Educ 3 Learning Module

Educ 3
Foundations of Special and Inclusive Education FINAL TERM
SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION
Second Semester, Academic Year 2019-2020
LEARNING
MODULE
IN
EDUC 3:
FOUNDATIONS OF SPECIAL AND
INCLUSIVE EDUCATION
Prepared by:
PRINCES GRACE A. RETITA
Educ 3: Foundations of Special and Inclusive Education p1

Prepared by: Ms. Princes Grace A. Retita
Educ 3
Chapter 4: Learners with Special Education Needs
At the end of this chapter, the students will be able to:
1. Define the respective categories of exceptional needs of learners.

2. Identify the nature of the different learners with special needs.
3. Describe learning characteristics of these types of learners.
4. Explain the appropriate educational adaptations for each category.
4.1 LEARNERS WITH MENTAL RETARDATION AND AUTISM
A. Definition
Mental retardation is a developmental disability that first appears in children under the
age of 18. It is defined as an intellectual functioning level (as measured by standard tests for
intelligence quotient) that is well below average and significant limitations in daily living skills
(adaptive functioning).
A diagnosis of mental retardation is made if an individual has an intellectual
functioning level well below average and significant limitations in two or more adaptive skill
areas. Intellectual functioning level is defined by standardized tests that measure the
ability to reason in terms of mental age (intelligence quotient or IQ). Mental retardation is
defined as IQ score below 70 to 75. Adaptive skills are the skills needed for daily life. Such
skills include the ability to produce and understand language (communication); home-
living skills; use of community resources; health, safety , leisure, self-care, and social
skills; self-direction; functional academic skills (reading, writing, and arithmetic); and work
skills.
Read more: http://www.healthofchildren.com/M/Mental-Retardation.html#ixzz6GpFPF4v2
Autism is a spectrum disorder, now more commonly referred to as Autism Spectrum

Disorder (ASD). This means there is a wide variety of severity of Autism. Some people with ASD
are highly verbal and conversational while others may not use any verbal forms of communication.
Similarly, some people with ASD are very withdrawn from all forms of social interaction while others
have families and jobs. People with ASD test as having a wide range of IQs.
B. Nature
MENTAL RETARDATION
Low IQ scores and limitations in adaptive skills are the hallmarks of mental retardation.
Aggression, self-injury, and mood disorders are sometimes associated with the disability. The
severity of the symptoms and the age at which they first appear depend on the cause. Children
who are mentally retarded reach developmental milestones significantly later than expected, if at
all. If retardation is caused by chromosomal or other genetic disorders, it is often apparent from
infancy. If retardation is caused by childhood illnesses or injuries, learning and adaptive skills that
were once easy may suddenly become difficult or impossible to master. In about 35 percent of
cases, the cause of mental retardation cannot be found. Biological and environmental factors that
can cause mental retardation include genetics, prenatal illnesses and issues, childhood illnesses
and injuries, and environmental factors.
AUTISM
ASD has traditionally been thought of as a psychological or behavioral disorder. Some
early theorists assumed it to be caused by emotionally withdrawn parenting (i.e. “refrigerator
mothers” Bettelheim, 1967). This idea was long ago discredited. A diagnosis of ASD is still made
on the basis of behavioral observation. There is currently no genetic, chemical or neurological test
for Autism although all of these things have been shown to be instrumental in the etiology of the
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disorder (see Possible Causes). There is now a lot of evidence that ASD is primarily a neuro-
biological disorder. That is, that the characteristic social, communicative and repetitious behaviors
from which the disorder is diagnosed are the developmental consequences of a brain that is
fundamentally wired and organized differently (e.g. Baron-Cohen, 2005). To date however, there
is not clear, agreed-upon cause of Autism. Consequently approaches to treatment can vary widely
Read more:
http://www.healthofchildren.com/M/Mental-Retardation.html#ixzz6GpGMevSX
https://autismtreatmentcenter.org/knowledge-base/what-is-autism-
overview/?gclid=Cj0KCQjwpLfzBRCRARIsAHuj6qWb2IVBzkWD9pIJ1k5nsSFjaSY6HOj-
J4pBn1IhuXtLyxUxkNA9FBkaAqgYEALw_wcB
C. Learning Characteristics
MENTAL RETARDATION
Mental retardation varies in severity. There are four different degrees of mental retardation:
mild, moderate, severe, and profound. These categories are based on the functioning level of the
individual.
Mild mental retardation

Approximately 85 percent of the mentally retarded population is in the mildly retarded category.
Their IQ score ranges from 50 to 75, and they can often acquire academic skills up to the sixth
grade level. They can become fairly self-sufficient and in some cases live independently, with
community and social support.
Moderate mental retardation

About 10 percent of the mentally retarded population is considered moderately retarded.
Moderately retarded individuals have IQ scores ranging from 35 to 55. They can carry out work and
self-care tasks with moderate supervision. They typically acquire communication skills in childhood
and are able to live and function successfully within the community in a supervised environment
such as a group home.
Severe mental retardation

About 3 to 4 percent of the mentally retarded population is severely retarded. Severely retarded
individuals have IQ scores of 20 to 40. They may master very basic self-care skills and some
communication skills. Many severely retarded individuals are able to live in a group home.
Profound mental retardation

