OVERVIEW OF SPECIAL AND INCLUSIVE EDUCATION

Special Education

Special education (also known as special-needs education , aided education ,

exceptional education , special ed. or SPED ) is the practice of educating students in
a way that addresses their individual differences and needs. Ideally,this process
involves the individually planned and systematically monitored arrangement of
teaching procedures, adapted equipment and materials, and accessible settings.
These interventions are designed to help individuals with special needs achieve a
higher level of personal self-sufficiency and success in school and in their community
which may not be available if the student were only given access to a typical
classroom education.

What does Inclusion mean?

Inclusion is seen as a universal human right. The aim of inclusion is to

embrace all people irrespective of race, gender, disability, medical or other need. It is
about giving equal access and opportunities and getting rid of discrimination and
intolerance (removal of barriers). It affects all aspects of public life.

Inclusion is also about finding different ways of teaching so that classrooms

actively involve all children. It also means finding ways to develop friendships,
relationships and mutual respect between all children, and between children and
teachers in the school.Inclusive education is not just for some children. Being
included is not something that a child must be ready for. All children are at all times
ready to attend regular schools and classrooms. Their participation is not something
that must be earned. Inclusive education is a way of thinking about how to be
creative to make our schools a place where all children can participate. Creativity
may mean teachers learning to teach in different ways or designing their lessons so
that all children can be involved.

Importance of Special Education for children with Special Needs

Children, with learning disabilities are often neglected and looked down upon
by the society. They often receive negative feedback from schools and hence refuse
to develop positive cognitions to the outside world. This is very wrong. As humans, it
is but their basic right to an equal opportunity of receiving education.

Special education therefore basically refers to “educational programs and

practices designed for students- who are handicapped or gifted, with mental,
physical or emotional disabilities and hence require special teaching approaches,
equipment or care within or outside a regular classroom.”In addition to their school
system, special education classes for these children are a necessity. Such kind of
special education should give priority, to the enjoyment of education by special
children. Like other children, special children, too have the right to receive proper
education that helps them to grow and enjoy without fearing it.
 The Benefits of Inclusive Education

 All children are able to be part of their community and develop a sense of
belonging and become better prepared for life in the community as children
and adults.
 It provides better opportunities for learning. Children with varying abilities are
often better motivated when they learn in classes surrounded by other
children.
 The expectations of all the children are higher. Successful inclusion attempts
to develop an individual’s strengths and gifts.
 It allows children to work on individual goals while being with other students
their own age.
 It encourages the involvement of parents in the education of their children and
the activities of their local schools.
 It fosters a culture of respect and belonging. It also provides the opportunity to
learn about and accept individual differences.
 It provides all children with opportunities to develop friendships with one
another. Friendships provide role models and opportunities for growth.

History of Education in Different Countries

 (1975): The Education for All Handicapped Children Act (EHA) gave
children with disabilities specific legal rights to an education.Until this time,
many students with disabilities were not allowed to attend school at all. The
act contained a provision stating that students with disabilities should be
placed in least restrictive environment (LRE) in order to allow the maximum
possible opportunity to interact with non-disabled peers. Separate schooling
may only occur when the nature or severity of the disability is such that
instructional goals cannot be achieved in the regular classroom. The law also
contained a due process clause that guarantees an impartial hearing to
resolve conflicts between the parents of disabled children and the school
system.

 In the 1970s and 1980s, due to strong parent advocacy, students with “mild
disabilities” were mainstreamed with more frequency into regular classrooms
(Causton & Tracy-Bronson, 2015).

 (1990): The EHA was reformulated as the Individuals with Disabilities

Education Act (IDEA). IDEA elaborated on the inclusion of children with
disabilities into regular classes and also focused on the rights of parents to be
involved in the education decisions affecting their children. IDEA required that
an Individualized Education Program (IEP) be designed with parental
approval to meet the needs of every child with a disability.
  (1990): After IDEA and decades of campaigning and lobbying, the Americans
with Disabilities Act (ADA) was passed. This ensured the equal treatment and
equal access of people with disabilities to employment opportunities and to
public accommodations. The ADA was intended to prohibit discrimination on
the basis of disability in employment, services rendered by state and local
governments, places of public accommodation, transportation, and
telecommunications services.

 (1997): IDEA was reauthorized in 1997. In addition to upholding the rights

outlined in previous legislation. The act emphasized academic outcomes for
students with disabilities. This involved raising expectations for students,
supporting students who follow the general curriculum, supporting parents,
and helping states determine appropriate outcomes. With the focus on
outcomes, school-to-work transition planning gained new importance.

Historical Perspective on the Philippines’ Special Education

1902 The interest to educate Filipino children with disabilities was expressed
through Mr. Fred Atkinson, the General Superintendent of Education.

1907 Special Education was formally started in the country by establishing the
Insular School for the Deaf and Blind in Manila.

1926 The Philippine Association for Deaf was founded.

1927 The government established the Welfareville Children’s Village, a school

for people with mental retardation in Mandaluyong.

1945 The National Orthopedic Hospital School for the Crippled Children and
Youth is established
.
1949 Quezon City Science High School was inaugurated for gifted students.

1950 PAD opened a school for the children with hearing impairment

1953 The Elshie Gaches Village was established in Alabang to take care of the
abandoned and orphaned children and youth with physical and mental
handicaps.

1954 The first week of August was declared as Sight Saving Week.

1956 Special classes for the deaf in regular class were implemented.

1957 The Bureau of Public Schools of the Department of Education and Culture
created the Special Education Section of the Special Subjects and
Service Education.
1958 The American Foundation for Overseas Blind opened its regional office in
Manila.

1960 Some private college and universities started to offer special education
courses on graduate school curriculum

1962 The Manila Youth Rehabilitation Center was opened.

1963 With the approval of R.A. No. 3562, the training of DEC teacher scholars
for blind children started at the Philippine Normal University.

1965 Marked the start of training programs for school administrators on the
supervision of special classes held at UP

1967 The Bureau of Public Schools organized the National Committee on

Special education

1969 Classes for socially maladjusted children were organized at the manila
Youth Reception Center

1970 Training of teacher for Children with behaviour problems started at the
University of the Philippines

1971 DECS issued a memorandum on Duties of the Special Education

Teachers for the blind

1973 The juvenile and domestic Relations Court of Manila established the
Tahanan Special School for the socially maladjusted children and youth.

