3.

2 : PRINCIPLES AND STRATEGIES

OF TEACHING AND DESIGNING IEP FOR
LEARNERS WITH DIFFICULTY SEEING,
HEARING, AND COMMUNICATING

CHAPTER 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

TEAM GOAL SETTERS

 LEARNING OBJECTIVES

01 0
2
Create safe, inclusive,
To be able to learn the
culturally responsive learning
different principles and
environments for learners with
strategies in teaching learners
difficulty seeing, hearing, and
with difficulty in seeing,
communicating through the
hearing, and communicating
development of an IEP.
 DepEd Order 72, series of 2009

Inclusive Education as Strategy for Increasing Participation Rate of

Children
Special Education in the Philippines has only served 2% of the targeted 2.2 million
children with disabilities in the country who live without access to a basic human right:
the right to education. The Department of Education (DepED) has organized the
urgency to address this problem and therefore, guarantees the right for these children
to receive appropriate education within the regular or inclusive classroom setting.
Inclusive education embraces the philosophy of accepting all children regardless of
race, size, shape, color, ability or disability with support from school staff, students,
parents and the community.
01
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

EDUCATIONAL
APPROACHES
LEARNERS WITH BLINDNESS
Braille - braille is a tactile reading and writing
system and is the primary means of literacy for
learners who are blind. It consists of letters,
numbers, punctuation marks, and other systems
arranged in raised dots.

Braille Technological Aids - These materials that

develop Braille system made readily available to
those learners with blindness. An example of this
is BrailleNote.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH BLINDNESS

Tactile Aids and Manipulatives - These are materials
used to describe objects and the world around us.
Routine book – is an organizer of learners’ classroom
An example of this is Cuisenaire rods developed by
activities where step-by-step procedure is done,
Belcastro, where learners with blindness can quickly
turning one page to the next, so routines could easily
identify different values by feeling the lengths and
be established. This could be used as story books,
tactile markings associated with each set of rods.
turning page as the story succeeds.
DIFFERENT TYPES OF TACTILE BOOKS
Experience
Theme book – isbook
a book– itthat
is based on the
focuses learners’
on an area and is
usedexperience. It is used
to supplement to capture
instruction on a best moments
particular topic.the
learners’ remember and this could also be used to
develop the learners’ language as they explain the
contents of their experience book.
Object book – a book containing real objects taken
from the learners’ activities. It introduces tactile
learners’ to read as they move on to more abstract
levels like tactile symbols, and/or braille.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH BLINDNESS

Expanded core curriculum – aside from learning braille and
other assistive technology, other skills are taught to
learners through the expanded core curriculum.
• Orientation is about knowing where you headed and
how to reach a place with use of information available
to the environment.
• Mobility refers to the ability to move safely and
effectively from one place to the next.

Learners with blindness often use aid of canes, guide dogs,

electronic travel aids and sighted guide techniques.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

• Offer to guide a person who is blind or visually impaired by asking is he or she would like assistance. Be aware SIGHTED
that the person may not need or want guided help; in some instances it can be disorienting and disruptive.
Respect the wishes of the person you are with.
GUIDE
TECHNIQUE
• If your help is accepted, offer the person your arm. To do so, tap the back of your hand against his or her hand.
The person will then grasp your arm directly above the elbow. Never grab the person’s arm or try to direct him
or her by pushing or pulling.

• Relax and walk at a comfortable normal pace. Stay one step ahead of the person you are guiding, except at the
top and bottom of stairs and to cross streets. At these places, pause and stand alongside the person. Then
resume travel, walking one step ahead. Always pause when you change directions, step up, or step down.

• It is helpful, but not necessary, to tell the person you are guiding about changes in terrain, stairs, narrow
spaces, elevators, and escalators.

• The standard form of sighted guide technique may have to be modified because of other disabilities or for
someone who is exceptionally tall or short. Be sure to ask the person you are guiding what, if any, modifications
he or she would like you to use.

• When you are acting as a guide, never leave the person in ”free space.” When walking, always be sure that the
person has a firm grasp on your arm. If you have to be separated briefly, be sure the person is in contact with a
wall, railing, or some other stable object until you return.

