LEARNER WITH PHYSICAL DISABILITIES •Read aloud subtitles when using media

resources
Physical Disabilities -is a substantial and long-
term condition affecting a part of a person ' s •Assist the student in finding note takers or
body that impairs and limits their physical readers as necessary.
functioning, mobility, stamina or dexterity.
•Reserve front row seats for students who are
VISUAL IMPAIRMENT means that a person ' s visually impaired
eyesight cannot be corrected to a “ normal”
•Inform students who are blind if you rearrange
level. Vision impairment may be caused by a
classroom furniture.
loss of visual where the eye does not see
objects as clearly as usual. Some people are •Keep classroom doors fully opened or closed.
completely blind, but many others have what' s
called legal blindness. HEARING IMPAIRMENT - is often used to
describe people with any degree of hearing loss
Characteristics of Learners who have special or person who is not able to hear as well as
needs is essentially an umbrella term used to someone with normal hearing, including those
describe the loss of sight that can be a who are deaf and those who are hard of
consequence of a number of different medical hearing.
conditions.
Deaf- lacking the power of hearing, or having
leading causes of vision impairment and impaired hearing.
blindness are:
Causes of hearing loss and deafness:
•refractive errors
Prenatal Period
•cataract
•genetic factors including hereditary and non-
•diabetic retinopathy hereditary hearing loss
•glaucoma •intrauterine infections – such as rubella and
cytomegalovirus infection.
•age-related macular degeneration
Perinatal Period
Blind - unable to see because of injury, disease,
or a congenital condition. •birth asphyxia (a lack of oxygen at the time of
birth
Characteristics of Learners who have special
needs: •hyperbilirubinemia (severe jaundice in the
neonatal period)
•Permit lecture notes to be taped and/or
provide enlarged copies of lecture notes where •low-birth weight •other perinatal morbidities
appropriate. 7 Visual Impairment and their management.
•Make available large print copies of classroom Childhood and Adolescence
materials by enlarging them on a photocopier.
chronic ear infections (chronic suppurative otitis
•Convey in spoken words whatever you write media)
on the chalkboard.
•collection of fluid in the ear (chronic
nonsuppurative otitis media)
•meningitis and other infections. may not follow the typical pattern of speech
development.
Adulthood and older age
Fluency Disorder-is the flow of a person ' s
•chronic diseases •smoking •otosclerosis •age-
speech. A fluency disorder is when a person has
related sensorineural degeneration •sudden
repeated issues with continuous speech. A
sensorineural hearing loss. otitis media)
fluency disorder may cause pauses in speech,
•meningitis and other infections.
repetitions of sounds, and syllables, and
Characteristics of Learners who have special unusual rate or rhythm of talking.
needs:
EX. Stuttering and Cluttering
 student cannot hear speech sounds
It may be caused by:
clearly enough and is misinterpreting
the information Genetic abnormalities
 student may have difficulties
Emotional stress
pronouncing speech sounds correctly,
poor vocal quality, or trouble explaining Any trauma to brain or infection
ideas clearly
A speech-language pathologist often treats a
Teaching Strategies communication disorder in a child.
1. Ensure there is a clear line of sight. Teaching Strategies
2. Provide written handouts & visual aids.
3. Show captioned or interpreted video. 1. Encourage and accept all forms of
4. Reduce background noise. communication.
5. Use available resources. 2. Teach active listening skills.
3. Give time to think and respond to
SPEECH IMPAIRMENT-- are disorders of speech questions.
sounds, fluency, or voice that interfere with 4. Use sound discrimination exercises.
communication, and effect the educational 5. Help with sequencing and word order.
environment those who are hard of 6. Build vocabulary.
hearing.These changes may include cleft palate 7. Help build self-esteem.
and tooth problems. Damage to parts of the 8. Help learners to make their needs
brain or the nerves (such as from cerebral palsy) known.
that control how the muscles work together to
create speech. MULTIPLE DISABILITIES - is a term for a person
with a combination of disabilities, for instance,
Voice Disorder- affect the ability to speak someone with both a sensory disability and a
normally. Their voice may quiver, be hoarse, or motor disability. A combination of physical and
sound strained or choppy. They may have pain mental disabilities.
in throat when speaking.
Characteristics:
Phonological Disorder-is a type of speech sound
disorder in which the individual does not hearing loss, vision loss, inability to make or
produce or use speech sounds that are maintain relationships, little or no ability to care
appropriate for age and dialect. The disorder for oneself or be independent, mobility needs,
may affect an entire category of sounds and isolation, self-harm, hydrocephalus, and not
communicating at the appropriate age level.
LEARNERS WHO ARE GIFTED AND TALENTED Performing arts – are those students who are
more capable of performing arts include a range
Gifted and Talented Learners - Traditionally, the
of disciplines which are performed in front of a
term gifted referred only to students with
live audience, including theatre, music, and
unusually high verbal skills. Their skills were
dance
demonstrated especially well, for example, on
standardized tests of general ability or of school CAUSES OF GIFTED AND TALENTED LEARNERS
achievement. More recently, however, the
Genetic predisposition- Studies have found that
meaning of gifted has broadened to include
gifted individuals often have family members
unusual talents in a range of activities, such as
who are also highly intelligent or talented in
music, creative writing, or the arts (G. Davis &
specific areas.
Rimm, 2004). To indicate the change, educators
often use the dual term gifted and talented.