Only 1 to 2 percent of the mentally retarded population is classified as profoundly retarded.
Profoundly retarded individuals have IQ scores under 20 to 25. They may be able to develop basic
self-care and communication skills with appropriate support and training. Their retardation is often
caused by an accompanying neurological disorder. The profoundly retarded need a high level of
structure and supervision.
The American Association on Mental Retardation (AAMR) has developed another widely
accepted diagnostic classification system for mental retardation. The AAMR classification system
focuses on the capabilities of the retarded individual rather than on the limitations. The categories
describe the level of support required. They are: intermittent support, limited support, extensive
support, and pervasive support. Intermittent support, for example, is support needed only
occasionally, perhaps during times of stress or crisis. It is the type of support typically required for
most mildly retarded individuals. At the other end of the spectrum, pervasive support, or life-long,
daily support for most adaptive areas, would be required for profoundly retarded individuals.
Read more: http://www.healthofchildren.com/M/Mental-Retardation.html#ixzz6GpFyp4oc

AUTISM
Common symptoms of autism include:
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1. A lack of eye contact

2. A narrow range of interests or intense interest in certain topics
3. Doing something over and over, like repeating words or phrases, rocking back and forth, or flipping
a lever
4. High sensitivity to sounds, touches, smells, or sights that seem ordinary to other people
5. Not looking at or listening to other people
6. Not looking at things when another person points at them
7. Not wanting to be held or cuddled
8. Problems understanding or using speech, gestures, facial expressions, or tone of voice
9. Talking in a sing-song, flat, or robotic voice
10. Trouble adapting to changes in routine
11. Some children with autism may also have seizures. These might not start until adolescence.
These types were once thought to be separate conditions. Now, they fall under the range of
autism spectrum disorders. They include:
1. Asperger's syndrome. These children don't have a problem with language; in fact, they tend to
score in the average or above-average range on intelligence tests. But they have social problems
and a narrow scope of interests.
2. Autistic disorder. This is what most people think of when they hear the word "autism." It refers to
problems with social interactions, communication, and play in children younger than 3 years.
3. Childhood disintegrative disorder. These children have typical development for at least 2 years and
then lose some or most of their communication and social skills.
4. Pervasive developmental disorder (PDD or atypical autism). The child has some autistic behavior,
like delays in social and communications skills, but doesn’t fit into another category.
D. Educational Adaptations
MENTAL RETARDATION
Initial Assessment is done thorough teachers : MODELS OF ASSESSMENTS (Richey &Wheeler,
2000)
- Traditional assessment
- Team- based assessment approaches
o Multidisciplinary
o Interdisciplinary
o Transdisciplinary
- Activity-based assessment
- Cognitive/ Developmental assessment tools
- Adaptive behavior assessment tools
EDUCATIONAL PROGRAMS
- Early intervention programs
o Home-based instruction program
o Headstart program
o Community-based rehabilitation services
o Urban basic service program
EDUCATIONAL APPROACHES
- The Curriculum
o Montessori method
o Portage method
o Ypisalante Perry Preschool project
o Carolina’s Abcedarian project
- Methods of Instruction
o Applied behavioural analysis (ABA)
o Task analysis
o Active student response
- Educational placement alternatives
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- Mainstreaming
AUTISM
Educational interventions often used include:

- Applied behaviour analysis (ABA)
- Developmental models
- Structured teaching, speech and language therapy
- Social skills therapy
- Occupational therapy
READ AND RESPOND.
1. What are the basis that a learner has mental retardation?
2. Give a situation wherein a mental retardation was caused by a biological factor.
3. How are you going to describe a child with mental retardation having deficits in memory?
4. How are you going to describe a child with mental retardation having a deficit in adaptive behaviors?
5. How are you going to describe a child with mental retardation having deficits in cognitive functioning?
6. Give a situation wherein a mental retardation was caused by an environmental factor.
7. How does autism differ from mental retardation?
8. As a future teacher, how are you going to help a mentally retarded student?
9.
4.2 LEARNERS WITH LEARNING DISABILITIES
A. Definition
Learning Disability is a generic term that refers to heterogeneous group of disorders
manifested by significant difficulties in the acquisition and use of listening, speaking reading,
writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and
presumed to be due to central nervous system dysfunction and may appear across the lifespan.
The following learning disabilities are:
1. Dyslexia - reading
2. Dysgraphia – writing
3. Dyscalculia – mathematics
4. Dysarthria – stuttering
5. Motor aphasia – speaking
6. Visual agnosia – seeing
7. Auditory agnosia – hearing
8. Olfactory agnosia – smelling
B. Nature
The following discussion appears to be the general consensus of the vast majority of the
researchers, practitioners, and advocates participating in all three projects.
1. The concept of learning disability is valid.

