrasting colors are seen in a spectacular sunset? The hues of orange,
yellow, indigo, purple, and blue all blend together to offer a feast for the senses.
The same is true of our learners. As we encounter each individual learner,
we will see that they will have a lot of diverse needs and characteristics. Yes,
they will have similarities too. But many times it will be their diversity that will try
our creativity as teachers. Our main task as educators, is to see to it that these
differences and diversity are both addressed and celebrated in our classrooms.

Learning Outcomes: At the end of the unit, the students must have:

1. observed and described typical and atypical development among learners

2. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:

A. Gifted and Talented

B. Others

1.1 Children who are At risk for school failure

C. Difficulty Seeing

D. Difficulty Hearing

E. Difficulty Walking/Moving

F. Difficulty in Communicating

G. Difficulty in Learning

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H. Difficulty in Handling Emotions

I. Difficulty Remembering/Focusing

J. Difficulty With Self Care

3. Observed learners with exceptionalities/difficulties in an inclusive setting and

possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment

4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

Lesson 1: Typical and Atypical Development

Learning Outcomes: At the end of the lesson, the students must have:

1. defined the terms typical and atypical development,

2. identified and described children with typical and atypical development; and
3. compared the development of typical and atypical children.

✎ ACTIVITY
Compare the three children.

Jeremy is the biggest boy in the first grade. He looks like an eight-
year old, yet behaves like the young six-year-old that he is.

Mara, by age three, was fluent in three languages; by age five, she
was reading words and phrases in two languages. She was also
producing clay figures and paintings more typical of a second grader
than a preschooler.

. Bia is a 7 year-old second grader. She is bubbly and likes to play with
other kids. She likes to draw and paint. She wants to be an astronaut.

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✎ ANALYSIS
Based from the above cases, answer the following questions:
1. What are the characteristics of each child?
2. What makes each child similar with and different from each other?
3. Among the three, who do you think has unusual abilities?
4. What makes this child “unusual”? Why do you think so?

✎ ABSTRACTION
Typical and Atypical Development
All children develop differently, but the stages they pass through are broadly
the same. When working and dealing with children, one can recognize similarities in
their levels of development. However, some children exhibit behaviors that fall
outside of the normal, or expected, range of development.

What is Typical Development?

Typical or normal development implies an ongoing process of growing,
changing, and acquiring a range of complex skills. Beginning in earliest infancy, the
process moves along a developmental continuum according to a predictable pattern
common to most children of the same age (Allen & Cowdery, 2015). The acquisition
of certain skills and abilities is often used to gauge children's development. These
skills and abilities are known as developmental milestones. Crawling, walking, saying
single words, putting words together into phrases and sentences, and following
directions are examples of these predictable achievements. Although not all children
reach each milestone at the same time, there is an expected time-frame for reaching
these developmental markers (National Center for Learning Disabilities, 2020). The
developmental milestones give a general idea of the changes to expect as a child
gets older.
Some of the categories within which these behaviors are seen include (National
Center for Learning Disabilities, 2020) :
 Cognition (thinking, reasoning, problem-solving, understanding)
 Language (expressive and receptive abilities)
 Motor coordination (gross/fine motor, jumping, hopping, throwing/catching,
drawing, stacking)
 Social interaction (initiating peer contact, group play)
 Adaptive (dressing, eating, washing)

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What is Atypical Development?

Children who have atypical patterns of development are a diagnostic

challenge in the preschool years. Delayed or inappropriate use of language often is
the most prominent symptom, and it frequently is accompanied by unusual social
interaction patterns, odd behaviors, or limited play skills. Atypical behaviors include
those considered to be uncommon, such as perseveration on specific activities,
adherence to strict daily rituals, aloofness, and echolalia (repeating words, phrases,
or sentences). Atypical patterns are characterized by deviations in the order of skill
acquisition, discrepancies among areas of development, or regression and loss of
previously established abilities. Some “atypical” patterns of development represent
normal variation; others reflect disorders of cognition, language development, or
social functioning (Simms & Schum, 2000).

Atypical behaviors should be noted and carefully recorded. They may be isolated
events that have little or no impact on later development. They might, however, be
early warning signs of later and more significant problems. Patterns of atypical
behavior can be useful in confirming areas of need (National Center for Learning
Disabilities, 2020).

Boskic (2011) noted that child development exists on a continuum. The

development of most children falls somewhere in the “middle” of that continuum. A
child is described as developing atypically when one of two situations arises:

 A child reaches developmental milestones earlier than other children his/her age
 A child reaches developmental milestones later than other children his/her age
Some children show characteristics and behaviors that indicate advances in
development. Porter (2002) also noted that children who are developing ahead of
age achieve developmental milestones early (around one-third sooner than
expected). These children learn at a faster pace than usual and go about tasks in
sophisticated ways-that is, how they achieve is exceptional. Early motor development
and use of advanced speech are also evident among these children.

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Comparing some typical and atypical characteristics of kindergarten children

Physical Abilities Academic Skills Speech and

Language

Typical Hops around on Can name most Uses sentences with

one foot without letters of the more than five
support alphabet; words consistently.
can associate
sounds with letters

Red Flags Child is excessively Struggles with the Easily gets

clumsy alphabet, and only frustrated with
be able to name a learning and play
few letters activities that
involve talking to
others, listening or
following directions.

Advanced High level of Already reads Unusually large

physical energy books vocabulary and
complex sentence
structure for age

For more information about developmental milestones, you can find resources
at:
https://www.cdc.gov/ncbddd/actearly/milestones/index.html
https://medlineplus.gov/ency/article/002002.htm

✎ APPLICATION

Observe a young child at home, in a center, or in your neighborhood. Take

note and record the child’s characteristics in areas such as physical abilities,
cognitive/academic skills, communication skill, social and emotional skills. Determine
if these characteristics reflect typical or atypical development.

Note: Please observe proper health protocols while doing this task.

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✎ ASSESSMENT
Determine if the following characteristics/behaviors show typical or atypical
development. Write T for typical and A for atypical.
1. Five year-old Alyssa can recognize her name in print.
2. Kindergarten children can count to ten or more.
3. Mark, 3 years of age, has a wide range of interests.
4. A 12 month-old baby can speak in a complete sentence.
5. Carl, a third grader, has difficulty following simple directions.
6. A group of preschool children are playing together.
7. Nine year-old Martin can play 4 musical instruments and composes his own
songs.
8. Yuri, 7 years old, struggles with tracing exercises.
9. Bettina, 8 years old, cannot distinguish right side from left side.
10. Luis can take apart and reassemble objects with unusual skill.

References:

Allen, K. E. & Cowdery, G. E.(2015). The exceptional child: inclusion in early

childhood education. Cengage Learning. Stamford, CT 06902 USA.

Boskic, N. (2011).Early Childhood Intervention: Module One – Typical and Atypical

Development

http://blogs.ubc.ca/earlychildhoodintervention1atypical/category/1-4-atypical-
development/

National Center for Learning Disabilities, (2020) :National Center for Learning
Disabilities Every Child is Learning: A Training Program asfr
https://www.ncld.org/
Mark D. Simms, M. and Schum, R. (2000). Pediatrics in Review May
2000, 21 (5) 147-158; DOI: https://doi.org/10.1542/pir.21-5-147

https://pedsinreview.aappublications.org/content/21/5/147

Porter, L. (2002). Educating young children with special needs. Allen & Unwin. Crows
Nest, NSW 2065 Australia

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Lesson 2: Children Who are Gifted and Talented

Learning Outcomes: At the end of the lesson, the student must have:
1. defined the terms gifted and talented,
2. described the characteristics of gifted and talented students,
3. discussed how to identify gifted and talented students; and
4. discussed appropriate educational accommodations for gifted and talented
children.

✎ ACTIVITY
Read the article about these three gifted children.

Kiko, James, and Shaira: The Country’s Most

Celebrated Young Achievers

Left to right: Kiko,James, and Shaira (photo from https://lifestyle.inquirer.net)

In 1995, three Filipino children were introduced to represent what

“giftedness” is all about. They were Francis Galura, James Flores and Shaira Luna -
the gifted trio who wowed everyone when they displayed their adult-like expertise in
poetry, astronomy, and anatomy in a television commercial. They became the
country’s best-known young achievers.

More than 20 years after being celebrated as gifted kids, Francis “Kiko”
Galura, James Flores and Shaira Luna are now individuals of their own who
continuously exude exceptional proficiency in their respective careers. Galura, the
young poet, is now a publisher in one of the country’s biggest printing houses.
Flores, who was noted for his genius in astronomy, pursued his masters in clinical
psychology, while himself, helping encourage brilliance in musically gifted children

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through outreach programs. Luna, who knew about science as soon as she could
count, is now one of the most talented photographers of her generation.
Sources: https://lifestyle.inquirer.net/182767/gifted-children-of-the-90s-where-are-they-
now/#ixzz6UG0hF000

https://www.manilatimes.net/2015/03/07/weekly/the-sunday-times/nurturing-the-countrys-gifted-
children/167773/167773/

✎ ANALYSIS
Questions:

1. What makes Kiko, James, and Shaira “gifted”?

2. What do you think are the characteristics of each one of them?
3. What makes them deviate from the rest?
4. Can children be gifted in one aspect and just ordinary in others, or do they
have to be outstanding in all areas?
5. Are gifted children highly visible in the classroom? Why? Why not?