1974 The First National Conference in the Rehabilitation of the Disabled was
held at the Social Security Building.

1975 The Division of Manila City Schools implemented the Silahis Concept of
Special Education in public elementary schools.

1977 ME C issued Department Order No. 10 that designated regional and

division supervisors of special education programs

1978 Marked the creation of the National Commission Concerning Disabled

Persons later renamed as the National Council for the Welfare of
Disabled Persons.

1979 The Bureau of Elementary Education Special Education unit conducted a

two-year nationwide survey if unidentified exceptional children who were
in school.

1980 The School for the Crippled Children at the Southern Island Hospital in
Cebu City was organized.
1981 The United States Assemble proclaimed the observance of the
international year of the disabled children

1983 Batas Pambansa enacted the Accessibility Law, an act to enhance the
nobility of the disabled persons by requiring cars, building, institutions,
establishments and public utilities to install facilities and other devices

1990 The Philippine institute for the Deaf, an oral school for children with
hearing impairment was established

1991 The First National Congress on Street Children was held at La Salle
Greenhills in San Juan Metro Manila

1992 The summer training for teacher of the visually impaired started at the
Philippine Normal University

1993 DECS issued Order No. 14 that directed regional officers to organize the
Regional Special Education Council (RESC)

1995 The summer training for teachers of the hearing impaired was held at
PNU

1996 Third week of January was declared as “Autism Consciousness week”

1997 The first wheelaton-a-race for wheelchair users was the main event on
the National Disability prevention and Rehabilitation Week

1998 DECS order No. 5 “Reclassification of Regular tear and principal items to
SPED teacher and special schools principal item

1999 DECS order no. 33 “Implementation of administrative order no. 101

directing the Department of Public Works and highways, the DECS and
the CHED to provide architectural facilities or structural feature for
disabled persons in all state college, universities and other buildings

LEGAL BASES OF SPECIAL EDUCATION

 Special education in the Philippines is anchored on fundamental legal

documents that present a chronological events on the growth and
development of the program. The first legal basis of the care and protection of
children with disabilities was enacted in 1935. Articles 356 and 259 of the
Commonwealth Act No. 3203 asserted “the right of every child to live in an
atmosphere conducive to his physical, moral and intellectual development”
and the concomitant duty of the government “to promote the full growth of the
faculties of every child.”
 Republic Act No. 3562, “An Act To Promote the Education of the
Blind in the Philippines” on June 21, 1963 provided for the formal training of
special education teachers of blind children at the Philippine Normal College,
the rehabilitation of the Philippine Normal School for the Blind (PNSB) and the
establishment of the Philippine Printing House of Blind.

 Republic Act No. 5250, “An Act Establishing a Ten-Year Teaching

Training Program for Teachers of Special Education Children” was
signed into law in 1968. The law provided for the formal training of teachers
for deaf, hard-of-hearing, speech handicapped, socially and emotionally
disturbed, mentally retarded and mentally gifted children and youth at the
Philippine Normal College and the University of the Philippines.

 The 1973 Constitution of the Philippines, the fundamental law of the

land, explicitly stated in Section 8, Article XV the provision of “a complete,
adequate and integrated system of education relevant to the goals of national
development.” The constitutional provision for the universality of educational
opportunities and the education of every citizen as a primary concern of the
government clearly implies the inclusion of exceptional children and youth.

 In 1975, Presidential Decree No. 603, otherwise known as the Child

and Youth Welfare Code was enacted. Article 3 on the Rights of the Child
provides among others that “the emotionally disturbed or socially maladjusted
child shall be treated with sympathy and understanding, and shall be entitled
to treatment and competent care; and the physically or mentally handicapped
child shall be given the education and care required by his particular
condition.” Equally important is Article 74 which provides for the creation of
special classes. Thus, “where needs warrant, there shall be at least special
classes in every province, and if possible, special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed and the
specially gifted. The private sector shall be given all the necessary
inducement and encouragement.”

 In 2978, Presidential Decree No. 1509 created the National

Commission Concerning Disabled Persons (NCCDP). It was renamed as
National Council for the Welfare of Disabled Persons (NCWDP).

 In Education Act of 1982 or Batas Pambansa Bilang 232 states that

“the state shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socioeconomic status, physical and
mental condition, social and ethnic origin, political and other affiliations. The
States shall therefore promote and maintain equality of access to education
as well as enjoyment of the benefits of education by all its citizens.”
  Section 24 “Special Education Service” of the same law affirms that
“the State further recognizes its responsibility to provide, within context of the
formal education system services to meet special needs of certain clientele.
These specific types shall be guided by the basic policies of state embodied
on General Provisions of this Act which include: (2) “special education, the
education of persons who are physically, mentally, emotionally, socially,
culturally different from the so-called ‘normal’ individuals that they require
modifications of school practices/services to develop to their maximum
capacity.”

 In 983, Batas Pambansa Bilang 344 was enacted. The Accessibility

Law, “An Act to Enhance the Mobility of Disabled Persons” requires cars,
buildings, institutions, establishments and public utilities to install facilities and
other devices for persons with disabilities.

 The 1987 Constitution of the Philippines cites the rights of exceptional

children to education in Article XIV. Section 1 declares that 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.
Section 2 emphasizes that “the State shall provide adult citizens, the disabled
and out-of-school youth with training in civics, vocational efficiency and other
skills.”

 In the year 2000, Presidential Proclamation No. 361 set new dates for
the National Disability Prevention and Rehabilitation Week Celebration on the
third week of July every year which shall culminate on the birth date of the
Sublime Paralytic Apolinario Mabini.

References:
https://en.m.wikipedia.org/wiki/Special_education
https://www.inclusion.me.uk/news/what_does_inclusion_mean
https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/
https://www.google.com/amp/s/internationalteacherstraining.com/blog/importance-
special-education-children-special-needs/amp/
https://www.thinkinclusive.us/brief-history-special-education/
I. Intellectual Disability

Intellectual disability (ID), once called mental retardation, is characterized by

below-average intelligence or mental ability and a lack of skills necessary for day-to-
day living. People with intellectual disabilities can and do learn new skills,but they
learn them more slowly. There are varying degrees of intellectual disability, from mild
to profound.

Someone with intellectual disability has limitations in two areas. These areas are:

 Intellectual functioning. Also known as IQ, this refers to a person’s ability to

learn, reason, make decisions, and solve problems.