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2. The term learning disability refers to a class of specific disorders.
“There is evidence for the heterogeneity of learning disabilities” (Executive Summary p.2). The
recognition that subgroups of learning disabilities exist identifies the concept of learning disabilities
as a taxonomic hierarchy.
3. Such specific disorders are due to cognitive deficits.
The etiology of a learning disability is neurological in nature. A “cognitive deficit” is distinguishable

from performance deficits and adaptive functions. For instance, a deficiency in phonological
processing is a cognitive deficit that results in performance deficit in decoding, spelling, and fluency
that predicts problematic adaptive functioning (a manifest disability) in the development of literacy
skills.
In other words, a learning disability cannot be identified by reference to performance deficits or

adaptive functioning alone. For instance, the ability to read at a level expected, considering age
and potential, is neither necessary nor sufficient to diagnose a learning disability. On one hand, the
cognitive deficit may exist even though the predictable impact on adaptive functioning has been
ameliorated through effective remediation. On the other hand, problematic adaptive functioning
may exist due to variables unrelated to cognitive abilities.
4. Such cognitive deficits are intrinsic to the individual.
Although it is accepted that learning disabilities are inherent, the term “intrinsic” is used in place of
“congenital,” which was previously preferred, because of the currently accepted hypothesis that
“environmental factors (e.g., instruction) must be in place to develop the neural networks that
support academic skills,” (Executive Summary, p.7). Nevertheless, there continues to be
disagreement as to whether or not a learning disability can be caused by an acquired (extrinsic)
versus a developmental (intrinsic) environmental pathogen and/or postnatal trauma.
5. Such cognitive deficits are unexpected in relation to other cognitive abilities.
If the variable identified predicts the anomalous development of a particular skill, such predicted
development is not unexpected. For instance, problems reading are not unexpected in light of a
cognitive deficit in phonological processing. However, the deficient neurocognitive process is
unexpected in relation to other neurocognitive abilities. Sally Shaywitz who has said that individuals
with learning disabilities display a “weakness in a sea of strengths” aptly and simply states the
concept. The concept of unexpectedness requires that the role of discrepancy analysis be
considered. There is no validity to a discrepancy analysis that compares aptitude to achievement
(e.g., IQ to reading ability,) or achievement-to-achievement (e.g., Math ability to reading ability).
6. Such cognitive deficits predict performance deficits.
7. Such performance deficits predict consequences in adaptive functioning.
• Slow reading rate

• Problems understanding what is read
• Difficulty finding important points or main ideas
• Confusion of similar words
• Difficulty remembering what is read
• Frequent spelling errors
• Letter reversals
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• Overly large handwriting

• Slow writing rate
• Difficulty with sentence structure or poor grammar
• Problems with reasoning and abstract concepts
• Difficulty recalling arithmetic operations
• Problems remembering math facts
• Confusion or reversal of numbers or math symbols
• Poor organization and management of time
• Difficulties beginning and sticking with study
• Poor note-taking and outlining skills
• Poor memory for recalling material
• Difficulty following directions
• Inability to complete assignments in time allowed
READ AND RESPOND.

1. How do you distinguish a student with mental retardation from learning disabilities?
1. Norm- reference test
2. What is the difference
2. Process test between mental retardation and learning disability?
3. Informal
3. What reading inventories
are the characteristics of children with learning disabilities?
4. Criterion-referenced test
4. When a childdaily
5. Direct has ameasurement
dyslexia or disability that affects reading fluency, as a teacher, how are you going to
of learning
provide learning to him/her?
5. When a child has a dysgraphia or disability that affects his handwriting ability and fine motor skills, what
will be your strategies to help him learn in your class?
6. When a child has a dyscalculia that affects his ability to understand numbers and learn math facts, what
are your steps to educate him/ her in your class?
7. When a learner exhibit symptoms of impulsivity, hyperactivity and inattentiveness in the classroom, as
a teacher, how are you going to respond on the situation?
4.3 LEARNERS WO ARE GIFTED AND TALENTED
A. Definition
Gifted students are those whose potential is distinctly above average in one or more of the
following domains of human ability: intellectual, creative, social and physical.
Talented students re those whose skills are distinctly above average in one or more areas of
human performance.
The Federal or American Government’s definition for giftedness and talent. Accordingly,
gifted and talented children are capable of high performance and demonstrate potential ability
in any of the following six areas:
1. General intellectual ability
2. Specific academic aptitude
3. Creative or productive thinking
4. Leadership ability
5. Ability in the visual or performing arts
6. Psychomotor ability
B. Nature

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Psychologically, giftedness is believed to be a gift that has a genetic origin and is at least
partly innate which may not be clear at an early stage but rather an inclination that the child
may possess the gift. The emergence results both of genetic and environmental influences,
involving motivational as well as cognitive processes.
1. Ability to learn new material in much less time
2. Ability to readily retain a quantity of information
3. Ability to handle abstract and complex ideas
4. Have intense interests and passions
5. Ability to simultaneously focus on a number of tasks
6. Display logical and analytical thinking
7. Seeks to redefine problems, pose ideas and formulate hypotheses
8. Independently seeks to discover the why and how of things
1. Curriculum compacting
2. Enrichment
a. Horizontal – adds more content and increases the learning areas not found in
the regular curriculum for the grade level
b. Vertical – allows students to engage in independent study, experimentation,
and investigation of topics that interest them
3. Acceleration
READ AND RESPOND.