✎ ABSTRACTION

Gifted and Talented Children

Definitions
U. S. Federal Definition (No Child Left Behind Act of 2001):

Students, children, or youth who give evidence of high achievement capability

in areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who need services and activities not ordinarily provided by the
school in order to fully develop those capabilities.

National Association for Gifted Children in the U.S. (2010):

Gifted individuals are those who demonstrate outstanding levels of aptitude

(defined as an exceptional ability to reason and learn) or competence (documented
performance or achievement in top 10% or rarer) in one or more domains.
Domains include any structured area of activity with its own symbol system (e.g.,
mathematics, music, language) and/or set of sensorimotor skills (e.g., painting,
dance, sports).

Renzulli’s Three-Trait Definition

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Giftedness is a product of an interaction among three clusters of human

traits: (a) above-average general intellectual abilities, (b) high-level of task
commitment, and (c) creativity.

Gifted children are those possessing or capable of developing this composite

set of traits and applying them to any potentially valuable area of human
performance. Children who manifest or are capable of developing an interaction
among the three clusters require wide variety of educational opportunities and
services that are not ordinarily provided through regular instructional programs
(Renzulli, 2003).

Piirto’s Talent Development Concept

Piirto (2007) defines gifted individuals as who , by way of having certain

learning characteristics such as superior memory, observational powers, curiosity,
creativity. And the ability to learn school-related subject matters rapidly and
accurately with a minimum of drill and repetition, have a right to an education that
is differentiated according those characteristics.

Maker’s Problem-Solving Perspective

Giftedness and talent incorporate the three elements that appear most often
in contemporary definitions: high intelligence, advanced creativity, and excellent
problem-solving skills.

A gifted person is a problem solver-one who enjoys the challenge of

complexity and persists until the problems is solved in a satisfying way. Such an
individual is capable of: a) creating a new or more clear definition of an existing
problem, b)devising new and more efficient or effective methods, and c) reaching
solutions that may be different from the usual, but are recognized as being
effective, perhaps more effective, than previous solutions (Maker, 2005 in Heward,
2017 ).

Identification
A mutidimensional and multimodal assessment approach that collects
information from a variety of ways (e. g., tests, interviews, performances) and from
a variety of sources (e. g., parents, teachers, psychologists) is more accurate and
equitable in the identification of gifted and talented students.Comprehensive and
equitable identification of these students includes the following (Heward, 2017):

 Group and individual intelligence tests

 Achievement tests

 Proficiency tests

 Portfolios of student work

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 Student performances or products

 Teacher nomination

 Parent, family, or caregiver nomination

 Self-nomination

 Peer nomination

 Extracurricular or leisure activities

Causes/Probable Causes
The Nature of Gifted and Talented Children

So is there a gene for genius? Bee (2004) in Macintyre (2008) calls heredity ‘a
genetic blueprint that influences what we can do’ suggesting that children inherit a
pattern of abilities and disabilities that will, to some extent, affect how they learn
and behave and make their way in the world.The combination of genes from the
father and from the mother provide a unique genetic pattern and from that
moment in time and provided there are no accidents during the time of cell
division, (for example, the extra third copy of chromosome 21 causing Down’s
syndrome) or if there are no negative effects coming from the placenta through the
umbilical cord (for example, the mother’s supply of oxygen to the baby’s red blood
cells may be contaminated by smoking or drug abuse; the removal of waste may
not be efficient; or illnesses caught during the first three months of pregnancy –
rubella, for instance, may damage the baby’s sight and hearing), then the ‘nature’
side of development is set.

Already certain characteristics are there – eye colour, body build, some
aspects of intelligence and temperamental traits, for example, whether the child
will be outgoing or shy. The genetic blueprint means that from conception the child
will have the means to develop certain abilities. So, from conception there are
different potentials that affect how readily learning and the emergence of gifts and
talents can occur.

The Nurture of the Gifted and Talented Children

Can genius be trained? While some children seem to be born with an innate
potential to do well and have the motivation and temperament to succeed, the
most fortuitous outcome will require the experiences and opportunities to nurture
the children and enhance the outcome (Macintyre, 2008).

Environmentalists are those that consider the ‘nurture’ aspect of development

to be of major importance. They explain that a balanced approach to explaining
giftedness and talent must recognize the environmental and social forces that
impact on development before babies are born and throughout their lives.

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Some factors that can contribute to nurturance of giftedness and talent:

 The quality of the nurturance the baby receives in the womb and after birth

 Social influences in the home environment (e. g., family support, composition
and financial status of the family)

 Parenting skills/styles and childcare practices

 School environment

Learning Characteristics
Giftedness encompasses a wide range of abilities, skills, and traits. Some
students have special talents but rarely do they match widely held stereotypes and
myths about giftedness. These students may not be outstanding in academics, but
they may have exceptional abilities in areas such as music, dance, art, or
leadership. Gifted and highly talented individuals are found in all gender, cultural,
economic, linguistic, and disability groups. Learning and intellectual characteristics
of many gifted and talented children include superior ability to:

 Rapidly acquire, retain, and use large amount of information.

 Relate one idea to another.

 Make sound judgments.

 Appreciate multiple and opposing points of view.

 Perceive the operation of larger systems of knowledge not often recognized by

the typical person.

 Acquire and manipulate abstract symbol systems.

 Create novel solutions to problems by reframing the question.

Silverman (1995) in Heward (2017) reported that many highly gifted children
(those with IQ scores greater above the mean (IQ>145) ) exhibit the following
characteristics:

 Intense intellectual curiosity

 Fascination with words and ideas

 Perfectionism and need for precision

 Learning with great intuitive leaps

 Intense need for mental stimulation and challenge

 Difficulty conforming to the thinking of others

 Early moral and existential concerns

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 Tendency toward introversion-independence and isolation

Heward (2017) cited that some scholars considers creativity central to the
definition of giftedness. Based on the review of 90 creativity studies of Plucker,
Beghetto, and Dow (2004) creativity is defined as “the interaction among
aptitude,process, and environment by which an individual or group produces a
perceptible product that is both novel and useful as defined within a social
content”. Guilford (1987) described the following dimensions of cognitive creativity,
which he called divergent production:

 Fluency: produces many ideas

 Flexibility: offers a wide variety of of ideas, unusual ideas, and alternative

solutions

 Novelty or originality: uses words in unique ways, uses low-probability words

and responses, and has novel ideas

 Elaboration: provides details

 Synthesizing ability:links together unlikely ideas

 Analyzing ability: organizes ideas into larger, inclusive patterns

 Ability to reorganize or redefine existing ideas: transforms an existing object into

one of different design, function, or use

 Complexity: manipulates many interrelated ideas

Gifted and talented children often display creativeness, talents, or intellectual

abilities that are highly advanced of their age. Precociousness-showing highly
advanced abilities and skills at a young age- is another characteristic of many gifted
and talented individuals. Highly gifted students show advanced neuromotor and
neurosensory development at an early age (Heward, 2017).

General Educational Adaptations

A. Curriculum Differentiation

Differentiation is a broad term referring to tailoring teaching environments,

curricula, and instructional practices to create appropriately different learning
experiences for students with different needs, interests, readiness, and learning
profiles. Differentiating instruction means "shaking up" what goes on in the
classroom so that students have multiple options for taking in information, making
sense of ideas, and expressing what they learn. In other words, a differentiated
classroom provides different avenues to acquiring content, to processing or making
sense of ideas, and to developing products so that each student can learn
effectively(Tomlinson, 2000; 2017 ).The main objective is to engage learners in

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lessons appealing to differing interests, using varied rates of instruction, and

providing varied and conceptually rich curriculum (Heward, 2017).

Teachers can differentiate at least four classroom elements based on student

readiness, interest, or learning profile (Tomlinson, 2000):
 Content – what the student needs to learn or how the student will get access
to the information;

 Process – activities in which the student engages in order to make sense of or

master the content;

 Products – culminating projects that ask the student to rehearse, apply, and
extend what he or she has learned in a unit; and

 Learning environment – the way the classroom works and feels.

B. Acceleration and Enrichment

Acceleration

Acceleration is the general term for a variety of methods for increasing the
speed with which a student progresses through school.

