Engaged Learning for Special Education

UNIVERSITY OF MINDANAO
Tagum College
Department of Teacher Education
BEED- Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: EDUC 104 (Foundation of Special and Inclusive

Education)
Name of Teacher: ANSONA J. CENABRE-ARBOIZ
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

Online Blended Delivery (OBD) and Distance Education Delivery (DED) During the
Quarantine/Lockdown Period
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of its
students in terms of alternative modes of instructional delivery. In order to serve the
purpose of alternative modes of delivery, a Self-Directed Learning (SDL) program is
developed through Self-Instructional Manuals (SIM). In fact, the development of
SIM/SDL for the online and blended learning alternative modes is already in the
University’s pipeline for academic year 2020-2021. Prior to the development of these
manuals, the University has already instituted industry-leading academic innovations
and initiatives for outcomebased education such as the Student Portal; online student
consultation program; Student Advising Program (SAP); Outcomes Assessment
Threshold (OATH program); various interactive learning resources; and the subscription
use of the BlackBoard Open as the official learning management system (LMS) for
virtual/online classes to further enhance the quality of teaching and learning experiences
of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and
physical distancing, prohibition of mass gatherings, suspension of classes and extended
community quarantine/lockdown, there is a need to fast-track the development of the
SIM/SDL manuals to respond to the segmentized and unique instructional needs of
students.
The University is fully aware of the drawbacks and limitations of the online
blended teaching modes using self-instructional manuals particularly for laboratory and
practicum courses, competency appraisal courses, undergraduate research courses,
and a host of demonstration courses, not to mention the lack or poor internet
connections among the faculty and students. But with the quality assurance procedures
and academic innovations in place, the institution is confident that the same quality of
teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development
by the teachers and directed learning by the students; and
2. The SIM/SDL Manual aims to provide avenues for innovative and flexible
alternative modes of delivery in response to the quarantine/lockdown requirements.
II. Definition of Terms

(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all
instructional contents and activities necessary for students’ learning. SIMs come from
the context of teachers; SIMs are conceptualized, designed, developed, monitored
and evaluation by the teachers.
(2) Self-Directed Learning (SDL ) refers to the learning processes of the students. It is
selfdirected because the students manage their own learning. It is directed learning
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because the students follow the instructions provided in the SIMs. SDL comes from
the context of students and is intended for the students.
(3) Online Learning refers to the virtual class through the Blackboard (BB) Learning
Management System (LMS). Online learning requires computer hardware and
internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/on
site learning (face to face). The SIMs shall provide the distribution of instructions and
activities done online and done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or
without online learning. It is a modular and seminar type of instructional delivery that
requires the use of traditional contact and social media platforms combined with on-
campus/onsite learning (face-to-face). The SIMs shall provide the distribution of
instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via
cellphone/telephone for communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber,
WhatsApp, Line, Zoom and other similar applications.
III. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with their
corresponding general guidelines: Online Blended Delivery (OBD) and Distance
Education Delivery (DED). Students can choose to enroll in OBD or DED, whichever
suits their needs and contexts as long as they meet the requirements of what they
choose. OBD and DED courses shall continue to be based on the appropriate course
syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(1) OBD courses and classes shall be offered during the quarantine/lockdown period.
For Summer Classes and Semestral Classes determined by the University, the online
component shall be held for the entire Summer and Semestral periods and the
oncampus/onsite component can be conducted anytime on the last week, where the
quarantine/lockdown period shall be slowly lifted and allows resumption of classes. In
the event that the quarantine/lockdown period is neither lifted nor eased off, proper
instructions shall be given for flexible arrangements. What is important is for one 3-unit
course/subject to meet the 54-hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day
for review and synthesis, and another one whole day for final examinations. The review
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and examination schedules shall be determined and announced in the proper time
depending on the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use
their computer hardware and internet connection at home. The faculty in charge of a
course shall design the SIM and deploy in the BlackBoard LMS after the review and
approval by the Program Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use their
own computer hardware and internet connection at home. After receiving the course
SIM, the students shall follow the instructions and activities as provided and shall
proceed their paced learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their Umindanao
email account and BlackBoard LMS account to access the BlackBoard LMS
virtual/online classes.
(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Blackboard LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to the
students on how to use the Blackboard LMS virtual class.
B. Distance Education Delivery (DED)
(1) DED courses shall be offered with caution by the University, taking into
consideration the quarantine/lockdown prohibitions as well as quality delivery. The
University may opt to limit the offering of DED courses for reasons of instructional
delivery and logistical constraints.
(2) Depending on the available DED courses, the students can choose the DED
mode if they do not have computer hardware and internet connection at home, and thus
they do not have access to the BlackBoard LMS.
(3) The students can claim their course manual or course SIM from the University
(home college) and follow instructions for paced learning for SDL. If prohibited by the
quarantine/lockdown orders, the University through the Admissions Office shall send the
course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
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(5) Faculty and student interactions in DED mode can be supplemented by traditional
contact and social media platforms, depending on what is available for both teachers
and students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by