1. Differentiate and Elaborate: GIFTED STUDENTS and MENTALLY RETARDED STUDENTS.
2. Micah is a gifted student and has advanced intellectual capacity but attends to a regular class. Most of
the times, she felt bored and doesn’t listen anymore to your discussion. What do you think is the best
way to still engage her to learning?
3. Do you think gifted students should attend a regular class with the normal students? Why?
4. How are you going to use or apply the Multiple Intelligences theory upon assessing students’ learning?
5. Differentiate and Elaborate: (Old Concept) Giftedness is High IQ, whereas (Emerging Paradigm) Many
types of Giftedness.
6. Differentiate and Elaborate: GIFTED STUDENTS ARE (Old Concept) School-oriented, whereas (Emerging
Paradigm) Field-and-Domain Oriented.
7. Why do you think a gifted child has difficulty conforming to the thinking of others?
8. Why do you think gifted children have intense intellectual curiosity?
9. Why do you think most of the gifted children are having the tendency towards introversion?
4.4 LEARNERS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

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A. Definition
An emotional and behavioral disorder is an emotional disability characterized by the following:
(i) An inability to build or maintain satisfactory interpersonal relationships with peers
and/or teachers. For preschool-age children, this would include other care providers.
(ii) An inability to learn which cannot be adequately explained by intellectual, sensory or
health factors.
(iii) A consistent or chronic inappropriate type of behavior or feelings under normal
conditions.
(iv) A displayed pervasive mood of unhappiness or depression.
(v) A displayed tendency to develop physical symptoms, pains or unreasonable fears
associated with personal or school problems.
A child with EBD is a child who exhibits one or more of the above emotionally based
characteristics of sufficient duration, frequency and intensity that interferes significantly with
educational performance to the degree that provision of special educational service is
necessary.
EBD is an emotional disorder characterized by excesses, deficits or disturbances of
behaviour. The child's difficulty is emotionally based and cannot be adequately explained by
intellectual, cultural, sensory general health factors, or other additional exclusionary factors
Factors considered in determining emotionally disturbed child:

1. Intensity – severity of the child’s problem
2. Pattern – time when pattern occurs
3. Duration – length of time the child’s problems been present
This category encompasses a wide range of conditions. Psychiatric disorders are defined
as mental, behavioral, or perceptual patterns or anomalies which impair daily functioning and
cause distress. Some of the most common examples of these diagnoses include:
1. Anxiety Disorder
2. Bipolar Disorder (aka Manic-Depressive Disorder)
3. Eating Disorder (such as anorexia, bulimia, and binge-eating disorder)
4. Obsessive-Compulsive Disorder
5. Psychotic Disorder
B. Nature
1. Biological factors
2. Environmental factors
a. Home and family influences
b. School experiences
Some of the characteristics and behaviors seen in children who have an emotional disturbance
include:
◾Hyperactivity (short attention span, impulsiveness);
◾Aggression or self-injurious behavior (acting out, fighting);
◾Withdrawal (not interacting socially with others, excessive fear or anxiety);
◾Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
◾Learning difficulties (academically performing below grade level).
Techniques for Supporting Positive Behavior

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Students with emotional and behavioral disorders often need to receive instruction in a special
education setting because their behavior is too maladaptive for a general education classroom.
Here are a few ideas to guide and support growth towards more positive, adaptive behavior:
Token Economy - Students earn points, or tokens, for every instance of positive behavior.
These tokens can then be used to purchase rewards at the token store. In order for a token
economy to be effective, positive behavior must be rewarded consistently, and items in the
token store must be genuinely motivating for the student. This takes a fair amount of
preparation and organization, but has proven to be quite effective.
Classroom Behavior Chart - A chart which visually plots the level of behavior of every student
in the classroom. Students who are behaving positively progress upwards on the chart; those
who are behaving negatively fall downwards. This makes every student accountable, and helps
you monitor and reward progress. This won't work if difficult students perpetually stay on the
bottom of the chart. Focus on the positive to the fullest degree possible, and keep them
motivated.
Lottery System - Similar to the token economy, students who behave in positive ways are given
a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you
draw one out. The winner of the lottery is rewarded with a prize.
Positive Peer Review - Students are asked to watch their peers, and identify positive behavior.
Both the student who is behaving positively and the student who does the identifying are
rewarded. This is the exact opposite of "tattle-telling," and fosters a sense of teamwork and
social support in the classroom.
Teaching children with emotional and behavioral disorders can be extremely challenging.
Remember: fostering and rewarding positive behavior has proven to be vastly more effective
than attempting to eliminate negative behavior. Punishment and negative consequences tend
to lead to power struggles, which only make the problem behaviors worse. It is not easy to
remain positive in the face of such emotionally trying behaviors, but don't give up. Your
influence could mean a world of difference to these students who are struggling with an
incredibly difficult condition.
READ AND RESPOND.

1. One of your students exhibits vandalism almost every corner in your classroom. You learned later that
he has an EBD. How are you going to engage that student to be participative and cooperative in your
classroom activities?
2. What is the best way to deal a classroom situation when one of your students suddenly exhibited “panic
attack” in the middle of your discussion?
3. What are the basis of identifying a learner with emotional and behavioral disorder?
4. Maria, a student with Emotional-Behavioral Disorder has just been placed in a regular mathematics
class. Two days in a row, when given a math worksheet, Maria has looked at it for a few minutes,
pushed it aside, and put her head down on her desk. What should be your strategy to do before giving
Maria more math worksheets in class?
4.5 LEARNERS WHO ARE BLIND AND LOW VISION
A. Definition