• To guide a person to a seat, place the hand of your guiding arm on the seat. The person you are guiding will
find the seat by following along your arm.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH LOW

VISION
Optical Aids – these are the famous aids used by learners
with low vision.

Large Print Materials – books, handouts, most especially

visual aids posted on the board should be readable by all I can read this 14-point type text
learners in the classroom. I can read this 18-point type text
I can read this 20-point type text
I can read this 24-point type text

Classroom Adaptations – classroom lighting is important for learners with low vision, it can better assist learners who find
it difficult to read compared to their peers.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH HEARING

Hearing Aids IMPAIRMENT

Assistive Listening Systems (ALS)

SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH HEARING

Cochlear Implants
IMPAIRMENT

Sign Language - FSL or Filipino Sign Language is the national

sign language of the Philippines. It has its own grammar,
syntax, and morphology that are based on manual hand
signals supplemented by body and facial gestures.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH HEARING

Oral/ aural approaches -IMPAIRMENT
this approach views speech as
essential if learners with deafness are to function in the
hearing world. This approach trains learners to produce
and understand speech and language with auditory,
auditory tactile methods of input.
Auditory training - This commonly given to young learners
with residual hearing to get them acquainted with sounds.
The three levels of auditory training include detecting,
discriminating , and identifying sounds.

Speechreading - This process is done through retrieving

spoken message by paying attention to the speaker’s lips
movement, facial expressions, eye movement, and body
gestures. This approach however has may limitations like
faulty interpretations on lips.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH COMMUNICATION DISORDERS

Discrimination Activities - these activities are developed
to help learners produce and discriminate between
similar sounds like pin and bin, cheap, drawing large/p/
and /b/, visualization of sounds through mirror modeling,
and producing sounds in front of a lighted candle.

Vocabulary Building - specialist as well as classroom

teacher use variety of techniques in building learners’
vocabulary. Among these include development of graphic
organizer, mnemonics, repetition, word walls, vocabulary
journals, and using context clues.

Augmentative and Alternative Communication (AAC) – it

includes different ways of sharing thoughts and emotion
to the receiver without talking. Unaided AAC techniques
to not posture, and manual signs while aided ACC
techniques use external device such as pen and paper and
computerized voice-input device.
SECTION 3: LEARNERS DIFFICULTY IN SEEING, HEARING AND COMMUNICATING

LEARNERS WITH AUTISM SPECTRUM

DISORDER (ASD)
Applied
Social Behavior
stories Analysis
– a form (ABA)
of visual - is a therapy
support based
to learners withon
theas
ASD science of learning
this explain and behavior
concepts, with theand
social situations goal of
increasing
expected positiveof
behaviors behaviors
people inada decreasing
format thatharmful
matchesones
thatlevel
their negatively affect learning.
of comprehension. It describe a situation and
expected behaviors, teach new routines and anticipated
actions.

Jigsawing – it provides opportunities to learners with ASD

toThe
workPicture Exchange Communication
collaboratively with their peers System – thisinaim
as everyone the
to help
class learners
completes oneto particular
request things
task.or activities
This from others
leads individual
with the
learners andusegroups
of pictures. Learners
to become exchange picture
interdependent, or on
relying a
symbol representing
everyone’s participationantoitem or activity
complete for something
the given task.
that they would like.
 REFERENC
ES
Department of Education, 2009 page 99
Heward, 2017 page 103
Alber-Morgan & Konrad, 2017 page 103
Martinez, 2012, December 1 page 105

-CHAPTER 3 of 3.2 page 99-113

https://drive.google.com/drive/folders/1ag_4g8siFvVjU-gZ_QwAEuLLq_-21pAB?fbclid=Iw
AR0HxYuwsbeEBie8LpOzg0tEyqTf4DNRhRs3h1vpTa-XwNMl2G5ZEshID38
CHAPTER 3 :
LEARNERS DIFFICULTY IN
SEEING, HEARING AND
COMMUNICATING
CHAPTER 3.2 : PRINCIPLES AND STRATEGIES OF TEACHING AND DESIGNING IEP FOR
LEARNERS WITH DIFFICULTY SEEING, HEARING, AND COMMUNICATING

EDUC 3 – Foundation of Special and Inclusive Education

TEAM GOAL SETTERS