 Adaptive behaviors. These are skills necessary for day-to-day life, such as
being able to communicate effectively, interact with others, and take care of
oneself.

Causes of Intellectual Disability

1. Genetic Conditions

2. Complications during pregnancy

3. Problems during childbirth

4. Illness or Injury

Four levels of Intellectual Disability

1. Mild – IQ range of 50 to 69

2. Moderate – IQ range of 35 to 49

3. Severe – IQ range of 20 to 34

4. Profound – having an IQ of less than 20

Strategies for teaching students with intellectual disabilities include:

 Teach one concept or activity component at a time.

 Teach one step at a time to help support memorization and sequencing.

 Teach students in small groups, or one-on-one, if possible.

 Always provide multiple opportunities to practice skills in a number of different

settings

 Use physical and verbal prompting to guide correct responses, and provide
specific verbal praise to reinforce these responses.
B. Global Development Delay

Global developmental delay is an umbrella term used when children are

significantly delayed in their cognitive and physical development. It can be diagnosed
when a child is delayed in one or more milestones, categorised into motor skills
,speech , cognitive skills, and social and emotional development. There is usually a
specific condition which causes this delay, such as Fragile X syndrome or other
chromosomal abnormalities . However, it is sometimes difficult to identify this
underlying condition. Other terms associated with this condition are failure to thrive
(which focuses on lack of weight gain and physical development), intellectual
disability (which focuses on intellectual deficits and the changes they cause to
development) and developmental disability (which can refer to both intellectual and
physical disability altering development).

Five areas of skill development

 cognitive skills

 social and emotional skills

 speech and language skills

 fine and gross motor skills

 daily living activities

Teaching to Target the Developmental Domains

 A student with a diagnosis of global developmental delays should have an

individualized education plan (IEP) that addresses their areas of delay and
contains goals specific to each domain in which they have a delay.

 If you are a part of the IEP development team, you should be using
assessments that compare the student's performance to performance typical
of children of the same age. The team then works together to develop
appropriate goals.

 If a student enters your class with an IEP already in place, you should
familiarize yourself with the student's current level of performance and the
goals and objectives that are in place.

 When considering teaching a student with delays, keep in mind the behavior
and performance that is expected of a typically developing student of the
same age. Your strategies and interventions will vary depending on the
age/grade level of the students you teach. Now, let's take a look at the
different areas and some strategies you can utilize in your classroom.
C. Unspecified Intellectual Disability

The diagnosis made when an individual is presumed to have mental

retardation but is too severely impaired or uncooperative to be evaluated through the
use of standard intelligence tests and adaptive behavior measures. The DSM–IV–TR
designation is mental retardation, severity unspecified.

II. Communication Disorder

A child with a communication disorder has trouble communicating with others.

He or she may not understand or make the sounds of speech. The child may also
struggle with word choice, word order, or sentence structure.

 Language disorder is characterised by the fact that individuals suffering it

have difficulties persisting in time to learn and use normally the linguistic
communication with others in all its modalities (oral, written, sign language,
Braille system, etc.). Difficulties can be more important in producing or
receiving language, although some individuals have problems in both
processes.

 Speech-sound disorders. A child has a hard time expressing words clearly

past a certain age.

 Childhood-onset fluency disorder (Stuttering). This is also known as

stuttering. It starts in childhood and can last throughout life.

 Social (pragmatic) communication disorder. A child has trouble with verbal

and non-verbal communication that is not caused by thinking problems.

 Unspecified Communication Disorder (UCD) is a DSM-5 (Diagnostic and

Statistical Manual of Mental Disorders, fifth edition), diagnosis assigned to
individuals who are experiencing symptoms of a Communication Disorder.
This diagnostic category applies to a clinical presentations in which symptoms
of a communication disorder are present, but do not meet a sufficient number
of the diagnostic criteria for a communication disorder to warrant a more
specific diagnosis. The symptoms have a significant impact on social,
occupational/educational/interpersonal, or other critical areas of functioning.

Causes of Communication Disorder

 Some causes of communication problems include hearing loss,

neurological disorders, brain injury, vocal cord injury, autism,
intellectual disability, drug abuse, physical impairments such as cleft lip
or palate, emotional or psychiatric disorders, and developmental
disorders. The DSM-5 generally separates distinct medical and neurological
conditions from communication disorders.
Teaching Strategies for Students with Communication Disorders

 Educators should create an environment of acceptance and understanding in

the classroom, and encourage peers to accept the student with speech
impairment. Practice and maintain easy and effective communication skills by
modeling good listening skills and by facilitating participation of all students in
classroom discussions and activities. If a student requires a sign language
interpreter or the use of augmentative communication, provide adequate
space and time to accommodate these forms of communication.

 Some students with severe communication disorders will have deficits with
the analytical skills required to read and write. Individual instruction may be
necessary to remediate these deficits, but should be provided discreetly to
avoid embarrassment and possible resistance. Teachers should constantly
model the correct production of sound.

 Maintain eye contact with the student, then tell her to watch the movements of
your mouth when providing direct instruction.Ask her to copy these
movements when she produces the sounds.

More specific teaching strategies for students with communication disorders

include:

 Allowing more time for a student to complete activities, assignments and

tests.

 Having a student sit near you to easily meet her learning needs.

 Discussing possible areas of difficulty and working with the student to

implement accommodations.

 Always asking before providing assistance, and using positive reinforcement

when the student completes an activity independently.

 Using peer assistance when appropriate.

 Modifying activities or exercises so assignments can be completed by the

student, but providing the same or similar academic objectives.

 Creating tests that are appropriate for the student with speech impairment (for
example,written instead of oral or vice versa.)

 Providing scribes for test taking if a student needs assistance.