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Blindness – the state or condition of being unable to see because of injury, disease or a
congenital condition.
Visual acuity – the ability to clearly distinguish formed or discriminate details at a specific
distance.
Field of vision – refers to the re that normal eyes cover, above below and on both sides
when looking at an object or when gazing straight ahead.
Peripheral vision – covers the outer ranges of the field of vision.
Tunnel vision – results from an extremely restricted field of vision.
Legal blindness – refers to the condition where visual acuity is 20/200 in the better eye
after the best possible correction
Low vision – is a condition caused by eye disease, in which visual acuity is 20/70 or
poorer in the better-seeing eye and cannot be corrected or improved with
regular eyeglasses. This is also called visual impairment.
B. Nature
The following eye diseases and conditions can cause blindness:
1. Glaucoma refers to different eye conditions that can damage your optic nerve, which
carries visual information from your eyes to your brain.
2. Macular degeneration destroys the part of your eye that enables you to see details. It
usually affects older adults.
3. Cataracts cause cloudy vision. They’re more common in older people.
4. A lazy eye can make it difficult to see details. It may lead to vision loss.
5. Optic neuritis is inflammation that can cause temporary or permanent vision loss.
6. Retinitis pigmentosa refers to damage of the retina. It leads to blindness only in rare cases.
7. Tumors that affect the retina or optic nerve can also cause blindness.
The following conditions can impair vision or cause blindness in infants:
1. infections, such as pink eye

2. blocked tear ducts
3. cataracts
4. strabismus (crossed eyes)
5. amblyopia (lazy eye)
6. ptosis (droopy eyelid)
7. congenital glaucoma
8. retinopathy of prematurity (ROP), which occurs in premature babies when the blood
vessels that supply their retina aren’t fully developed
9. visual inattention, or delayed development of your child’s visual system
Cognitive
1. Anything a child sees, hears, tastes, or smells is internalized and stored as a model of
corresponding to the environment and determines what he/she knows about the world.
Thus, a child lacking any of his/her senses might have a different pattern of
development” (Raver, 2009).
2. A blind child has limited capability to organize elements into higher levels of thought
and to verify that information. Therefore, the child needs to create a reality that is
different from a sighted child's.
3. Children with visual impairments do not learn through incidental learning (gathering
information by observing people and objects), but rather learn through deliberate
exposure or direct teaching (Raver, 2009). Concept development is also effected by
vision loss in children.
Behavioral
1. Visually impaired children may also exhibit frequent squinting, blinking, eye-rubbing or
face crunching.
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2. Some children who have vision issues are known to have short attention spans and
may be sensitive to bright light. Some children might blink frequently or squint
whenever they read or watch television, as well.
3. Often visually impaired children might sit close to the television, hold books close to
their face while reading, or hold toys very close to their face while playing.
4. Visually impaired children may appear to be clumsy since they might trip, fall, or bump
into various objects, especially in new situations (Keefer, 2015).
Socio-emotional
1. Children with visual impairments interact less and are often delayed in social skills.
2. Low vision or blindness can affect children’s social skills because they are not able to
assess and understand nonverbal communication and body language. They miss out
on the information, thoughts, and feelings displayed with smiles, nods, shrugs, frowns,
etc.
3. "The inability to benefit from nonverbal communication may affect the ability of a child
with a visual impairment to interpret and generalize from the actions of others" (Raver,
2009).
4. Visual impairment also denies children the opportunity to initiate a conversation with
eye contact. Eye contact is an important part of communication especially when the
child is an infant. Not having that way of communication, parents need to communicate
with babies in a different way such as through nuzzles and pats. Infants also may get
startled or distressed with sudden touches if they are not announced first through
sounds (Raver, 2009).
5. Many self- help skills that are normally learned by watching others are delayed in blind
children. Children with visual impairments may not effectively interact with family
members, friends, or others. They may feel easily misunderstood or embarrassed, and
also may feel isolated or have negative attitudes.
6. Children with visual impairments may be focused only on their own interests and
activities, may abruptly change conversation topics, or may be less responsive due to
the lack of visually mediated peer interaction.
SPECIAL ADAPTATIONS, AIDS AND TECHNOLOGY FOR STUDENTS

1. Braille – the primary means of literacy for blind persons, as system of reading
and writing in which letters, words, numbers and other systems are made from
arrangements of raised and embossed dots.
2. Typewriter – blind students use this to communicate with their teachers,
classmates and friends.
3. Manipulative and tactile aids – are available for blind persons which uses
optacon (optical-tactile-converter) a small electronic device that converts regular
print
4. Assistive technology – enables blind persons to access to personal computers
4.6 LEARNERS WITH HEARING IMPAIRMENT
A. Definition
1. Hearing impairment or disability refers to the reduced function or loss of the normal
function of the hearing mechanism.
2. A person who is deaf cannot use hearing to listen, understand speech and
communicate orally without special adaptation mainly in the visual mode.
3. Someone who is hard of hearing has a significant loss of hearing sensitivity but can
hear sound, respond to speech and other auditory stimuli with or without the use of
hearing aid.
B. Nature

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1. Genetic and hereditary deafness – are caused by hereditary and chromosomal

abnormalities.
2. Infections – such as maternal rubella, cytomegalovirus, hepatitis B, mumps and otitis
media may occur during pregnancy or after birth.
3. Adventitious hearing loss – can be attributed to environmental factors such as
excessive and constant to very loud noises.
Some of the common characteristics of deafness commonly found in classrooms include the
following:
1. Difficulty following verbal directions