Southern and Jones (2004) in Heward (2009) identified some types of

acceleration options:

 Early admission to kindergarten

 Early admission to first grade

 Early entrance into junior high, high school, or college

 Grade skipping ( e.g., Cathy who was skipped from Year 6 into Year 8)

 Self-paced instruction- students proceed through learning and instructional

activities at a self-selected pace

 Subject matter acceleration (e. g., a 4th grader taking 7th grade math)

 Curriculum compacting-involves compressing instructional that students have

already mastered so they have more time for enrichment (Heward, 2017).

 Telescoping-a student, or a group of students, completes two years in one, or

some similar rapid progression through material (Bailey, 2004).

 Acceleration in college

 Early graduation

 Continuous progress -Students engaging in this option are given new

content as prior content is completed and mastered. The practice is considered

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accelerative when the student's progress outpaces that of chronological peers

in rate and level (https://www.davidsongifted.org/.).

 Combined classes- two or more classes are taught in the same

classroom (e. g., grades 3 and 4 are combined into one class)

 Mentoring- Students are paired with mentors who provide advanced or

faster-paced instruction.

 Extracurricular programs

 Concurrent/Dual enrollment-E. g., a student may take algebra at the

middle school, and earn credit at both the middle school and high school level.

 Distance learning or online learning courses

Enrichment

Enrichment enables students to probe or study specific subject matter, a

topic of interest, or a discipline in greater detail and depth than would occur in the
standard curriculum. Enriching the content of instruction to include more
innovation, novelty, and sophistication is the most common method for
academically talented students. Enrichment generally involves adding new and
different information from a variety of disciplines outside the traditional curriculum.

Some examples of enrichment activities:

 Conducting a further research into a subject

 Tiered activities- using varied levels of tasks and completing more complex
assignments that allow more able students to work at a higher or wider level

 Cross-curricular activities: incorporating a subject into other studies for

continuing engagement

 Independent study

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✎ APPLICATION

Task: Read the article. Enumerate the child’s characteristics that show giftedness.
Give 3 specific accommodations to address his giftedness.

Robert Samuel Pelingon, born in August 29, 2008, is the only child of
Maryleth Musngi, a CPA, and Joel Pelingon, a businessman. He is fondly called
Sam or Samboy at home and in school. At the age of two, Sam was already able
to recognize and distinguish shapes and colors of various objects, as well as do
spontaneous and chronological counting of up to three-digit numbers. He seems
to have a photographic memory for names of objects, colors, shapes and
numbers, to mention a few.

Months before he reached three years of age, he was able to organize,

disassemble and then correctly assemble his toys, such as his more than fifty
train sets (Thomas the Tank Engine) in no time at all. Even without looking at
the trains, he was able to remember, even up to this moment, the names, colors
and the number of each train set. Solving jigsaw puzzles is, likewise, not a
difficult challenge for him.

Like many other gifted children, Sam is hyperactive. He has, however,

learned to do things and even multi-task in a systematic and organized
manner. He almost always sets schedules for doing things, such as studying,
playing, resting and watching his favorite Disney Junior shows. He reads and
studies a lot and likes echoing the lessons he learned from school to his parents,
grandparents and playmates. Sometimes, like a teacher, he would give test
questions for them to answer. He browses and reads the Almanac and the Atlas,
which is why he could identify the flags of some 200 countries, including the
names of the peoples, money, languages and continents to which they belong.
Lately, he could tell a lot of things about human anatomy as well.

He enjoys playing a little bit of piano and melodica, not to mention his love
for videoke singing with his dad. He spends his Saturday mornings learning how
to swim and has a passion for board games. His favorite subjects are Science
and Mathematics. He has already earned numerous awards for outstanding
performance in many areas of concerns and got a medal for academic

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excellence. For these feats, he was accelerated twice and, at the age of four, he
has already moved up and is now in Grade 2 — the youngest in his class!
Source: https://www.mensaphilippines.org/2013/10/10/meet-sam-mensas-newest-youngest-gifted/

October 10, 2013

✎ ASSESSMENT
Task 1. Put a check √ if the given characteristic is TRUE of being gifted/talented
and X if otherwise.

___1. has novel ideas

___2. always on top of the class

___3. can get perfect scores in exams

___4. excellent problem-solving skills

___5. enjoys school

___6. comprehends the material in a more complex, in-depth manner

___7. superior memory

___8. works hard to achieve

___9. uses imagination to experiment with ideas

___10. attentive in class

Task 2. Read the case and answer the given questions.

Case: Mikaela Irene Fudolig

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Mikaela Irene Fudolig, a child prodigy, started

college at 11 under an experimental program for
gifted children while studying at the Philippine
Science High School. This program aims to test the
impact of gifted children entering a university on their
emotional and social development. At the age of 12,
she was formally enrolled as a BS Physics student at
the UP National Institute of Physics. She also took
two consecutive music courses. Mikaela graduated
summa cum laude with a general weighted average
of 1.099at16, and took her master’s and
Ph.D. degrees shortly after. She also received the
Best BS Physics Student award and the Dean’s Medallion for Excellence in
Undergraduate Studies at the UP College of Science. After teaching at the University
of the Philippines Institute of Physics and becoming a Fulbright scholar in Economics
at the University of California-Irvine, Fudolig was among the 218 who passed the
2016 UP Law Aptitude Exam.
Photo from http://mikkifudolig.blogspot.com/

1. What characteristics does Mikaela have to be considered as gifted?

2. What are her achievements? Can you consider these achievements
extraordinary? Why? Why not?
3. What specific types of adaptations do you think were applied for her?

References:

Bailey, S. (2004) Types of acceleration and their effectiveness. In Core Module 6:

Developing programs and provisions for gifted students. Professional
Development Package for Teachers in Gifted Education. Canberra, Australia:
Department of Education, Science and Training.

Heward, W. (2017). Exceptional children: an introduction to special education . 11th

ed. Pearson Education, Inc. Upper Saddle, New Jersey 07458.
Macintyre, C. (2008). Gifted and talented children 4-11:understanding and
supporting their environment. Routledge. Oxon OX 14 4RN
Tomlinson, C. (2000). Differentiation of instruction in the elementary grades. ERIC
Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

Tomlinson, C. (2017). How to differentiate instruction in ademically diverse

classrooms. 3rd Edition.

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http://www.ascd.org/publications/books/117032/chapters/What-Differentiated-I
nstruction-Is%E2%80%94and-Isn't.aspx
https://lifestyle.inquirer.net/182767/gifted-children-of-the-90s-where-are-they-now/
#ixzz6UG0hF000
https://www.manilatimes.net/2015/03/07/weekly/the-sunday-times/nurturing-the-co
untrys-gifted-children/167773/167773/
https://www.mensaphilippines.org/2013/10/10/meet-sam-mensas-newest-youngest-
gifted/

https://www.davidsongifted.org/search-database/entry/a10487

https://newsinfo.inquirer.net/779278/now-its-up-law-for-whiz-kid-after-ph-d-in-physi
cs#ixzz6UXRy8Ex2

https://www.gmanetwork.com/news/lifestyle/content/562434/former-child-prodigy-
mikaela-fudolig-gets-into-up-law/story/

Lesson 3: Children Who are At-Risk

Learning Outcomes: At the end of the lesson, the student must have:
1. identified and describe children who are at-risk,
2. discussed and explained some factors that may cause children to be at-risk;
and

3. discussed and explained some intervention strategies and support for at-risk
children.

✎ ACTIVITY
Read the two cases. Compare the two children and their situations.

Case 1

Benjie is 10 years old. He is the eldest of 5 children. His father is a

laborer, but spends most of his earnings on alcohol. And when he gets
drunk, he hurts his wife and children. Benjie is still in grade 2 in a school 2
kilometers away from their residence. Together with his younger brother,

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they are forced to work in the sugarcane plantation during harvest season.
This makes them miss classes at school.

Case 2

Rea is 5 years old. She was born premature. Her mother did not know
she was pregnant with Rea until her abdomen got bigger. Rea's birth was
only performed by the male hilot in the village. Rea is in kindergarten class.
She has short attention span and difficulty learning.

✎ ANALYSIS
Based from the two cases, answer the following questions:

1. What are the characteristics of each child?

2. What difficulties does each child experience?
3. What factors do you think caused these children to experience difficulties?
4. How should we address these difficulties?
✎ ABSTRACTION
Who are At-risk Children?

Children like Benjie and Rea can be considered as at-risk. At-risk is a term
refers to children who, although not currently identified as having a disability, are
considered to have a greater-than-usual chance of developing one. Educators often
apply the term to infants and preschoolers who, because of biological conditions,
events surrounding their births, or characteristics of their home environments, may
be expected to experience developmental problems at a later time. The term is also
used to refer to students who are experiencing significant learning or behavioral
problems in the general education classroom and are therefore at risk of being
identified for special education services (Heward, 2017).

At-risk also refers to children who have been exposed to some condition or
situation that negatively affects their learning. This include children who were
prenatally exposed to drugs and alcohol, are homeless, neglected, abused, live in
poverty, and live with substance abuse or are substance abusers. This may also
include students who are bullies and victims of bullying, those who recently
experience the death of someone close to them, school-phobic, are considered
physically unattractive, children who are obese, and ethnic minority children.