 Making sure the student understands test instructions completely and

providing additional assistance if needed.
References:

https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation

www.projectidealonline.org/v/intellectual-disabilities/

https://en.m.wikipedia.org/wiki/Global_developmental_delay

https://study.com/academy/lesson/teaching-children-with-global-developmental-
delay.html

https://dictionary.apa.org/unspecified-mental-retardation

https://www.stlouischildrens.org/conditions-treatments/communication-disorders

https://www.saera.eu/en/2018/08/29/communication-disorders-types-and-
classification/

https://www.psychologytoday.com/intl/conditions/communication-disorders

https://www.theravive.com/therapedia/unspecified-communication-disorder-dsm--5-
307.9-(f80.9)

https://www.brighthubeducation.com/special-ed-speech-disorders/113025-strategies-
used-to-teach-students-with-speech-impairments/
III. Neurodevelopmental Disorders

The neurodevelopmental disorders are a group of conditions with onset in the

developmental period. The disorders typically manifest early in development, often
before the child enters grade school, and are characterized by developmental
deficits that produce impairments of personal, social, academic, or occupational
functioning. The range of developmental deficits varies from very specific limitations
of learning or control of executive functions to global impairments of social skills or
intelligence.

A child’s brain is not a miniature replica of an adult brain, but rather a brain in
continual development, growing, at times tremendously, subject to endless
modifications and connections due to the continual stimulation provided by the
environment in which it develops. It is essential to understand the development of
the nervous system and its different stages in order to understand the deficits that
can arise from abnormal brain development or be caused by damage at an early
age. Depending upon the time when these abnormalities or damage occur (during
pregnancy, the perinatal period, or infancy/childhood), the impact will vary.

A. Autism Spectrum Disorder (ASD)

They are a group of developmental disabilities that can cause serious, and
even chronic, socialization, communication and behavioral problems.The way in
which these changes are manifested varies greatly from one child to another, hence
referring to a "spectrum" or "continuum of disorders,” meaning that there are different
ways in which the symptoms of this type of disorder appear and the severity of
symptoms varies from case to case. The clinical profile is neither uniform nor
absolutely demarcated; it oscillates ranging from high to low affect, varies with time,
and is influenced by factors such as the degree of associated intellectual ability or
access to specialized support.

People with ASD process information in their brain differently than others and
they develop at different rates in each area. They present with clinically significant
and persistent difficulties in social communication (marked difficulty in nonverbal and
verbal communication used in interactions, lack of social reciprocity and difficulty
developing and maintaining peer relationships appropriate to their developmental
level), stereotypical motor or verbal behavior, unusual sensory behavior, and
excessive adherence to routines and ritualistic patterns of behavior and limited
interests.

B. Attention Deficit Hyperactivity Disorder ( ADHD)

It is characterized by the presenting symptoms of inattention and /or

impulsivity-hyperactivity. Subtypes appear based on whether the predominant
symptom is attention deficit, hyperactivity-impulsivity, or both equally. The principal
manifestations of each of these areas are:

Inattention

- Lack of attention to detail and committing careless mistakes.

- Difficulty sustaining attention in tasks or at play.

- Is easily distracted by extraneous stimuli.

- Does not seem to listen when spoken to directly.

- Neither follows instructions nor completes tasks.

- Has difficulty organizing tasks and activities.

- Avoids, to the furthest extent possible, tasks that require sustained mental effort.

- Is careless in daily activities.

Hyperactivity

- Cannot sit still or fidgets with hands and feet.

- Gets up in situations in which he or she should remain seated.

- Excessive energy.

- Runs around or climbs excessively in inappropriate situations (in adults, feelings of

restlessness).

- Difficulty playing quietly or calmly engaging in leisure activities.

- Talks excessively.

Impulsivity

- Begins to answer a question before hearing the end of it.

- Has difficulty waiting for his/her turn.

- Interrupts or meddle in other’s activities.

C. Specific Learning Disorder

Cognitive skills are not homogeneous in the same person, but if after proper
development a particularly deficient area exists, we are speaking about a specific
problem in learning characterized by substantially lower than expected academic
performance in relation to a person's chronological age, the measure of his/her
intelligence and age- appropriate education. It interferes significantly with school
performance, hindering adequate progress and the achievement of goals set out in
various curricula.

Reading disorder (dyslexia) - It is characterized by an impaired ability to recognize

words, slow and insecure reading, and poor comprehension.

Writing disorder (disgraphia) - The problem may be in writing specific words or in

writing in general.

Calculation disorder (dyscalculia) - Basic arithmetic skills (addition, subtraction,

multiplication and division) are affected more than more abstract mathematical skills
(algebra or geometry).

12 Things Parents and Professionals Must Understand About Educating

Students with Autism and Other Neurodevelopmental Disorders

 Attitude

 Remediation and Compensation

 Relationships are Essential for Growth and Development

 Our Communication is a Powerful Tool

 Processing

 Promoting Independence, Thinking, and Problem Solving

 Environments Make a Difference

 Promoting Competence

 Labels

 Obstacles

 Families as Partners

 Collective Visions

IV. Motor Disorder

Motor disorders are any condition that permanently limits normal body
movement, posture and/or control.Individuals with physical impairments often also
have other impairments, such as vision and hearing impairment, as well as
communication difficulties and dysphagia.Motor disorders are disorders of the
nervous system that cause abnormal and involuntary movements. They can result
from damage to the motor system.

Signs and symptoms

Motor disorders are malfunctions of the nervous system that cause

involuntary or uncontrollable movements or actions of the body. These disorders can
cause lack of intended movement or an excess of involuntary movement. Symptoms
of motor disorders include tremors,jerks, twitches, spasms, contractions, or gait
problems.

Tremor is the uncontrollable shaking of an arm or a leg. Twitches or jerks of

body parts may occur due to a startling sound or unexpected, sudden pain. Spasms
and contractions are temporary abnormal resting positions of hands or feet. Spasms
are temporary while contractions could be permanent. Gait problems are problems
with the way one walks or runs. This can mean an unsteady pace or dragging of the
feet along with other possible irregularities.

A. Developmental Coordination Disorders

Developmental coordination disorder (DCD) begins in childhood and leads to

clumsiness and impaired coordination. Children with the disorder have impaired
motor coordination compared to others in their age group.

Symptoms include:

-Clumsiness

-Problems suckling and swallowing during the first 12 months of life

-Delayed sitting, crawling, and walking

-Difficulties with gross motor skills (i.e. jumping, hopping, and standing on one foot)

-Difficulties with fine motor skills (i.e. writing, cutting with scissors, tying shoes)

Experts have many theories, but still don't have a clear idea about what
causes DCD. Children with DCD frequently have other difficulties in association with
their motor problems, making it unlikely that a single factor causes the coordination
issues in this group of children. Some research suggests a link between the
cerebellum in the brain and DCD, since this brain structure has a critical role in
developing movement control and other aspects of movement. Treatment of
developmental coordination disorder involves perceptual motor training and physical
education. Children with DCD may overcome their writing issues by taking notes
using a computer. Prognosis depends on the severity of the DCD. It typically does
not worsen over time, but continues into adulthood.