2. Difficulty with oral expression
3. Some difficulties with social/emotional or interpersonal skills
4. Will often have a degree of language delay
5. Often follows and rarely leads
6. Will usually exhibit some form of articulation difficulty
7. Can become easily frustrated if their needs are not met — which may lead to some
behavioral difficulties
8. Sometimes the use of hearing aids leads to embarrassment and fear of rejection from peers
Some of the basic steps that you as a teacher can take to address the needs of a hearing
impaired student include:
1. Many students with hearing disabilities will have some form of specialized equipment
recommended by an audiologist. Help the child to feel comfortable with their hearing device
and promote understanding and acceptance with other children in the class.
2. Remember that devices do not return the child's hearing to normal.
3. Noisy environments will cause grief to the child with a hearing device and noise around the
child should be kept to a minimum.
4. Check the device often to ensure it is working.
5. When using videos, make sure you use the 'closed captioning' feature.
6. Shut classroom doors/windows to help eliminate noise.
7. Cushion chair bottoms.
8. Use visual approaches whenever possible.
9. Establish predictable routines for this child.
10. Provide older students with visual outlines/graphic organizers and clarification.
11. Use a home/school communication book.
12. Enunciate words clearly using lip movement to assist the child to lip read.
13. Keep close proximity to the student.
14. Provide small group work when possible.
15. Make assessment accommodations to enable a clear picture of demonstrated academic
growth.
16. Provide visual materials and demos whenever possible.
4.7 LEARNERS WITH SPEECH AND LANGUAGE DISORDERS
A. Definition
Speech and language disorders - refer to problems in communication and related areas
such as oral motor function. These delays and disorders range from simple sound

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substitutions to the inability to understand or use language or use the oral-motor

mechanism for functional speech and feeding.
B. Nature
Some causes of speech and language disorders include hearing loss, neurological disorders,
brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate,
and vocal abuse or misuse. Frequently, however, the cause is unknown.
Language
 Noticeably behind other students in speech and/or language skills development

 May have a learning disability (difficulties with reading or written language) with average intelligence
 Improper use of words and their meanings
 Inability to express ideas
 Inappropriate use of grammar when talking or writing
 Inability to follow directions
 Difficulties in understanding and/or using words in context, both verbally and nonverbally
 May hear or see a word but not be able to understand its meaning
 May have trouble getting others to understand what they are trying to communicate
 Has difficulty remembering and using specific words during conversation, or when answering a
question
 Asks questions and/or responds to questions inappropriately
 Has difficulty discriminating likenesses and differences
 Has difficulty breaking words into sounds and syllable
 Has difficulty with concepts of time, space, quantity, size, and measurement
 Has difficulty understanding and using complex sentences
 Has problems understanding rules and patterns for word and sentence formation
 Cannot identify pronouns
 Cannot retell the events in a story in order
 Cannot make predictions, make judgments, draw conclusions
 Difficulties with figurative language (such as alliteration, similes, metaphors, personification, and
idioms)
 Cannot give clear directions
 Cannot summarize essential details from hearing or reading a passage, nor distinguish relevant from
irrelevant information
 Has difficulty understanding and solving math word problems (one or multi-step)
 Will not initiate conversations
 Has difficulty reading what others communicate through facial expressions and body language
 Repeats what is said or what is read, vocally or subvocally (under breath)
 Uses gestures when talking or in place of talking
 Is slow to respond during verbal interaction or following verbal cues
 Cannot identify or use different language in written work (expository, descriptive or narrative)
 Cannot write an organized paragraph
Speech
 Noticeably behind other students in speech and/or language skills development

 Trouble forming sounds (called articulation or phonological disorders)

Educ 3
 Difficulties with the pitch, volume, or quality of the voice

 May display stuttering (dysfluency), an interruption in the flow of speech
 Omits or substitutes sounds when pronouncing words
 May have trouble getting others to understand what they are trying to say
 May have trouble with the way their voice sounds
 Is echolalic (repeats speech)
 Does not use appropriate speaking volume (too loud or too soft)
 May have breathy, harsh, husky or monotone voice
 Continually sounds congested
 Sounds nasal and voice may have a "whining" quality
 Has abnormal rhythm or rate of speech
 Frequently prolongs or repeats sounds, words, phrases and/or sentences during speech
 Has unintelligible (cannot be understood) or indistinct speech
Academics & Behavior
 Overall academic achievement may be lower than expected

 Word knowledge may be below expectancy
 Word substitutions may occur frequently in reading and writing (when copying)
 Hesitates or refuses to participate in activities where speaking is required
 Is inattentive and has difficulty with concentration
 May not initiate or maintain eye contact
 May become easily frustrated
 Has difficulty following directions
 Must be "shown" what to do
 Has trouble understanding information from what is seen, heard or felt
 May be embarrassed by speech, regardless of age
 Acts impulsively, and may respond before instructions are given out
 May isolate themselves from social situations
Physical
 May be conditions in the student's medical/developmental history, such as cleft lip and/or palate,
cerebral palsy, muscular dystrophy, brain injury or disorder, aphasia, hearing loss, ear surgery, facial
abnormalities, or congenital (present at birth) disorders
 Has frequent allergy problems or colds
 Has oral muscular coordination slower than normal
 Displays clumsiness or seems to be uncoordinated
Accommodations
1. Note takers to allow for full attention to speaker or interpreter
2. Use of an interpreter if appropriate
3. Use of Real-time Reporting if appropriate
4. Use of an amplification system if appropriate
5. Front row seating to maximize the intake of visual cues
6. Appropriate lighting even during the use of visual aids so the faculty member or interpreter
can be seen at all times
7. Exams with extended time if a documented accommodation
Instructional Strategies
1. Deliver lectures slowly and clearly. Be sure your mouth is not covered by your hand or
book. Repeat words if necessary