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Republic Act No. 9344 defines Child at Risk as a child who is vulnerable to
and at the risk of committing criminal offenses because of personal, family and social
circumstances, such as, but not limited to, the following:

(1) being abused by any person through sexual, physical, psychological, mental,
economic or any other means and the parents or guardian refuse, are unwilling,
or unable to provide protection for the child;
(2) being exploited including sexually or economically;
(3) being abandoned or neglected, and after diligent search and inquiry, the parent or
guardian cannot be found;
(4) coming from a dysfunctional or broken family or without a parent or guardian;
(5) being out of school;
(6) being a streetchild;
(7) being a member of a gang;
(8) living in a community with a high level of criminality or drug abuse; and
(9) living in situations of armed conflict.

Categories of Children at Risk

Children who are at-risk are in danger of substantial development delay

because of medical, biological, or environmental factors of early intervention services
are not provided.

 Children with established risk are those with cerebral palsy, Down syndrome,
and other conditions that started during pregnancy.
 Children with biological risk are those who are born prematurely, underweight
at birth, whose mother contracted diabetes or rubella during the first trimester
of pregnancy, or who had bacterial infections like meningitis and HIV.
 Environmental risk results from extreme poverty, child abuse, absence of
adequate shelter and medical care, parental substance abuse, limited
opportunity for nurturance and social stimulation.

Support for At-Risk Children

Stormont, Reinke, Herman, and Lembke (2012) stress some academic and
behavioral supports for at-risk children. These include:

 Know families and honorcultural diversity- Knowing families means that

professionals understand unique or special challenges through which families

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could be going.It is also important to understand their cultural perspectives and

how these influence views and beliefs related to education.
 Communicate positively with families-It is vital that professionals make a point to
communicate more positive information than negative information about a child.
When positive home communication is tied to universal practices and specific
intervention plans, children do better than when no home connection is made.

 Group-based contingency programs- Group contingencies involve setting

common expectations for a group of students and then providing a common
positive outcome when the students engage in the expected behavior. Token
economies are used when students earn tokens (e.g., points, stickers, chips)
contingent on the performance of the expected behavior, which can then be
redeemed for a reinforcer (e.g., desired item, preferred activity).
 Behavioral contracting with goal setting-Behavioral contracts are written
documents that specify the relationship between student behavior and the
associated consequence. In other words, the contract defines the expected
behavior and the outcome associated with engaging or not engaging in that
behavior.
 Response to Intervention (RTI) is an approach to the early identification and
support of students with learning and behavior needs. The RTI process begins
with high-quality instruction and universal screening of all children in the general
education classroom. Struggling learners are provided with interventions at
increasing levels of intensity to accelerate their rate of learning. These services
may be provided by a variety of personnel, including general education teachers,
special educators, and specialists. Progress is closely monitored to assess both
the learning rate and level of performance of individual students
(http://www.rtinetwork.org/learn/what/whatisrti).

✎ APPLICATION

Task: In your own community, find out if there children who are considered
at-risk. Interview some people or observe if there are anyone in your place. Be
guided by these questions:

1. What possible disability and/or learning difficulties do these children have?

2. Why are they considered at-risk?
3. What factors cause them to be at-risk?
4. How can you or your community help these children?

Note: Please observe proper health protocols while doing this task.

✎ ASSESSMENT
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Task: Read the case. Fill in the table below.

Case 1: Rona is 10 years old. She is from an ethnic minority group. She is a
smart girl and used to like school. When two new boys started school, they told the
other children all kinds of stories about this ethnic group. They have turned the
others against Rona. Now she is miserable in school because the other children tease
her. They laugh at her accent and appearance. Rona wants to leave school.

Child Characteristics Difficulties Risk Factor/s Support

References:

Heward, W. (2017). Exceptional children: an introduction to special education . 11th

ed. Pearson Education, Inc. Upper Saddle, New Jersey 07458.
Stormont, M., Reinke, W., Herman, K., and Lembke, E. (2012). Academic and
behavior supportfor at-risk students:tier 2 interventions. Guilford Publications,
Inc. 72 Spring Street, New York, NY 10012

http://www.rtinetwork.org/learn/what/whatisrti

Republic Act No. 9344Juvenile Justice and Welfare Act of 2006

https://www.officialgazette.gov.ph/2006/04/28/republic-act-no-9344-s-2006/

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B. Challenged and Willing to Learn

Lesson 1: Learners Who Experience Difficulties with

Their Senses & Movement

Learning Outcomes: At the end of the unit, the students must have:
1. observed and described typical and atypical development among learners

2. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:

a. difficulty Seeing

b. difficulty Hearing

c. difficulty Walking/Moving

d. difficulty in Communicating

3. observed learners with exceptionalities/difficulties in an inclusive setting and

possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment
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4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

✎ ACTIVITY
Listen/Sing/Read the lyrics of the song and make a five- minute reflection.

https://www.youtube.com/watch?v=LdAcKh8S1sk

Bulag, Pipi Bingi by Freddie Aguilar

Sa bawatyugto ng buhay, may wasto at may mali

Sa bawatnilalang ay may bulag, may pipi at may bingi

Madilimang 'yongpaligid, hating-gabingwalanghanggan

Anyo at kulay ng mundosa 'yo'ypinagkaitan
H'wagmabahala, kaibigan, isinilangkamangganyan
Isangbulagsakamunduhan, ligtaskasakasalanan

CHORUS
'Di nalalayosa 'yoangtunaynamundo
Maramisaami'ynabubuhaynangtuladmo
'Di makita, 'di madinig, minsa'ynauutal
Patungosahinahangadnabuhayna banal

Ibiginmomangumawit, hindimomakuhanggawin
Sigaw ng puso'tdamdaminwalasa 'yongpumapansin
Sampungdaliri, kaibigan, d'yankanilapakikinggan
Pipi ka man nangisinilang, dakilakasasinuman

[Repeat Chorus]
AD LIB
Anosa 'yoangmusika, sa 'yoba'ymahalaga
Matahimikmongpaligid, awitan ay 'di madinig
Mapaladka, o kaibigan, napakaingay ng mundo
Sa isang binging katuladmo, walangdaing, walanggulo

✎ ANALYSIS
What disabilities/learners difficulties are demonstrated in the song?

What difficulties/characteristics displayed in the song?

What value/lesson have you learned in the song, “Bulag Pipit Bingi” by Freddie
Aguilar?
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How could you relate the activity/activities to the social realities that are
present in our society today?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________

✎ ABSTRACTION

Learner Category: Difficulty Seeing

Definition There is no “typical” vision-impaired student: the

impairment may be the result of a range of conditions and its
impact will depend on the type, extent and timing of vision
loss.

A visual impairment is any visual condition that impacts an

individual’s ability to successfully complete the activities of
everyday life. Students with visual impairments are infants,
toddlers, children and youths who experience impairments of the
visual system that impact their ability to learn.

There are three classification systems for individuals with

visual impairment that are used by education professionals. To be
declared legally blind, an individual must have visual acuity of
20/200 or less, or have a field of vision restricted to 20 degrees or
less at the widest point. However, this federal classification
system is used primarily to determine eligibility for adult agency
services.

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Classification according to the level of functional vision:

 Low vision – students use their vision as their primary sensory

channel
 Functionally blind – students can use limited vision for
functional tasks but need their tactile and auditory channels
for learning
 Totally blind – students use tactile and auditory channels for
learning and functional tasks
A third classification system exists is based on the advent of the
visual impairment itself:

 Congenital – occurs during fetal development, at birth or

immediately following birth; visual impairment is present
before visual memory has been established
 Adventitious – occurs after having normal vision either
through a hereditary condition or trauma; visual memory may
remain.

Identification Many students who have mild to moderate vision

impairments are not identified as such, so teachers have an
important role in detecting vision impairment. As is the case with
hearing impairment and some other disabilities, students with
vision impairment can sometimes be mistaken for students with
intellectual disability or learning difficulties, so when a teacher
finds that a student is struggling at school, they should always
check the student’s vision and hearing. When vision impairment is
not addressed at school, it can lead to learning difficulties and
even behavioral problems, as the student misses important
information, struggles to keep up with other students, loses
confidence and becomes frustrated.

Causes/Probable
Causes Color blindness (or color deficiency) is typically a genetic
condition, although it can also be the result of injury, disease or
ageing. (Although not actually called color blindness, age-related
color deficiency is a result of the yellowing of the corneas, which
severely hampers the perception of violet and blue.)

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Learning The impact of the impairment on learning will vary

Characteristics significantly according to the nature and extent of vision loss:
some students will have been born without vision, others will
have lost it gradually; some will have no vision at all, others will
have some vision, be light-sensitive, or have limited peripheral
vision. It is also possible that vision and light-sensitivity will
fluctuate day-to-day.