B. Stereotypic Movement Disorder

The term, stereotypic movement disorder, refers to a movement or motor

disorder characterized by repetitive movements, such as head banging or body
rocking, for over four weeks. The movements tend to increase or intensify with
elevated levels of stress or boredom. These purposeless movements impede normal
daily activity and could cause physical harm to the mover or those around him/her.

Symptoms include repetitive and excessive:

-Head banging (against a wall or other solid form)

-Rocking back and forth

-Shaking or waving hands for no reason

-Nail biting

-Biting of self

-Hitting self

More boys than girls present with stereotypic movement disorder in childhood,
however it can develop in adults too. Experts don't know the cause of this disorder
when it occurs without the presence of other associated conditions. Abuse of
stimulants like cocaine or amphetamines can cause a rapid onset, but short-lived
period of stereotypic movement disorder. Head injuries may cause these
stereotypical movements as well.

Treatment of motor disorders depends on the possible causes, individual's

age, and symptoms. Behavioral modification techniques and psychotherapy
represent the most effective treatments. The prognosis for individuals with
stereotypic movement disorder depends on the underlying cause, if identifiable. If
drug-induced, the condition typically resolves on its own after the drug leaves the
body. Stereotypic movements resulting from a head injury may remain indefinitely.

References:

https://dsm.psychiatryonline.org/doi/abs/10.1176/appi.books.9780890425596.dsm01

https://www.neuronup.com/en/neurorehabilitation/disorder
https://www.horizonsdrc.com/articles/12-things-parents-and-professionals-must-
understand-about-educating-students-with-autism-and-other-neurodevelopmental-
disorders

https://en.m.wikipedia.org/wiki/Motor_disorder

https://www.healthyplace.com/neurodevelopmental-disorders/motor-disorders/what-
are-motor-disorders-signs-symptoms-causes-treatments

IV.Physical Disabilities

A physical disability is the long-term loss or impairment of part of a person’s

body function, resulting in a limitation of physical functioning, mobility, dexterity or
stamina. Due to the functional loss the person will experience the inability to perform
normal movements of the body, such as walking and mobility, sitting and standing,
use of hands and arms, muscle control, etc.

The two major categories of physical disabilities are:

(1) the musculo skeletal disability, including loss or deformity of limbs,

Osteogensis Imperfectaand muscular dystrophy; and

(2) the neuro musculo disability, including cerebral palsy, Spina Bifida,
poliomyelitis, stroke, head injury and spinal cord injury.

The musculo skeletal disability is defined as the inability to carry out

distinctive activities associated with movements of the body parts due to mucular or
bone deformities, diseases or degeneration. The neuro musculo disability is defined
as the inability to perform controlled movements of affected body parts due to
diseases, degeneration or disorder of the nervous system.

A. Epilepsy

Epilepsy is a neurological condition where a person has a tendency to have

recurring seizures due to a sudden burst of electrical activity in the brain. Seizures
can cause unusual movements, odd feelings or sensations, a change in a person’s
behaviour, or cause them to lose consciousness.

The causes of epilepsy are not always known, however, brain injuries,
strokes, cancer, brain infection, structural abnormalities of the brain, and other
genetic factors can all cause epilepsy. There are many different types of epilepsy
and the nature and severity of seizures experienced by people can vary widely.
Some people can control their seizures with medication and the condition is not
lifelong for every person.

Classroom learning strategies

 The most common difficulty for students with epilepsy is with memory.
Whether they are caused by seizures or general mental slowing from epilepsy
medications, understanding these difficulties is crucial for effective learning.
Strategies include:

 Visual demonstrations and diagrams.

 Colour-coded notes or highlighting to categorise material (name cards in

different colours).

 Word associations with pictures and smells (pictures of reference).

 Mnemonic strategies: Use verbal, visual and symbolic techniques as memory

aids.

 Group work develops listening and talking skills, encourages interaction with
peers in problem- solving and allows students to ask questions and learn from
each other.

 Reviewing the processes used in solving a complex task can be very helpful
for the student.

B. Cerebral Palsy

Cerebral palsy is typically due to an injury to the developing brain before or

during birth, caused by a reduced blood supply and lack of oxygen to the brain.
Illnesses during pregnancy such as rubella (the German measles), accidental injury
to the brain, meningitis in young children, and premature birth can all be causes.

People with Cerebral palsy may experience weakness, difficulty walking, lack
of muscle control, problems with coordination, involuntary movements, and other
symptoms.

Tips for Teachers

1. Understand the nature of a child’s disability.

2. Teach from a compassionate point of view.

3. Make sure students are showing sensitivity.

4. Call on a special needs student during lectures.

5. Find ways similar paths for physical participation.

6. Give children all of the information they need about a classmate’s disability.

7. Discuss the importance of diversity and social acceptance.

8. Debunk the meaning of “normal.”

9. Ask a child – any child – if you can help them out.

10. Address stereotypes.

C. Spina Bifida

Spina bifida is the incomplete formation of the spine and spinal cord in utero.
It can cause the spinal cord and nerves to be exposed on the surface of the
back,instead of being inside a canal of bone surrounded by muscle.

People with spina bifida experience a range of mild to severe physical

disabilities including paralysis or weakness in the legs, bowel and bladder
incontinence, hydrocephalus (too much fluid in the brain cavities), deformities of the
spine, and learning difficulties.

The cause of spina bifida is not well understood, but it is likely caused by
genetic and environmental factors. Adequate intake of folate by the mother in early
pregnancy has been found to be a significant factor in preventing a child developing
spina bifida.

Strategies for Learning and Teaching

 Consider allowing the student to audio-record lessons. If students use

wheelchairs, where possible place yourself at their eyelevel when talking to
them.

 Refer to the occupational therapist for assistance.

 Table-type desks with adequate leg space will need to be considered if the
student has a wheelchair.

 To facilitate students’ reading, use easels, portable reading racks or

adjustable desks.

 Encourage active participation in the classroom.

 Foster social relationships.