Educ 3
2. Face the class and not the chalkboard. Avoid standing behind the student with a hearing
impairment, or walking back and forth in front of the class
3. Write important material on the chalkboard or overhead transparency
4. Hand out typed or printed notes
5. Use closed captioned videos and movies. If they are not used, provide a written explanation
of either the video tape, movie, use an interpreter, or provide a demonstration
6. Realize that a beard or mustache may hinder the comprehension of someone who reads
lips
7. Give assignments in written form
8. Repeat classmates’ comments and questions
9. Give the student adequate time to respond to questions to allow the student with a hearing
impairment to participate in the class
10. Check privately with the student to determine whether he or she feels comfortable speaking
in class
11. Be patient and take the time to communicate effectively
4.8 LEARNERS WITH PHYSICAL DISABILITIES, HEALTH IMPAIRMENTS AND SEVERE

DISABILITIES
A. Definition
Physical Disabilities – orthopaedic impairment includes severe disabilities that adversely
affects educational performance
Types of Physical disabilities:
1. Acquired brain injury
2. Spinal cord injury (SCI)
3. Spina bifida
4. Cerebral palsy
5. Cystic fibrosis (CF)
6. Epilepsy
7. Multiple sclerosis (MS)
8. Muscular dystrophy
9. Tourette syndrome
10. Dwarfism
Health Impairments – refers to a variety of health problems that dictate the need for special
medical or educational services.
Types of Health impairments:
1. Asthma
2. Diabetes
3. Epilepsy
4. Haemophilia
5. Burns
Severe Disabilities – children who exhibit two or more disabilities with the exemption of the
deaf-blind
Types of Severe disabilities:
1. Mental retardation
2. Learning disabilities
3. Autism
4. Down syndrome
5. Speech disorders
B. Nature
Physical disability may either be congenital or caused by a condition or event in later life,
for instance injury, muscular dystrophy, multiple sclerosis, cerebral palsy, amputation,
heart disease, pulmonary disease, etc.
Educ 3
Congenital disability means that the disorder developed before or during the birth of a child.
Acquired disability means that the affected person developed his/her impairment by external
causes any time during his/her life.
Genetic causes may include mutation of genes or be based on genetic incompatibilities between
parents.
- Perinatal etiology embraces the time during the birth process. The child being born
may suffer from prolonged lack of oxygen due to obstruction of the respiratory tract or
injury to the brain during birth. Also premature birth may cause the underdeveloped
child to develop adverse physical conditions.
- Postnatal etiology encompasses time shortly after birth. The child may be involved in
an accident, may develop serious infection or other illnesses that causes impairment
after birth.
1. Has unique needs in terms of physical space or has difficulty using chairs/tables in the
classroom/lab.
2. Student needs specialized transportation.
3. Is often physically unable to hold a pen and write for extended periods of time or may
experience challenges with input, output, and information processing when working on
assignments, tests, and/or exams.
4. Student has difficulty finishing assignments and/or tests in allotted time.
5. Experiences fatigue and limited mobility when speaking to a person for a long period of
time.
6. Requires extra time to obtain formats compatible with assistive technology.
7. Feels excluded during group exercises or has difficulty moving around the classroom.
8. Expends a great deal of energy to complete daily tasks.
9. Experiences challenges with daily living activities and mobility.
1. Create a physically accessible environment that is not mobility-limited.
2. Be flexible with the schedule. Students may arrive late or have to leave before the class is
over due to adapted transportation services.
3. Replace written exams or assignments with an oral exam or presentation.
- Use of note takers.
- Use of assistive technology (e.g., computer, assistive software, mini recorder, etc.). 5
- Use of a scribe or speech-to-text software to record answers on tests/exams.
- Provide a room other than the classroom for exams if required.
4. Extra time for tests/exams and perhaps some components of coursework.
5. When speaking to a person who uses a wheelchair for a long period of time, avoid the need
for them to strain in order to look up at you by sitting beside or leaning toward them during
the conversation, in order for them to avoid experiencing fatigue and/or pain.
6. Provide digital copies of texts. (It is very important to provide students with a complete list
of reference documents as early as possible or prior to the start of the semester).
7. Make sure that the person is always included with others when forming groups.
8. To reduce fatigue of students with physical disability, it may be helpful to limit the number
of exams on a given day or week. Extra time should be planned for oral reports on occasion
if the person has diction problems. Perhaps suggest a reduced course load.
9. Ensure all off-site activities are accessible or provide alternative assignment options.
10. Individuals with a motor disability sometimes use a service animal, which is usually trained
to respond to unique commands. (It is preferable to ask permission before you pet the
service animal).