Some students may rely on a guide dog or white cane to

assist mobility while others have sufficient residual vision to get
around independently. Students may require adjustments and
assistive devices to facilitate access to education. An adjustment
may be as simple as a seat near the front of the class, but most
students use assistive technology (such as closed-circuit TV,
screen-magnification or screen-reading software) to enable them
to read and access the internet.

Educational Prepare as much information as possible in electronic format

Approaches - this makes it much easier to provide materials in accessible
formats and allows users with disabilities to adapt.
· Make required book lists and course materials available
early so there is sufficient time for them to be reproduced in
audio or Braille, if required.
· Indicate compulsory texts in your reading list, noting
important chapters if possible. Specifying the order of reading
within a text is helpful, as it can take many weeks to have a
book reproduced into audio or Braille.
Verbalize what is written on the blackboard and on
PowerPoints. Talk through any calculations as they are made
or procedures as they are carried out.
· Provide an individual orientation to laboratory equipment
or computers in order to minimize the anxiety likely in an
unfamiliar environment.
· Providing the student with vision impairment with prior
notice that you plan to use a film or video in class allows
him/her the option to request to see it beforehand. This will
enable him/her to sit very close to the screen or have someone
explain the film or video. It would be helpful to 'pause' on
important points when the student is viewing the resource in
class with others.

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· Students are usually able to access online learning materials

with the use of assistive technologies if websites follow
accessible web design guidelines.
· The vision of some students may be affected by the glare
from fluorescent lights or sunlight so you may need to attend
to some aspects of your teaching environment.
· Use tactile graphics when necessary

Learner Category: Difficulty Hearing

Definition The term deaf can also be used to refer to an individual

audiological status. That is, it can be used to describe the label
of hearing loss. Hard of hearing refers to those with mild to
severe hearing losses who probably use speech for
communication, will need educational and technological support,
and in federal legislation, refers to a medical condition that leads
to hearing loss. However, some people with hearing loss
considered this term offensive as they would the terms “deaf
mute” or “deaf and dumb”. IN general, the term hearing
impairment is not used to refer to an individual (e.g., hearing
impaired student).

Hearing Problems , Easterbrooks (1999) and Frasu (2004)

Under IDEA 04, deafness means a hearing of impairment

that is so severe the child is impaired in processing linguistic
information through hearing, with or without amplification, and
that adversely affects a child’s educational performance.

Identification Some children are born with hearing loss while others
develop hearing loss at some time.

Many children have a mild hearing loss while some have

severe or profound hearing loss.

Severe or profound hearing loss is known as deafness.

Children who are deaf before theylearn language (2 to 3 years
old) are known as prelingually deaf. Deafness is an
uncommondisability in children but many children have a mild or
moderate hearing loss.

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Causes/Probable Causes can be examined in terms of whether they result in

Causes conductive, sensorineural, or mixed hearing loss, as well as by
their point of origin in the outer, middle, or inner ear. Hearing
loss can also be discussed based on whether it is caused by
genetic or environmental factors.
A conductive hearing loss, one that appears when limited
sound waves reach the cochlea, is most often caused by
abnormality in the pinna or small bones within the middle ear,
some type of blockage, or a perforated eardrum.

The most common hearing problems are associated with

type of fluid buildup in the ear canal (Falvo, 2005). This general
condition is referred as otitis media and is prevalent in young
children.

Learning Characteristics of students who are deaf or hard of hearing

Characteristics can vary considerably based on the age of onset of the hearing
loss, the degree and type of hearing loss, the family’s primary
language (ASL or Spoken English), and the early developmental
experiences of these students. Another important variable that
affects students’ characteristics is whether the student of his or
her family is members of the deaf community and culture.

The cognitive abilities of deaf people were thought to be

lowered than those hearing people. However, this may have been
due to how cognitive ability was assessed (Maller, 2003). Deaf and
hearing people score similarly on non-verbal test of intelligence
(Maller, 2003).

A majority of studies have indicated that in terms of

perception, learning, and memory, there are no significant
differences between hearing children and those who deaf (Moores,
2001).

Educational Discuss necessary classroom accommodations and testing

Approaches adaptations early in the semester.
· Taped textbooks may be available, but sometimes they can
take a few weeks to arrive. The student should also be familiar
with other ways to make print accessible, such as scanning the
book and listening to it with a speech output system on a
computer.

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· Provide appropriate written and verbal descriptions to

accompany any visual aids, diagrams, films, or videos that you
might use in class.

· Adapted testing procedures generally include the use of

readers, scribes, word processors, and large print magnifying
equipment.

· Try to speak directly to the class, remembering that turning

your head away can muffle sound; body language and gestures
cannot be seen.

· Appropriate seating is important for a visually impaired

student; since the student cannot see visual cues, he or she
needs to be seated in a position to receive verbal cues.

· Guide dogs are trained and well behaved. You do not need
to worry that they will disturb your class.

· Guide dogs will need special consideration when you plan

laboratory exercises and field trips.

Test can be administered by having the questions read to

the student by a reader.

Learner Category: Difficulty Walking/Moving

Definition Mobility impairment refers to the inability of a person to use

one or more of his/her extremities, or a lack of strength to walk,
grasp, or lift objects. The use of a wheelchair, crutches, or a
walker may be utilized to aid in mobility. Mobility impairment may
be caused by a number of factors, such as disease, an accident,
or a congenital disorder and may be the result from neuro-
muscular and orthopedic impairments.

Identification  Fatigue is common for many of these students. Using facilities

that others take for granted, such as toilets, food-outlets,
libraries and lecture rooms, may be a major undertaking.
 Functional difficulties: an inability to write using a pen;
reduced writing speed; involuntary head movements which
affect the ability to read standard-sized print; and reduced
ability to manipulate resources in the learning environment.

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They may have difficulty turning pages or using standard

computers.
 Absences from class owing to hospitalization or changes in
their rehabilitation or treatment procedure. Earlier periods of
hospitalization may have meant gaps in schooling.
 Experienced gaps in their schooling due to periods of
hospitalization. This may have affected their confidence in
learning.
 Fewer opportunities for interaction with other
students. Feelings of separateness in the learning
environment may have an impact on learning.

Causes/Probable
Causes Physical activity and mobility may be impaired by a number of
conditions, some of which are permanent, others of a temporary or
intermittent nature. These conditions include cerebral palsy,
arthritis, muscular dystrophy, multiple sclerosis (MS), Parkinson’s
disease and repetitive strain injury (RSI). Back or neck injuries may
also affect general mobility. A stroke may result in temporary or
permanent loss of feeling or movement of part of the body –
frequently on one side. Speech and vision may also be affected in
students with cerebral palsy and multiple sclerosis for example, and
in those who have suffered a stroke.

Movement may be impaired by muscle spasms, numbness

or pain. As a consequence, both manipulation of equipment and
writing may be difficult

Learning Students who use wheelchairs, calipers or crutches, or who

Characteristics tire easily, may find it difficult moving about within the
constraints of lecture timetables. Absence or lateness may be a
result of the distance between teaching venues, so at the end of
a lecture you may need to recap any information given at the
beginning.
· Check that academic activities which take place off-campus
(such as industry visits, interviews or fieldwork) are accessible
to people with a mobility disability. Consider supplementary
laboratory practical, films or videos as alternative options to
field trips.
· Students with a mobility disability may sometimes wish to
use their own furniture, such as ergonomic chairs or sloped
writing tables. Extra space may need to be created in teaching
rooms, but this should be done unobtrusively.

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· Some students with back problems may prefer to stand in

lectures or classes, rather than sit.
· Some students may need to use a tape recorder or note-
taker in lectures. Extra time is involved in processing
information acquired in this way. It is common practice in
some departments to routinely tape all lectures. This is a
practice which will assist a variety of students, including those
who may be absent from time to time because of their
disability.
· Students may need extensions to deadlines for work involving
locating and using library resources. Provide reading lists well
before the start of a course so that reading can begin early.
· Academic isolation may be an issue for students who are
unable to participate in some class activities. One-to-one
sessions with a tutor may help fill this gap in participation.

Educational A reader or an oral examination (either presenting

Approaches answers on tape or participating in a viva) are alternatives to
the conventional written paper. An oral examination is not an
easy option for students. Give the same time for an oral
examination as for a written exam, but allow extra time for the
student to listen to and refine or edit responses. In your
assessment, allowance should be made for the fact that
spoken answers are likely to be less coherent than written
answers.
· For some students the combination of written and oral
examination will be most appropriate. Allow students to write
answer plans or make outline notes, but then to answer the
question orally. Your assessment should be based on both the
notes and the spoken presentation.
· Students may need to use a personal computer or a
personal assistant in an examination. If so, it may be necessary
to provide extra space for equipment or a separate
examination venue if the noise from equipment (e.g. a voice
synthesizer) is likely to be distracting for other students.
· Provide extra time in examinations for students who have
reduced writing speed. Some students with a mobility disability
may need rest breaks. Take-home examinations and split
papers may be options, given that some students may need
double time to complete examinations.
· Allow extensions to assignment deadlines if extensive
research involving physical activity (e.g. frequent trips to the

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library or collection of data from dispersed locations) is

required.