D. Deafness

Deafness is defined as “a hearing impairment that is so severe that the child

is impaired in processing linguistic information through hearing, with or without
amplification.”
 Thus, deafness is viewed as a condition that prevents an individual from
receiving sound in all or most of its forms. In contrast, a child with a hearing loss can
generally respond to auditory stimuli,including speech.

Educational Implications

Hearing loss or deafness does not affect a person’s intellectual capacity or ability to
learn. However, children who are hard of hearing or deaf generally require some
form of special education services in order to receive an adequate education.Such
services may include:

 regular speech, language, and auditory training from a specialist;

 amplification systems;

 services of an interpreter for those students who use sign language;

 favorable seating in the class to facilitate lip reading;

 captioned films/videos;

 assistance of a note taker, who takes notes for the student with a hearing
loss, so that the student can fully attend to instruction;

 instruction for the teacher and peers in alternate communication methods,

such as sign language and counseling.

E. Blindness

Blindness is strictly defined as the state of being totally sightless in both eyes.
A completely blind individual is unable to see at all. The word blindness , however, is
commonly used as a relative term to signify visual impairment, or low vision,
meaning that even with eyeglasses , contact lenses , medicine or surgery, a person
does not see well. Vision impairment can range from mild to severe.

Common causes of blindness include diabetes, macular degeneration,

traumatic injuries, infections of the cornea or retina , glaucoma, and inability to obtain
any glasses.

Strategies for Learning and Teaching

Encourage the student to use visual aids/resources that have been prescribed (e.g.
glasses, magnifiers, big-print books, etc).

Seat the student appropriately in the classroom (e.g. in the middle towards the front).

Make sure lighting is suitable.

Make efforts to eliminate the risk of glare from the desk and whiteboard.

If possible ensure lights are coming from behind or to the side of the student.

Give clear instructions as the student may misinterpret gestures and facial
expressions.

F. Orthopedic

The definition of an, "Orthopedic Impairment," is one that includes

impairments caused by congenital anomalies such as absence of a member,
clubfoot, impairments caused by disease such as bone tuberculosis, poliomyelitis, or
impairments for other causes to include amputations, fractures, cerebral palsy,
burns, or fractures.

Tips for Teachers and Parents

Parents, know your child’s rights! For instance, IDEA requires schools to
provide accessible transportation to and from school, as well as within and in
between school buildings. Teachers, you will want to keep in mind mobility devices
(such as wheelchairs, walkers, crutches and canes) when arranging classroom
furniture and assigning seats. For example, placing a student who uses a walker
close to your room’s entrance is usually more practical than placing him/her in the
middle of the classroom.

References:

https://ds.gpii.net/content/what-physical-disability

https://www.aruma.com.au/about-us/about-disability/types-of-disabilities/types-of-
physical-disabilities/

https://www.parentcenterhub.org/hearingloss/

https://www.sess.ie/categories/physical-disabilities/spina-bifida/tips-learning-and-
teaching

https://www.cerebralpalsy.org/information/acceptance/tips-for-teachers

https://www.medicinenet.com/blindness/article.htm

https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-
and-teaching

https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/
A.Oppositional defiant disorder (ODD)

Oppositional defiant disorder (ODD) is a condition in which a child displays a

continuing pattern of uncooperative, defiant, hostile, and annoying behavior toward
people in authority. They might express their defiance by arguing, disobeying, or
talking back to adults, including their parents or teachers. When this behavior lasts
longer than six months and goes beyond what is usual for the child’s age, it might
suggest that the child has ODD.

Many children and teens who have ODD also have other disorders, such as:

 Attention deficit hyperactivity disorder(ADHD)

 Learning disabilities
 Mood disorders (such as depression)
 Anxiety disorders
How common is oppositional defiant disorder?

ODD typically begins by age 8. It is estimated that 2 to 16 percent of children

and teens have ODD. In younger children, ODD is more common in boys; in older
children, it occurs about equally in boys and in girls.

Causes oppositional defiant disorder

The exact cause of ODD is not known, but it is believed that a combination of
biological, genetic, and environmental factors might play a role.

 Biological: Some studies suggest that defects in or injuries to certain areas

ofthe brain can lead to behavior disorders. In addition, ODD has been linked
to special chemicals in the brain called neurotransmitters.Neurotransmitters
help nerve cells in the brain communicate with each other. If these chemicals
are out of balance or not working properly, messages might not make it
through the brain correctly, leading to symptoms. Further, many children and
teens with ODD also have other mental disorders, such as ADHD, learning
disorders, depression, and anxiety disorder.

 Genetic: As ODD may be inherited, it is important to note that many children

and teens with ODD have close family members with mental disorders,
including mood disorders, anxiety disorders, and personality disorders.
  Environmental: Factors such as a chaotic family life, a family history of
mental disorders and/or substance abuse, and inconsistent discipline by
parents.

Strategies for Learning and Teaching

 Allow students to help others in their areas of strength.

 Develop a self-esteem programme and explicitly teach social skills.

 Seat student near a good role model.

 Identify skills or attributes that you can positively reinforce.

 Remain positive; give praise and positive reinforcement when the student
demonstrates flexibility and/or co-operation.

 Be approachable and act as a positive role model.

 Develop classroom rules and a daily schedule so the student knows what to
expect.Use visual cues to assist students who may have literacy difficulties.

 Prioritising rules for the student is also useful.

B. Giftedness

Giftedness is an intellectual ability significantly higher than average. The

federal government defines gifted children as “those who give evidence of high
achievement capability in such areas as intellectual, creative, artistic, or leadership
capacity, or in specific academic fields.” However, there aren’t any national
standards for identifying gifted students, and it’s usually left to states or school
districts to recognize gifted children and determine what programs best meet their
academic needs.

It is important to note that not all gifted children look or act alike. Giftedness
exists in every demographic group and personality type. It is important that adults
look hard to discover potential and support gifted children as they reach for their
personal best.