email, by courier if reliable or by personal submission (on-campus/onsite) if allowed. The
faculty in-charge shall design specific instructional delivery requirements appropriate for
DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules

shall be determined and announced depending on the quarantine/lockdown conditions.
IV. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by
the students for their SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline Policies

Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:

(a) Unit Learning Outcomes (Big Picture)
(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
(d) Facilitator’s Voice (Coordinator’s Voice)
(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations) (g) Self-
Help
(h) Let’s Check (Activities/Exercises) (i)
Let’s Analyze (Activities/Exercises)
(j) Nutshell
(k) Q&A List
(l) Keywords Index
Part 3. Course Schedules – daily and weekly programming of all lectures, activities and
requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze
portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall
be incorporated as part of the SIM/SDL manuals. This is to ensure that all faculty/
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Course Facilitators and students are made aware of their agreement, adherence and
observance of professional conduct in OBD and DED courses.
PART 1: QUALITY ASSURANCE POLICIES

This is the first part of the manual which explicitly reflects the quality assurance
procedures unique to the course. These include the attendance requirements (face to
face or virtual), schedule of examination, submission and return of assessment papers,
schedule and extension of deadlines, appeal on the grades, penalties, communication
and special learning needs of students. Also included in this section are the contact
details of the Dean, Program Head, Faculty or Course Facilitator, Guidance Facilitator,
Librarian, and Help Desks to promptly respond to your needs.
Course Outline: EDUC 104 – Foundation of Special and Inclusive

Education
Course Coordinator: Ansona Cenabre-Arboiz

Email: Ann03cenabre@gmail.com
Student Consultation: By appointment
Mobile: 0917-6201827
Effectivity Date: June 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
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Course Outli ne Policy
Areas of Concern Details
Contact and Non- Contact Hours This 3 unit course self-instructional manual is
designed for blended learning mode of
instructional delivery with scheduled face to face
or virtual sessions. The expected number of
hours will be 54 hrs. including the face to face or
virtual sessions. The face to face sessions shall
include the summative assessment task (exams)
since this course is crucial in the licensure
examination for teachers.
Assessment Task Submission Submission of assessment tasks shall be on

3rd, 5th, 7thand 9th week of the term. The
assessment paper shall be attached with a
cover
page indicating the title of the assessment task
(if the task is performance), the name of the
course coordinator, date of submission and
name of the student. The document should be
emailed to the course coordinator. It is also
expected that you already paid your tuition and
other fees before the submission of the
assessment task.
If the assessment is done in real time through

the features in the Quipper Learning
Management System, the schedule shall be
arranged ahead of time by the course
coordinator. Since this course is included in
licensure examination for teachers, you will be
required to take the Multiple Choice Questions
inside the University. This should be scheduled
ahead of time by your course coordinator. This
is non-negotiable for all -based programs.
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Turnitin Submission To ensure honesty and authenticity, all