Learner Category: Difficulty Communicating

Definition IDEA 04 and ASHA Definitions of Communication

Disorders. IDEA 2004 defines speech or language impairment as
a communication disorder, such as stuttering, impaired articulation,
language impairment, or a voice impairment. American Speech
Language-Hearing Association (ASHA ad hoc Committee, 1993).
Defines a speech disorders as an impairment of the articulation of
speech sound, fluency and or voice. ASHA defines a language
disorders as the impairment or deviant development of
comprehension or of use of spoken, written and or other symbol
systems.

Identification Identification of Language disorders

Language assessment is an informational – gathering process

requiring the speech-language pathologists (SLP) to relay on
standardized, norm reference test; informal measures; and the
perception and concerns of those who are significant in the child’s life.
The SLP is often required to use more than one measure to determine
eligibility for services. A family history is an essential initiation into the
evaluation process.

Causes/Probable Speech and language disorder can be congenital a

Causes communication disorder associated with cerebral palsy, or
acquired, when the onset is after birth, as in a communication
disorder related to a traumatic brain injury. In addition, speech and
language disorder can be classified as organic or functional.
Organic communication disorders may result from an aberrant
structure or a neuromuscular malfunction in the speech organs,
such as a cleft palate. Organic causes may be related to heredity
factors during pregnancy, birth trauma, accidents or diseases ( Hall
et. al., 2001). Functional speech and language disorders with no
organic cause, are presumed to be the result of learning,
psychological, or environmental factors (Hulit and Howard, 2002).

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Learning Language may be considered impaired when it is significantly

Characteristics different from the language of others with the same age, gender
or regional, social or cultural ethnic background. Van Riper and
Erickson (1996) suggested that speech is impaired when it deviates
so far from the speech of other people that it calls attention to
itself, interferes with communication, or provokes distress in the
speaker or listener. In other words, impaired speech is
conspicuous, unintelligible, and unpleasant. Although this definition
is much too subjective to easily use, it gives us a good picture of
the general characteristics of both languages and speech
impairment.

A voice disorders include a student who has particularly

hoarse voice, a student who speaks in an extremely high pitch voice,
a student who speaks in a monotone with no change in pitch, and a
student who speaks excessively loudly or softly.

Educational For teachers and other professionals serving students with

Approaches disabilities, and understanding of communication disorders and
intervention is paramount for three basic reasons: (1) Language
ability is related to academic success, (2) There is a strong
relationship between students with disabilities and language
deficiencies, and (3) language deficits maybe the earliest indicator
of other problems.

Instructional Content

The implications of the communication disorder on educational

achievement, social behavior skills, and occupational success should
be addressed. A language disorder may result in poor problem-solving
abilities and poor information storage and retrieval, which could
significantly affect academic success. In addition, a child’s language
abilities may affect social outcomes such as peer relations, family
relations, and alter employment.

Instructional Procedures

The classroom should be designed to encourage verbal

participation, ideally through engaging students with exciting
materials and activities. Historically, in an attempt to emphasize and
isolate a language target, unnatural discourse had been encouraged.

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Consider the following instruction, in which the teacher is attempting

to have the child produce the present progressive form of the verb.

✎ APPLICATION
Talk Show:

Form a group of four to five. Do this through text or chat and plan a talk show.

The topics should be taken from the above lessons. Your talk show should
have a title. Choose among the members of your group to portray the Guests,
host, and many more. Record this and send it to our Google classroom. If
connectivity is the problem, write the manuscript of the talk show and send it to
the said platform.

Talk show explained. https://www.youtube.com/watch?v=biEzMv9nrAo&t=172s

TALK –SHOW RUBRIC

(Face to face/Remote Activity)

https://youtu.be/biEzMv9nrAo

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Ideas/content Participation Language Use Pronunciation

4 Consistently Each group New vocabulary is Pronunciation and

focuses on member used often and enunciation are
topic; provides assumes an appropriately; few level-appropriate
much active role in or no syntactical
information on presentation; errors; past tense
survey results; gives at least forms are used
three pieces of correctly
information and
asks all other
talk-show
participants for
input
3 General focus Each group Much new Always intelligible,
on topic; member vocabulary is although there are
provides assumes an used, usually some accent and
adequate active role, but appropriately; intonation lapses
information on 1-2 members some syntactical
survey results dominate; gives errors; past tense
at least two forms usually
pieces of correct
information and
asks most of the
other
participants for
input

2 Moves away Uneven Some new Pronunciation or

from focus; participation by vocabulary is intonation
provides group members; used, often problems partially
inadequate 1- 2 members appropriately; impede
information on are mainly syntactical errors comprehensibility
survey results passive; are common; past
member offers tense forms often
only one piece incorrect
of information
and asks only
one other
participant for
input

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1 Unfocused; Uneven Little use of new Very difficult to

little participation by vocabulary; what understand
information group members; is used is often because of
about survey some do not used pronunciation or
results is given participate; inappropriately; intonation
member many syntactical problems
neglects either errors; past tense
to offer forms usually
information or incorrect or
to elicit input missing
from others

score

Total score _______________

By Linda Uscola. Based on Rubric for Role Play, P. 292 POLIA Handbook Last
updated 4-17-01.

✎ ASSESSMENT
Remote Activity

1. Case Study Analysis.

What is a Case Study?

A case study analysis requires you to investigate a problem, examine the
alternative solutions, and propose the most effective solution using supportive
evidence. A case study should include background information on the specific
topic, an analysis of the case under student showing problems or effective
strategies, as well as recommendations. A case study can focus on a business or
entire industry, a specific project or program, or a person.
Include references of your source.

https://content.bridgepointeducation.com/curriculum/file/078d7964-9052-
4248-8a8b-e85592ff572e/1/Sample%20Case%20Study%20Analysis.pdf

The group that you formed during the talk show will also be your group on
this activity. Read the case below and discuss the following:
1. Determine pertinent information
2. Identify the problem and its parameters
3. Identify possible solutions
4. Form strategies and ideas for action
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5. Make decisions to fix the problems

The results of your discussions comprise your case study analysis. Post your
Case Study Analysis on our Google Classroom.
She’ll develop at her own rate’ / is anyone listening? Anna’s mother says: ‘Anna was a
difficult baby always crying and difficult to settle. She was my first baby and I didn’t always
know if I was doing everything right. By18 months I felt there was something wrong but I
didn’t know what. She had a few words – that seemed OK. But, she didn’t seem to play well,
tended to break her toys and never spent any time on any one thing. I thought I might be
doing something wrong. I plucked up courage to ask the health visitor. She fobbed me off
saying that she couldn’t see anything wrong. ’When Anna started at a pre-school playgroup,
her mother noticed that Anna’s interaction with other children was poor, but pre-school staff
insisted everything was fine and that Anna would ‘develop at her own rate.’ Anna’s mother
was not really convinced, she felt that the staff had very low expectations of Anna. Anna
then started at school. The teacher was not happy with Anna’s behaviour and upset her
mother by suggesting poor parenting. Anna’s mother began to notice that her daughter
mixed up words and misunderstood some things, but she did not know what to do. When
she spoke to the school staff about her concerns she was told that Anna was ‘developing at
her own rate’. The school called in the Behaviour Support Team who noted that Anna did not
always understand what was said to her, but they did not suggest a language assessment.
They also stated that Anna did not have a behavioural problem. Nevertheless, the school
could barely cope with her behaviour and insisted that she spent lunchtimes at home with
her mother.http://www.thecommunicationtrust.org.uk/

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Critical Analysis Rubric

Poor Fair Good

Argument/Thesis Poor Fair Good

Writer's stance on Writer states Writer clearly states
15 pts
the argument is not argument. Argument is his or her position.
Poor: 0-7 points clear. Argument is somewhat developed. Writer's argument is
Fair: 8-11 points simple and not thoughtful, complex
Good: 12-15 explained. and thoroughly
points explained.

Textual Evidence Poor Fair Good

Evidence is not Includes at least three Includes at least
5 pts
specific. Writer does textual references to three textual
Poor: 0-2 points not include at least back up thesis, but references to back
Fair: 3-4 points three pieces of they are not up thesis. This
Good: 5 points textual evidence. thoroughly explained evidence is specific,
Evidence is simple or examined. Evidence complex and
and not fully is not specific and/or thoroughly
explored. Evidence does not support the examined. Evidence
does not support the writer's is quoted or
writer's argument/thesis paraphrased and
argument/thesis. statement. clearly supports the
writer's argument.