Characteristics of gifted students

Gifted students learn at a faster pace than regular students and also tend to
finish their assignments more quickly and crave more intellectually challenging
assignments. They also may act out in class if bored or understimulated. Gifted
children span all races, genders, ethnicities and socioeconomic levels. According to
the National Association for Gifted Children, six to 10 percent of the student
population is academically gifted or talented.
Signs of Giftedness Include:

 Long attention span

 High activity level
 Smiling or recognizing caretakers early
 Enjoyment and speed of learning
 Early and extensive language development
 Fascination with books
 Curiosity
 Excellent sense of humor
 Abstract reasoning and problem-solving skills

Teaching Strategies for Gifted Students

 Differentiate Instruction
 Assign Independent Projects
 Challenge Learning
 Collaborate with parents
 Design your lessons with Bloom's Taxonomy

C.Emotional and Behavioral Disorder

According to the Individuals with Disabilities Act (IDEA), the term “Emotional
and Behavioral Disorder” is an umbrella term which includes several distinct
diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-
Defiant Disorder and more). All of these disorders are often referred to under many
labels, i.e., “emotional disturbance”, “emotionally challenged” or “behavior
disordered” According to IDEA, these children exhibit one or more of these five
characteristics:

 An inability to learn that cannot be explained by intellectual, sensory, or health

factors.

 An inability to build or maintain satisfactory interpersonal relationships with

peers and teachers.

 Inappropriate types of behavior or feelings under normal circumstances.

 A general pervasive mood of unhappiness or depression.

  A tendency to develop physical symptoms or fears associated with personal
or school problems.
Strategies for teaching students with emotional and behavioral disorders

A positive, structured environment, which supports growth, fosters self-esteem

and rewards desirable behavior is essential. Let’s start with rules and routines:

Rules and Routines

Here are the rules when it comes to rules:

 They must be established at the beginning of the school year.

 They must be written in simple and understandable terms.

 The wording should be positive.

Consequences for breaking the rules should be introduced at the same time:

 They must be applied consistently and firmly.

 They must be understood clearly, and remain constant and predictable.

 Feedback should be administered clearly when consequences are

administered.

Students that struggle with transitions and unexpected change thrive on routines.
Use of visual cues to go over a daily schedule of the day’s activities can be very
helpful for these types of students.

References:

https://my.clevelandclinic.org/health/diseases/9905-oppositional-defiant-disorder

https://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/opposition-
defiant-disorders/tips-learning

https://www.pvschools.net/academics/academic-programs/gifted-programs/gifted-education-
parent-resources/characteristics-and

https://blog.sharetolearn.com/classroom-resources/how-to-engage-gifted-and-talented-students-in-
the-classroom/

https://thegatewayschool.com/classroom-management-for-students-with-emotional-and-
behavioral-disorders/
VI. EDUCATIONAL AND BEHAVIOURAL APPROACHES AND STRATEGIES

A. APPLIED BEHAVIOURAL ANALYSIS

Applied Behavior Analysis (ABA) is a type of therapy that focuses on

improving specific behaviors, such as social skills, communication, reading, and
academics as well as adaptive learning skills, such as fine motor dexterity, hygiene,
grooming, domestic capabilities, punctuality, and job competence. ABA is effective
for children and adults with psychological disorders in a variety of settings, including
schools, workplaces, homes, and clinics. It has also been shown that consistent ABA
can significantly improve behaviors and skills and decrease the need for special
services.

Teaching Strategies
1. Discrete Trial Teaching
2. Naturalistic Teaching
3. Pivotal Response Therapy
4. Token Economy
5. Contingent Response

B. TREATMENT AND EDUCATION OF AUTISTIC AND COMMUNICATION RELATED

HANDICAPPED CHILDREN (TEACCH) METHOD
The TEACCH method was developed by researchers who wanted a more
effective and integrated approach to helping individuals with autism spectrum
disorders (ASD). TEACCH is an evidence-based academic program that is based on
the idea that autistic individuals are visual learners, so teachers must
correspondingly adapt their teaching style and intervention strategies.

TEACCH uses a method called “Structured TEACCHing.” This is based on the

unique learning needs of people with ASD, including:

 Strengths in visual information processing

 Difficulties with social communication, attention and executive function

Structured teaching is effective because:

  It helps the student with autism to understand expectations.
 It helps students with autism to be calm.
 It suits their learning style.
 Structure is the prosthetic device that will help the student with autism to
achieve independence.
 Structure is a form of behaviour management. We teach the student
appropriate behaviours and then generalise the behaviour through visual
systems.
 It promotes flexible thinking.
C. SONRISE APPROACH

The Son-Rise Program is based upon this simple idea: The children show us
the way in, and then we show them the way out. This means that, rather than trying
to force our children to conform to world they do not yet understand, we begin by
joining them in their world first. Instead of focusing on changing behavior, we focus
on creating a relationship. With this approach, remarkable progress is possible.

How Do Son-Rise Program Principles & Techniques Benefit Children With

Special Needs?

 JOINING - Joining in a child’s repetitive and ritualistic behaviors supplies the

key to unlocking the mystery of these behaviors and facilitates eye contact,
social development and the inclusion of others in play.

 UTILIZING MOTIVATION - Utilizing a child’s own motivation advances

learning and builds the foundation for education and skill acquisition.

 TEACHING THROUGH PLAY - Teaching through interactive play results in

effective and meaningful socialization and communication.

 THE “THREE E’s” - Using energy, excitement and enthusiasm engages the
child and inspires a continuous love of learning and interaction.

 EMPLOYING A NON-JUDGMENTAL ATTITUDE - Employing a

nonjudgmental and optimistic attitude maximizes the child’s enjoyment,
attention and desire throughout their Son-Rise Program.

 THE PARENT IS A CHILDS #1 RESOURCE - Placing the parent as the

child’s most important and lasting resource provides a consistent and
compelling focus for training, education and inspiration.

 CREATING THE OPTIMAL LEARNING ENVIRONMENT - Creating a safe,

distraction-free work/play area facilitates the optimal environment for learning
and growth.

D. MARUNGKO APPROACH
 Marungko Approach is designed to equip Grade one pupils the necessary
materials to improve their achievement in reading. Likewise, it seeks to develop a
training model to enhance teachers’ competence in the teaching of reading in the
primary grade most especially in grade one.

The goal of this strategy in reading is to enable grade one pupils to instill in
their minds to appreciate the songs and poems created for Filipino children and
eventually to communicate in written and oral forms through effective reading
instruction.Marungko Approach is used in teaching reading and in remedial reading
sessions. Use these charts to achieve zero non-readers in your class.

F. BRAILLE

Braille is a system of raised dots that can be read with the fingers by people
who are blind or who have low vision. Teachers, parents, and others who are not
visually impaired ordinarily read braille with their eyes. Braille is not a language.
Rather, it is a code by which many languages—such as English, Spanish, Arabic,
Chinese, and dozens of others—may be written and read. Braille is used by
thousands of people all over the world in their native languages, and provides a
means of literacy for all.

