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CASTRO - Matrix of Disabilities (EDSP 107)

CASTRO - Matrix of Disabilities (EDSP 107)

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Published by: Kevin Castro on Oct 27, 2012
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12/04/2012

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 University of the Philippines
 – 
Diliman
College of EducationIn Partial Fulfillment of the Requirements in
EDSP 107
(Curricular and Instructional Planning for Learners with Special Needs)
 
MATRIX OF DISABILITIES
Disabilities, Educational Goals, Curricular Priorities, and Sample Lessons
Submitted by:
CASTRO
, Kevin Cedrick R.2010-06974Bachelor of Secondary Education (Communication Arts
 – 
English & Special Education)
 
CASTRO
 –
Matrix of Disabilities / 2
Disability Educational Goals Curricular Priorities Sample LessonsHearingImpairment /Deaf
ExpandedGeneral EducationMathUnderstanding the different geometrical theorems through theuse of visual aids.Science Actively participating in scientific laboratory experiments.LanguageWriting a summary of a short story read to assess his/her comprehension of the text.Social StudiesParticipating in a skit which exhibits the struggles of the Filipinoduring the Martial Law.Literacy skill development Signed reading.Deaf studies Learning about Deaf Culture and its history.SpeechreadingPerceiving what a character from an American TV series (e.g.Modern Family, Community) is saying by observing themovement of his/her lips.Fingerspelling Memorizing the alphabet using sign language.LanguageVocabulary developmentUsing the dictionary to get the meaning of unfamiliar wordsused in the text. Attaching definition/s to wordUsing context clues to find the meaning of words new tohim/her.Functional use of speech (for students with hard hearing)Uttering comprehensible phrases or sentences which displaywhat s/he needs or desires.Pragmatics of languageGiving praises on the performance of his/her classmate or 
constructive criticisms to improve on his/her classmate’s
performance.Sign languageIntroducing him/herself to the class through Filipino SignLanguage (FSL).SocialInteractionImproving maturity Accepting the opinions of others, even though if it contradictswith his/her own opinion, on current national issues.Developing social skills or manners appropriate for socialgatheringsKnowing basic table manners appropriate during formalgatherings.Understanding social cuesDetermining whether the facial expression of the one s/he isconversing with shows hint of approval or disapproval.Coping with the environmentKnowing basic information and interests of his/her classmatesby initiating a conversation with them.Participating in class activities Sharing ideas with the class about the topic being discussed.Making friends with others Inviting classmates to eat lunch together.TransitionPlanningSelf-determinationMaking decisions, may they be simple or complicated, all byhim/herself.
 
CASTRO
 –
Matrix of Disabilities / 3
Self-advocacySharing experiences s/he underwent as an individual withhearing impairment and how s/he uses these experiences touplift him/her as member of the community.Self-knowledge and awarenessUnderstanding the Deaf Culture and instilling the values andbeliefs posed by the said culture (e.g. valuing groups, opposingdiscrimination, etc.).Pursuing further studiesDeveloping effective study techniques and efficientcommunication skills to make his/her life easier while taking uppostsecondary education.Pursuing a job after college Attending internship and apprenticeship programs beforegetting into a real job as a means of preparation.
VisualImpairment /Blind
ExpandedGeneral EducationMath Using talking calculators to solve an algebraic expression.ScienceUnderstanding the concept of force through experientiallearning.LanguageImitating the teacher (serving as good language model) for thepronunciation of new vocabulary terms through soundrecognition.Social StudiesListening to documentaries featuring the Philippine heroesduring the Spaniards-Occupation Era.Compensatory skills Arranging the materials needed for the art class on the tableand memorizing where these materials are located.Visual efficiency skillsFor students with low vision, focusing attention on the on justrelevant tasks and stimuli in the environment.Literacy skillsReading, through Braille, from left to right and from top tobottom.Braille skills Using slate and stylus and writing the alphabet in Braille.Listening skills
Developing auditory closure (“filling in” portions of a speaker’s
message that may not have been heard clearly).LanguagePragmatics of languageWaiting for his/her turn when having a conversation withsomeone.Preverbal skillsFinding out where to face when someone is talking by following
the speaker’s voice.
  Associating words with conceptsExplaining an abstract concept after reading a text or a storyabout that concept (e.g. love, freedom).Generating various wordmeaningsProviding, through the use of context clues, the differentdefinition of a certain word (e.g.
can 
).SocialInteractionInteraction with other peers Sharing school materials with classmates during art activities.Making friends with other people,sighted or notMaintaining conversation with someone who talks with him/her.

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