Educ 3
LEARNING ACTIVITY. Fill in the required information from the following categories.
Matrix of the Essential Concepts on Special Education
Disability Categories / type Description (in 25 words)
Mental
retardation
Autism
Students
with learning
disability
Gifted and
talented
Emotional-
Behavioral
Disorder
(EBD)

Educ 3
Visual
Impairment
Hearing
impairment
Speech &
Language
disorder
Physical
disability,
health
impairments
and severe
disabilities

Educ 3
Chapter 5: Understanding Inclusive Education
At the end of this chapter, the students will be able to:
1. Explain the meaning of inclusive education, its philosophy and how it differs from
other educational systems.
2. Express the philosophy of inclusive education.
3. Identify the benefits and barriers of inclusive education.
5.1 WHAT IS INCLUSIVE EDUCATION?

Philosophy of Inclusive education
- All children learn by being together
- All children can learn at their own pace with the support of a nurturing
environment
- Inclusive education has the propensity to develop a child’s friendship, social
and emotional skills while they learn important academic skills
Meaning / Description
- All students attend and are welcomed by their neighborhood schools in age-
appropriate, regular classes ad are supported to learn, contribute and
participate in all aspects of the life of the school
- Ensuing access to quality education for all students by effectively meeting their
diverse needs in a way that is responsive, accepting, respectful and supportive
- Is carried out in a common learning environment, that is, an educational setting
where students from different backgrounds and with different abilities learn
together in an inclusive environment
5.2 TYPES AND METHODS OF INCLUSIVE EDUCATION

Types:
1. Partial Inclusion – children with special needs are educated in the regular
classrooms for most time of the day. For the rest of the day, they leave their
regular classrooms to be with their special education teacher aide in a
resource room to work on individual academic skills or behavioral goals.
2. Full Inclusion – a child needs to be isolated because of a skill he uniquely
needs. It means that the disabled students get all the special services they
need in the regular classroom and stay there all day.
Methods:
1. Accommodation – employed when the student is anticipated to learn similar

curricular content.
2. Modification – it applies to student with severe disabilities. It is implemented
when there are changes in the curriculum to fit the students ability.

Educ 3
READ AND RESPOND.

1. What are some ways regular educators and special educators can work together effectively?
2. What are effective methods for accommodating students with disabilities in inclusive settings?
3. What are some of the pros and cons of inclusive school programs?


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Educ 3

Foundations of Special and Inclusive Education FINAL TERM

SURIGAO STATE COLLEGE OF TECHNOLOGY

PRINCES GRACE A. RETITA

Educ 3: Foundations of Special and Inclusive Education p1

Chapter 4: Learners with Special Education Needs

At the end of this chapter, the students will be able to:

1. Define the respective categories of exceptional needs of learners.

4.1 LEARNERS WITH MENTAL RETARDATION AND AUTISM

Read more: http://www.healthofchildren.com/M/Mental-Retardation.html#ixzz6GpFPF4v2

Autism is a spectrum disorder, now more commonly referred to as Autism Spectrum

Mild mental retardation

Moderate mental retardation

Severe mental retardation

Profound mental retardation

Read more: http://www.healthofchildren.com/M/Mental-Retardation.html#ixzz6GpFyp4oc

1. A lack of eye contact

Educational interventions often used include:

READ AND RESPOND.

1. What are the basis that a learner has mental retardation?

2. Give a situation wherein a mental retardation was caused by a biological factor.

6. Give a situation wherein a mental retardation was caused by an environmental factor.

7. How does autism differ from mental retardation?

1. The concept of learning disability is valid.

2. The term learning disability refers to a class of specific disorders.

3. Such specific disorders are due to cognitive deficits.

The etiology of a learning disability is neurological in nature. A “cognitive deficit” is distinguishable

In other words, a learning disability cannot be identified by reference to performance deficits or

4. Such cognitive deficits are intrinsic to the individual.

5. Such cognitive deficits are unexpected in relation to other cognitive abilities.

6. Such cognitive deficits predict performance deficits.

7. Such performance deficits predict consequences in adaptive functioning.

• Slow reading rate

• Overly large handwriting

READ AND RESPOND.

4.3 LEARNERS WO ARE GIFTED AND TALENTED

Educ 3: Foundations of Special and Inclusive Education p7

READ AND RESPOND.

8. Why do you think gifted children have intense intellectual curiosity?

4.4 LEARNERS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

Factors considered in determining emotionally disturbed child:

Techniques for Supporting Positive Behavior

Educ 3: Foundations of Special and Inclusive Education p9

READ AND RESPOND.

4.5 LEARNERS WHO ARE BLIND AND LOW VISION

Educ 3: Foundations of Special and Inclusive Education p10

The following conditions can impair vision or cause blindness in infants:

1. infections, such as pink eye

SPECIAL ADAPTATIONS, AIDS AND TECHNOLOGY FOR STUDENTS

4.6 LEARNERS WITH HEARING IMPAIRMENT

Educ 3: Foundations of Special and Inclusive Education p12

1. Genetic and hereditary deafness – are caused by hereditary and chromosomal

1. Difficulty following verbal directions

4.7 LEARNERS WITH SPEECH AND LANGUAGE DISORDERS

Educ 3: Foundations of Special and Inclusive Education p13

substitutions to the inability to understand or use language or use the oral-motor

 Noticeably behind other students in speech and/or language skills development

 Noticeably behind other students in speech and/or language skills development

Educ 3: Foundations of Special and Inclusive Education p14

 Difficulties with the pitch, volume, or quality of the voice

Academics & Behavior

 Overall academic achievement may be lower than expected

Educ 3: Foundations of Special and Inclusive Education p15