Grammar Poor Fair Good

The essay clearly has There are few spelling Essay uses correct
5 pts
not been edited. errors. Student uses grammar, including
Poor: 0-2 points There are numerous mostly proper spelling, punctuation
Fair: 3-4 points spelling, punctuation grammar, including and sentence
Good: 5 points errors, and sentence correct punctuation structure. Sentences
structure problems. and sentence structure are complete.
There are errors in most cases. There Student uses
when using MLA may be errors when capitalization where
format. using MLA format. needed. Citation
references follow the
MLA format. Work
has clearly been
edited.

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https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=T4B9CC

2. Make info graphic illustrations based on the results of your case study.
Sample info graphic illustrations.

Note: You may include caption, pictures, description. Include salient features such as
manifestation of symptoms/diagnosis, learning needs; and accommodations currently
available to that learner.

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References:

Venn, J.J. (2006) Assessing Students with Special Needs. North Florida, USA

https://www.youtube.com/watch?v=biEzMv9nrAo&t=172s

https://youtu.be/biEzMv9nrAo

https://www.kdheks.gov/sb/download/Facts_about_Pediatric_Hearing_Loss.pdf

Mastropieri, M.A. & Scruggs, T. E. (2010). The inclusive classroom: strategies for
effective differentiated instruction (4thed). NJ: Pearson Education Inc.

Gold, Mimi, (2003). Help for the struggling student: Ready to use strategies and
lessons to build attention, memory and organization skills. CA: Jossey-
Bass.instruction (4thed). NJ: Pearson Education Inc.

Comprehension strategies Retrieved from:

http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strate
gies.pdf

American Foundation for the Blind (n.d.). Statistics and Sources for
Professionals. Retrieved December 1, 2007 from
http://www.afb.org/Section.asp?SectionID=15&DocumentID=1367.

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Lesson 2: Learners who Experience Difficulties

with their Memory, Focus, Emotions and Self-care
Learning Outcomes: At the end of the unit, the students must have:

1. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:
a. Difficulty in Learning
b. Difficulty in Handling Emotions
c. Difficulty Remembering/Focusing
d. Difficulty With Self Care
3. observed learners with exceptionalities/difficulties in an inclusive setting and
possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment
4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

✎ACTIVITY

Are you familiar with these people?

Nick Vujicic Daniel Radcliffe Michael Phelps

What are they known for?

✎ANALYSIS

Do you know that these successful people have disabilities?

Nick Vujicic is a world-famous celebrity who was born without limbs, and
founder of Life Without Limbs - an organization for people with physical disabilities.
Daniel Radcliffe, suffers from dyspraxia, a neurological problem that impairs the

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organization of movement. Growing up, champion swimmer Michael Phelps was

continually criticized by teachers for his inability to sit still, and was formally
diagnosed with ADHD when he was in fifth grade.

How do you think these people cope with their own situation and eventually
become successful despite their limitation?

✎ABSTRACTION

Let us familiarize about learners who experience difficulties with their

memory, focus, emotions, and self-care.

Learner Category: Difficulty Learning

Definition  Specific learning disability/difficulty is define in
IDEA as a disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
written, which may manifest in an imperfect
ability to listen, think, speak, read, write, spell or
perform mathematical calculation and is not
caused by a sensory, motor or intellectual
disability; and emotional disturbance, or
environmental or economic disadvantage.
 In operationalizing this definition, most status
require three criteria: (a)severe discrepancy
between the student’s intellectual ability and
academic achievement, (b) the student’s
difficulties are not the result of another known
condition that can cause learning problems, and
(c) the need for special education services to
succeed in school.

Identification  Four forms of assessment are frequently used

with students with learning disabilities
a. Norm-referenced tests compare a child’s
score with the scores of age grades who
have taken the same test.
b. Criterion-referenced tests, which compare a
child’s score with a predetermined mastery
level, are useful in identifying specific skills
the child has learned as well as skills that
require instruction.

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c. Curriculum-based measurement (CBM) is a

formative assessment method that
measures a student’s progress in the actual
curriculum in which he is participating.
d. Direct and daily measurement involves
assessing a student’s performance on a
specific skill each time it is taught.
 Response to intervention (RT) assesses a low-
achieving student’s response to increasingly
intensive, scientifically validated instruction to
determine whether the student’s learning
difficulties are the result of poor or insufficient
instruction of or a disability for which special
education is needed. A child’s failure to progress
in response to a scientifically validated
instruction eliminates instructional quality as a
viable explanation for poor academic growth
and suggest evidence of a disability.
 Children who respond favorably to the RTs
increasingly intensive instruction benefit from
the preventive aspect of the approach.
Causes/Probable Causes  Although the actual causes of learning disability
is seldom known, suspected causes include
brain damage, heredity, and environmental
factors.
 Specific regions of the brain of some individuals
with reading and language disabilities show
abnormal activation patterns during
phonological processing tasks.
 Genetics may account for some family links with
dyslexia. Research has located possible
chromosomal lock for the genetic transmission
of phonological defects that may predispose a
child for reading problems later.
 Environmental factors – particularly
impoverished living condition early in a child’s
life and poor instruction – are likely contributors
to the achievement deficits of many children
with learning difficulties.
Learning Characteristics  Difficulty reading is the most common
characteristic of a student with learning
disabilities. It is estimated that 90% of the
children identified with learning disabilities are

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referred for special education services because

of reading problems.
 Many students with learning disabilities show
one or more of the following characteristic;
written language deficits, math under
achievement, poor social skills, attention
deficits and hyperactivity, behavioral problems,
and low elf-esteem and self-efficacy.
 The fundamental defining characteristics of the
students with learning disabilities are specific
and significant achievement deficits in the
presence of adequate overall intelligence.
 In addition to their academic and social skills
deficits, students with learning disabilities
possess positive attributes and interest that
teachers should identify and try to strengthen.
General Educational  Students with learning disabilities require
Adaptations intensive and frequent individualized
interventions characterized by small group or
one-to-one instruction, explicit instruction
focused on critical academic tool skills, high
rates of active student engagement with
motivating materials and activities, frequent
practice, and systematic feedback.
 Research does not support matching instruction
to student’s learning styles and using cognitively
focused instruction (e.g. “brain gym” exercises,
attention training.
 Strategy instruction teaches students learning
strategies so they can guide themselves
successfully through specific tasks or general
problems.
 Evidence-based practices for teaching reading
comprehension include answering questions,
using self-questioning to monitor
comprehension, completing graphic organizers,
examining text structures, and summarizing.
 Self-regulated strategy development is an
effective intervention for teaching writing skills
such as planning, organizing and drafting to
students with learning difficulties.
 Elementary and secondary students with
learning difficulties benefit from most

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instruction that progresses in a concrete-

representational-abstract sequences.
 Content enhancement such as graphic
organizers and visual displays, note-taking
strategies, and mnemonics modify the
organizations and delivery of curriculum content
so that students can better access, interact with,
comprehend and retain information.
Learner Category: Difficulty Handling Emotions
Definition  No single widely used definition for emotional
and behavioral disorders exists. Most definition
require a child’s behavior to differ markedly
(extremely) and chronically (0veer time) from
current social or cultural norm.
 Many leaders in the field do not like the definition
of “emotional disturbance” in IDEA because
students who are “emotionally maladjusted” are
not illegible for special education services.
 The CCBD proposed a definition of emotional
and behavioral disorder as a disability by
“behavioral or emotional responses in school
programs so different from appropriate age,
cultural, or ethnic norms that they adversely
affect educational performance.”
Identification  Systematic screening should be conducted as
early as possible to identify children who are at
risk for developing serious patterns of anti-social
behavior.
 Most screening instruments consist of behavior
rating scales or checklists that are completed by
teachers, parents, peers, or children
themselves.
 Direct observation and measurement of specific
problem behaviors within the classroom can
indicate whether and for which behaviors
intervention is reached. Five measurable
dimensions of behavior are rata, duration,
latency, topography, and magnitude.
 Functional Behavior Assessment (FBA) is a
systematic process for gathering information to
discover a problem behavior’s function, or
purpose, for the student. Two major types of
behavioral functions of problem behaviors are

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(a) to get something the student wants (positive

reinforcement) and (b) to avoid or escape
something the student doesn’t want (negative
reinforcement).
 Results of FBA can point to the design of an
appropriate and effective behavior intervention
plan (BIP).
Causes/Probable Causes  Biological factors related to development of
behavioral disorders include brain disorder,
genetics, and temperament.
 Environmental etiologic factors occur in the
home, school, and community.
 Although knowledge of causes is necessary for
planning and implementing prevention
programs, effective intervention and treatment
of children’s existing behavior problems do not
require precise knowledge of etiology.
Learning Characteristics  Children with externalizing problems exhibit
anti-social and aggressive behavior.
 Children with internalizing problems are
withdrawn and lack social skills needed to
interact effectively with others.
 As a group, students with emotional or
behavioral disorders perform academically one
or more years below grade level.
 A large number of students with emotional or
behavioral disorders also have learning
disabilities or language delays.
 Students with emotional or behavioral disorders
generally score slightly below average on IQ
tests.
 Many students with emotional or behavioral
disorders have difficulty developing and
maintaining interpersonal relationships.
 About one-third of students with emotional or
behavioral disorders are arrested during their
school years.
General Educational  Students with emotional or behavioral disorders
Adaptations require systematic instruction in social skills and
academics.
 School wide positive behavioral interventions
and support (SWPBIS) is a prevention-based
framework for establishing a positive school

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culture and promoting the academic and social

behavior success of all students. SWPBIS entails
universal supports for all students; targeted
interventions for students with at-risk behavior;
and intensive, individualized intervention for
students with high-risk behavior.