(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity index
of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to
redo her/his paper or explain in writing
addressed to the course coordinator the reasons
for the similarity. In addition, if the paper has
reached more than 30% similarity index, the
student may be called for a disciplinary action in
accordance with the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty such as
cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted
Assignments/Assessments after the designated time on the due date,
without an approved extension of time, will be
reduced by 5% of the possible maximum score
for that assessment item for each day or part
day that the assessment item is late.
However, if the late submission of assessment
paper has a valid reason, a letter of explanation
should be submitted and approved by the
course coordinator. If necessary, you will also be
required to present/attach evidences
Return of Assignments/ Assessment tasks will be returned to you two (2)
Assessments weeks after the submission. This will be returned
by email or via Blackboard portal.
For group assessment tasks, the course
coordinator will require some or few of the
students for online or virtual sessions to ask
clarificatory questions to validate the originality
of the assessment task submitted and to ensure
that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the
course coordinator his/her intention to resubmit
an assessment task. The resubmission is
premised on the student’s failure to comply with
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the similarity index and other reasonable

grounds such as academic literacy standards or
other reasonable circumstances e.g. illness,
accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the
and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task.
The letter should explicitly explain the
reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you
can elevate your case to the program head or
the dean with the original letter of request. The
final decision will come from the dean of the
college.
Grading System All culled from Quipper sessions and traditional
contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions
(TBA):
Final exam – 40%
Submission of the final grades shall follow the
usual University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or
inadequate, use the general practice of the APA
6th Edition.
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Student Communication You are required to have any of the following to

access the materials and resources of the
course: messenger, email and any other social
media accounts. All communication formats:
chat, submission of assessment tasks, requests
etc. shall be through the social media accounts
mentioned above.
You can also meet the course coordinator in
person through the scheduled face to face
sessions to raise your issues and concerns.
Contact Details of the Dean DR. GINA FE G. ISRAEL
Dean of College
deansofficetagum@umindanao.edu.ph
Phone:0909-994-2314/0915-832-5092
Contact Details of the Program DR. MONAALIS O. CHAGAS BEED-
Head Program Head monachagas04@mail.com
0999-682-4234
Students with Special Needs Students with special needs shall communicate
with the course coordinator about the nature of
his or her special needs. Depending on the
nature of the need, the course coordinator with
the approval of the program coordinator may
provide alternative assessment tasks or
extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Library Contact Details Claire Donayre (Chief Librarian)
cvrdonayre@gmail.com
lictagum@umindanao.edu.ph 0927-395-1639
Well-being Welfare Support Help Rochen Yntig (GSTC Head)

Desk contact Details Chenny.yntig@gmail.com 0977-171-2622
Course Information (see/download course syllabus in the Quipper Portal)
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PART 2. INSTRUCTION DELIVERY

In this part, you can see the overall overview of this subject through the Unit
Learning Outcomes.
Week 1-3: UNIT LEARNING OUTCOME (ULO)

At the end of the unit, you are expected to:
a. Explain diversity and understand ability and disability as dimension of diversity;
b. Analyze the legal, philosophical, historical and cultural views of disabilities; and
c. Discuss in creating inclusive cultures, policies and practices in an inclusive education.

a. Examine the typical and atypical development among children from infancy to
adolescence; and
b. Explore the types and learning characteristics of gifted and talented.

a. Describe the nature and learning characteristics of learners with special
educational needs; and
b. Determine the general instructional and classroom management strategies that
work best in inclusive classes.

a. Discuss and have an informed understanding about the components of special
and inclusive education; and
b. Construct and give unbiased and highly assessment appropriate for each learner
and explain the importance of multidisciplinary team in the assessment process
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 104:
Foundation of Special and Inclusive Education. Inside the classroom, we encounter
students with various background and abilities. In this course, we will learn the
Learners with Special Educational Needs (LSEN) their characteristics and strategies in
teaching and managing these learners in the regular inclusive class.
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CO: As a general education teacher in the future, you need to adopt the role of special
education teacher in inclusive education and apply instructional and pro-
active classroom management strategies that work best in inclusive
classes. In doing so, you are expected to learn the legal, philosophical
and theoretical foundations of special and inclusive education in
implementing classroom management.
Let us begin
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Big Picture A
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Explain diversity and understand ability and disability as dimension of diversity;

b. Analyze the legal, philosophical, historical and cultural views of disabilities; and
c. Discuss in creating inclusive cultures, policies and practices.
Big Picture in Focus: ULOa. Explain diversity and understand