Talented Learners -are those who have practical

skills in areas such as sport, music, design or Early brain development- A well-nurtured
creative and performing arts. Gifts become and stimulating environment during infancy and
talents when they’re developed and nurtured early childhood can contribute to the
Gifted learners - are those with abilities in one development of advanced cognitive abilities.
or more academic subjects, such as math or Parental involvement and support-Parents who
English. Gifted learners are born with natural actively engage in their children's learning,
abilities well above the average for their age. If provide intellectual stimulation, and encourage
the learners are gifted, you might notice these their interests and passions
natural abilities in the way they’re learning and
developing. Educational opportunities and enrichment-
Access to high-quality educational programs,
Visual Arts- are learners who are more capable advanced courses, and extracurricular activities
in art forms that express their message, can help nurture and develop the potential
meaning, and emotion through visual means.
Including painting, drawing, printmaking, Motivation and interest -learners often have a
sculpture, ceramics, photography, video, strong intrinsic motivation to learn and explore
filmmaking, comics, design, crafts, and new topics. This curiosity and passion for their
architecture. chosen fields can drive them to excel and
develop their abilities further
Music- students who show early evidence of
skillful performance, unique creativity, Mentorship and guidance- Mentors can provide
exceptional listening skills including rapid valuable guidance, resources, and
memorization, and superior knowledge of facts encouragement to help these individuals reach
about music. their full potential.

Intellectual giftedness- means a learners has Cultural and socioeconomic factors-Children

intellectual abilities and the potential to achieve from culturally rich environments or those with
further than the differentiated general access to resources and opportunities may have
education programs require. an advantage in developing their talents.
 and recorded music performances. Students
can play for their family, in front of small
CHARACTERISTICS classes, or just for you. Teachers can also
arrange to perform duets with students.
Visual Art
Intellectual Giftedness - Gifted and talented
-Fluency imagination students need an academic environment to
-Good at ideas meet their learning needs so they can make
continuous progress in
-No need to copy
school. They need:
Music
• curriculum that will challenge them in regular
-Good at music classroom settings;
-They always want to know more about music. • enrichment;
-They learn about music really fast. • accelerated learning opportunities; and
Intellectual Giftedness • appropriate social and emotional support.
-Answers questions immediately

-Excellent memory

-Quick in thinking ideas

Performing Arts

-Show early evidence of skillful performance

-Performed without scripts

-Spontaneous

TEACHING STRATEGIES

Visual Arts and Performing Arts- teachers can

support artistically gifted students by
appreciating their talent, providing access to
accomplished artists in their chosen field, and
access to artistically talented peers.

Music - Give them a range of styles to try to

play, and ask them to attend as many different
kinds of concerts as possible. Small quartets,
bands, and performers offer a wide experience
for young musicians. Music educators who want
to support their gifted students’ learning
progress should encourage them to explore live