Learner Category: Difficulty Remembering/Focusing (Attention

Deficit/Hyperactivity Disorder)
Definition  Attention deficit hyperactivity disorder (ADHD) is a
mental health disorder that can cause above-
normal levels of hyperactive and impulsive
behaviors. People with ADHD may also have
trouble focusing their attention on a single task or
sitting still for long periods of time.
Identification  To be diagnosed with attention-
deficit/hyperactivity disorder (ADHD), a child must
consistently display six or more symptoms of
inattention or hyperactivity-impulsivity for a period
of at least 6 months.
 Some individuals with ADHD have structural or
biochemical differences in their brains that may
play a causal role in their behavioral deficits and
excesses
Causes/Probable Causes  ADHD is associated with a wide range of genetic
disorders and diseases such as fragile X syndrome,
Turner syndrome, Williams syndrome, fetal alcohol
syndrome, prenatal exposure to cocaine, and lead
poisoning.
 Despite how common ADHD is, doctors and
researchers still aren’t sure what causes the
condition. It’s believed to have neurological
origins. Genetics may also play a role.
 Research Trusted Source suggests that a
reduction in dopamine is a factor in ADHD.
Dopamine is a chemical in the brain that helps
move signals from one nerve to another. It plays a
role in triggering emotional responses and
movements.
Learning Characteristics  A wide range of behaviors are associated with
ADHD. Some of the more common ones include:

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a. having trouble focusing or concentrating on tasks

b. being forgetful about completing tasks
c. being easily distracted
d. having difficulty sitting still
e. interrupting people while they’re talking
General Educational  If you or your child has ADHD, a consistent
Adaptations schedule with structure and regular expectations
may be helpful. For adults, using lists, keeping a
calendar, and setting reminders are good ways to
help you get and stay organized. For children, it
can be helpful to focus on writing down homework
assignments and keeping everyday items, such as
toys and backpacks, in assigned spots.

Learner Category: Difficulty with Self-Care (Severe Disabilities)

Definition  TASH defines people with severe disabilities as
individuals “who require ongoing support in more
than one major life activity in order to participate
in an integrated community and enjoy a quality of
life similar to that available to all citizens.”
 The Individuals with Disabilities Education Act
(IDEA) defines traumatic brain injury (TBI) as an
acquired injury to the brain caused by an external
physical force, resulting in total or partial
functional disability, psychosocial impairments, or
both, that adversely affects a child’s educational
performance.
Identification  Students with severe disabilities need instruction
in basic skills that most children without
disabilities acquire without instruction in the first 5
years of life.
 Students with profound disabilities have pervasive
delays in all domains of functioning at a
developmental level no higher than 2 years.
 Students with severe disabilities frequently have
multiple disabilities, including physical
impairments and health conditions.
Causes/Probable Causes  Brain disorders, which are involved in most cases
of severe intellectual disabilities, are the result of
either brain dysgenesis (abnormal brain
development) or brain damage (caused by
influences that alter the structure or function of a

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brain that had been developing normally up to

that point).
 Severe and profound disabilities most often have
biological causes, including abnormalities, genetic
and metabolic disorders, complications of
pregnancy and prenatal care, birth trauma, and
later brain damage.
 In about one-sixth of all cases of severe
disabilities, the cause cannot be clearly
determined.
 Causes of deaf-blindness include prematurity,
infections during pregnancy, complications during
childbirth, and numerous congenital syndromes
(e.g., Usher syndrome). Deaf-blindness may also
be acquired in childhood or during adulthood due
to causes such as meningitis or brain injury.
 TBI in children is usually the result of car and
bicycle accidents, falls, accidents during contact
sports, or shaken baby syndrome.

Learning Characteristics  Students with multiple and severe disabilities need

instruction in many basic skills that most children
without disabilities learn without help. These
children may show some or all of the following
behaviors or skill deficits: slow acquisition rates
for learning newly learned skills, severe deficits in
communication skills, impaired physical and motor
development, deficits in self-help skills, infrequent
constructive behavior and interaction, and
frequent inappropriate behavior.
 Despite their intense challenges, students with
severe disabilities often exhibit many positive
characteristics, such as warmth, humor,
sociability, and persistence.
 Despite their limitations, children with the most
significant disabilities can and do learn.
 Impairments caused by brain injuries fall into
three main categories: (a) physical and sensory
changes (e.g., lack of coordination, spasticity of
muscles); (b) cognitive impairments (e.g., short-
and long-term memory deficits, difficulty
maintaining attention, language problems); and
(c) social, behavioral, and emotional problems

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(e.g., mood swings, self-centeredness, lack of

motivation).
General Educational  Students with severe disabilities must be taught
Adaptations skills that are functional, age-appropriate, and
directed toward current and future environments.
 Students with severe disabilities should be taught
choice-making skills.
 Because each student with severe disabilities had
many learning needs, teachers must carefully
prioritize and choose IEP objectives and learning
activities that will be of most benefit to the
student and his family.
 Effective instruction of students with the most
significant disabilities is characterized by:
a. precise assessment of the student’s current level
of performances
b. clearly defined target behaviors
c. the skills are ordered in a logical sequence
d. clear prompts or cues for student response
e. immediate feedback and reinforcement
f. strategies that promote generalization and
maintenance
g. direct and frequent measurement of the student’s
progress
 Partial participation is both a philosophy for
selecting activities and a method for adapting
activities and supports to enable students with
severe disabilities to actively participate in
meaningful tasks they cannot perform
independently.

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✎APPLICATION
Following is a list of some famous people with disabilities. Choose from the
box below the person described in each number. (This may require some research)

Napoleon Bonaparte Abraham Lincoln

Agatha Christie Tomas Edison
Albert Einstein Leonardo Da Vinci
George Washington Isaac Newton

1. She was the world’s bestselling book writer of all times and surpassed the Bible
and equaled Shakespeare. She suffered from dyslexia but did not stop her from
being creative and wrote mystery novels. The bestselling book was “And then
she had none” as source of inspiration for novelists.

2. One of the great minds of his century, he suffered dyslexia because of his bad
memory and constant failure to memorize the simplest things. He could not
remember the months and years in mathematical formulas. He never learned to
shoelace but his scientific contributions did major effects.

3. A Tuscan polymath, scientist, mathematician, engineer, painter, anatomist,

sculptor, architect, botanist, musician, writer. But he wrote his notes backward
and has never been aware of this writing.

4. An American inventor of phonograph and light bulb. In school, his mind was a
wanderer. Was a terrible at mathematics but had difficulty in words and speech.
He has a dyslexia, a problem child and a mischief-maker.

5. A dropped out of school as a teenager. Does not accept school rules if they
appear illogical. Has always a point to argue “as a matter of fact” which can lead
to conflict with teachers and peers.

6. He was always afraid of cats, favored mathematicians and exclude humanists

whom he believed were troublemakers. He exhibited a social deficit, always
preoccupied with fears with a hypersensitivity to textures on his feet.

7. Before his election to his presidency, he lost 8 other elections. Has been
diagnosed as depression, anxiety, breakdown, ritualistic when he doesn’t appear
working. His mother reportedly died after drinking cow’s milk and ate poisonous
mushrooms.

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8. The first President of USA. Has attention deficit disorder, he let marijuana grew
in his own garden. He was terrified of being buried alive, he dedicated that he be
laid out to 3 intellectual rituals to soothe the restless brain.

✎ ASSESSMENT
Read a biography or autobiography of a learner/person who has difficulty
with his/her memory or a person who have difficulty in focusing, or a person who
have difficulty in dealing with emotions or a person who have difficulty with self-care.
How does this difficulty affect his/her learning and his/her way of life? How does
s/he cope with his/her situation?

References:

Heward, L., Alber-Morgan, S., & Konrad, M. (2017). Exceptional children: An

introduction to Special Education (11th ed.). Pearson Education, Inc.
Angel, T. (2019, June 13). Everything you need to know about ADHD. Healthline.
Retrieved fromhttps://www.healthline.com/health/adhd
Sunrise Medical. (2017, April 7). 8 inspirational people with disabilities [Blog].
Retrieved fromhttps://www.sunrisemedical.co.uk/blog/famous-people-with-
disabilities https://www.special-education-degree.net/25-famous-people-with-
learning-disorders/

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