TIPS FOR TEACHERS

 Teaching and learning processes are fundamentally the same for both sighted
and blind students; therefore, your teaching techniques will not be altered
significantly by having a blind student in your class.

 Your leadership in helping classmates accept the VI student is especially

important in setting a positive classroom atmosphere.

 A teacher of the visually impaired will work with the blind student on the
special skills he/she needs to learn. The VI teacher also will work closely with
you in answering questions and supplying materials for the blind student.
Braille papers will be transcribed to print so you will be able to read them.

 The student will follow the regular curriculum, using braille and taped
materials. The blind student's use of adapted materials and equipment will
become routine to you and the other students in the class and will not be a
disturbance.

 Many braille-reading students have light perception, object perception, or

color perception, and are not "totally blind."

 As the blind student becomes familiar with the physical layout of the building,
he/she should be encouraged to move about independently. Advise him/her o
changes in the layout of the classroom. Doors halfway open can mean a
bump on the head for even the best oriented blind student. Completely
 opened or closed doors are best. (orientation and mobility will be provided as
necessary.)

G. MONTESSORI APPROACH

Montessori is a method of education that is based on self-directed activity,

hands-on learning and collaborative play. In Montessori classrooms children make
creative choices in their learning, while the classroom and the highly trained teacher
offer age-appropriate activities to guide the process. Children work in groups and
individually to discover and explore knowledge of the world and to develop their
maximum potential.

Montessori classrooms are beautifully crafted environments designed to meet

the needs of children in a specific age range. Dr. Maria Montessori discovered that
experiential learning in this type of classroom led to a deeper understanding of
language, mathematics, science, music, social interactions and much more. Most
Montessori classrooms are secular in nature, although the Montessori educational
method can be integrated successfully into a faith-based program.

Montessori Method of Teaching

Instead of instructing with rote lectures, handouts, worksheets, and lesson

plans, a Montessori teacher will offer guidance, but the child is ultimately
responsible for his or her own individual learning. The classroom will often
contain several stations, each containing toys which allow children to explore
and learn. For example, a common station in a Montessori classroom will
have a bucket of Lego blocks and several pictures of simple objects like an
apple or a house, which the children can build if they want. Other stations
might have books, crayons, a xylophone, or other engaging activities. The
whole idea behind the Montessori classroom is allowing children to learn
through playing.

H. SENSORY INTEGRATION APPROACH

Sensory integration therapy aims to help kids with sensory processing

issues (which some people may refer to as “sensory integration disorder”) by
exposing them to sensory stimulation in a structured, repetitive way. The theory
behind it is that over time, the brain will adapt and allow kids to process and react to
sensations more efficiently.

Sensory integration (SI) therapy should be provided by a specially

trained occupational therapist (OT). The OT determines through a thorough
evaluation whether your child would benefit from SI therapy. In traditional SI therapy,
the OT exposes a child to sensory stimulation through repetitive activities.
CLASSROOM ACCOMODATIONS

Classroom Planning, Schedules, and Routines

 Have a daily routine that changes as little as possible.

 Give advance warning of routine changes.

 Build in brain breaks throughout the day.

 Establish clear starting and ending times for tasks.

Building Self-Regulation Skills

 Provide a quiet work space to use when needed.

 Seat the student away from doors, windows, or buzzing lights.

 Let the student use alternative seating, like an exercise ball or a stand-up
desk.

Giving Instructions and Assignments

 Reduce the need for handwriting (for example, use fill-in-the-blank questions
instead of short-answer questions).

 Let the student use speech-to-text software or a computer.

 Provide colored overlays for reading to reduce visual distraction.

I. PICTURE EXCHANGE COMMUNICATION SYSTEM

The Picture Exchange Communication System, or PECS, allows people with

little or no communication abilities to communicate using pictures. People using
PECS are taught to approach another person and give them a picture of a desired
item in exchange for that item. By doing so, the person is able to initiate
communication. A child or adult with autism can use PECS to communicate a
request, a thought, or anything that can reasonably be displayed or symbolized on a
picture card. PECS works well in the home or in the classroom.

What activities can help improve the Picture Exchange Communication

System (PECS)?

Out of reach: Put a desired item/object up high (but still in the child’s sight) so that
your child has to make a request.

Sabotage: Only complete part of an activity so that the child has to make a request
for it to be completed (e.g. get the bath ready but forget to have the bubbles or their
favourite bath toys).
Play: Start to play with a toy and wait to see if the child asks for the toy so that they
can have a turn.

Books: When reading books, take it in turns to comment about pictures in the story
using the picture sentence strip (e.g. I see a car, I see a bird).

Objects: Place a variety of items in a bag/pillow case. Take it in turns to pull out an
item and say what you have using the picture sentence strip (e.g. I have a ball).

References:

https://www.psychologytoday.com/intl/therapy-types/applied-behavior-analysis?amp

https://www.appliedbehavioranalysisprograms.com/faq/what-is-the-teacch-method/

http://autismbreakthrough.com/autism/the-son-rise-program-autism-therapy/

http://teacherfunfiles.blogspot.com/2017/02/marungko-approach.html?m=1

https://www.afb.org/blindness-and-low-vision/braille/what-braille

https://montessori-nw.org/what-is-montessori-education

https://www.google.com/amp/s/www.understood.org/en/learning-thinking-
differences/treatments-approaches/therapies/sensory-integration-therapy-what-you-
need-to-know

https://www.nationalautismresources.com/the-picture-exchange-communication-
system-pecs/

https://best-practice.middletownautism.com/approaches-of-intervention/the-teacch-
autism-programme/

https://www.appliedbehavioranalysisprograms.com/lists/5-applied-behavior-analysis-
teaching-strategies/

https://autismtreatmentcenter.org/what-is-the-son-rise-program/

https://www.tsbvi.edu/program-and-administrative-resources/3245-tips-for-teachers-
of-braille-reading-students

https://www.teach-nology.com/teachers/methods/montessori/

https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/at-a-glance-classroom-accommodations-for-sensory-
processing-issues

https://childdevelopment.com.au/areas-of-concern/using-speech/picture-exchange-
communication-systems-pecs/