ability and disability as dimension of diversity.
Metalanguage
In this section, the most essential terms relevant to understanding diversity and to
demonstrate ULOa will be operationally defined to establish a common frame of reference
as to how the texts work in your chosen field or career.
⚫ Diversity. Diversity in the classroom defined as understanding each student brings
unique experiences, strengths, and ideas. The concept of diversity encompasses
acceptance and respect. It means understanding that each individual is unique, and
recognizing our individual differences.
⚫ Ability. Ability is the physical or mental power or skill needed to do something.
The ability is the quality or skill that you have which makes it possible for you to do
something.
⚫ Disability. Disability is any continuing condition that restricts everyday activities,
which can be attributed to an intellectual, psychiatric, cognitive, neurological, sensory
or physical impairment or a combination of those impairments.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
1. Loden’s Diversity Wheel.
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2. Diversity Wheel is a model created by Marilyn Loden and Judy Rosener to help
others identify the social characteristics that define and shape them. She
believed that it is more important to emphasize key group-based differences that
are present and powerful throughout people’s lives.
3. The primary or core dimension is divided into these dimensions: age, race,
sexuality, income, ethnicity, class, gender, spiritual beliefs, physical abilities and
characteristics. She described this dimension as the most powerful and
sustaining differences, ones that usually have an important impact on people’s
lives. This dimension is filled with characteristics that are inherent and cannot be
altered.
4. The secondary dimension contains these characteristics: work experience,
family status, first language, work style, military experience, organization role
and level, geographic location, education, political beliefs, cognitive style, and
communications style. These characteristics are acquired and these categories
do not express the true identity of a person, their thoughts, feelings and
aspirations. It is a surface overview of how society is constructed. Loden defined
the secondary dimensions as other important differences that are acquired later
in life and presumably have less influence in defining who we are. This
dimension are differences we acquire, discard, and/or modify throughout our
lives.
5. The layers of the diversity wheel show the complexity of the diversity filters
through which we all process stimuli and information. This leads to our
assumptions, drives our own behaviors and ultimately impact others.
6. The Seven Principles for Inclusive Education (Tanenbaum (2011)
6.1 Teaching All Students. Students learn in different ways. It is,
therefore, important to develop the skills to teach in different ways. For example,
some students learn best when introduced to information visually, while others learn
best through hearing information, working in groups or activity-based projects. By
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using several different approaches to the same material within the same lesson or
activity, information can become more interesting and tangible to a greater number of
students. Some ways to accomplish this are:
• Think of three different ways to teach a lesson.
• Ask other teachers how they have taught or would teach a lesson how they have
taught or would teach a lesson
• Share with your colleagues a lesson that you created and ask if they see
evidence of the three learning styles being addressed or have any other ideas or
suggestions.
• Listen carefully to student's questions and comments.
• Expect student's backgrounds and abilities to be different.
6.2 Exploring Multiple Identities. Building confidence and affirming
identity for students supports their learning. Students who are excited about
themselves and other people, and who are inquisitive about the world around them will
more easily learn to be compassionate and understanding of people who are different
from them. They are less likely to hold negative feelings about others, if they are
comfortable with themselves and also with those who are different. Here are some
ways to affirm and encourage student’s identities:
• Create activities that help students talk about, and feel pride in, themselves and
their unique experiences.
• Engage students in projects Engage students in projects where they can talk
about their experiences as it relates to the academic content, so that their
experiences gain status by becoming part of academic knowledge.
• Encourage all aspects of each student's individuality. Let them know it is okay to
be themselves.
• Create an environment where it is safe to wonder and investigate about self and
others
• Discuss all areas in which a student may find opportunities for success —
academic, artistic, athletic, physical, emotional and personal.
• Help students understand the ways in which their identities and their experiences
may be linked to their gender and sexual identity, their ethnicity and racial
identity, or their religious beliefs and religious identity.
• Maintain a respectful environment Maintain a respectful environment ul
environment among the students
6.3 Preventing Prejudice. The best way for an educator to address
preconceived stereotypes and to prevent them from escalating into feelings
of prejudice and bias is to create awareness. This can be done by discussing
students’ stereotypes in both large and small groups. These are a number of
suggestions about how to create student awareness of stereotyped beliefs
and inequality:
• Teach explicitly about histories of unfairness, or institutionalized inequality
• Talk about all of the student's feelings and attitudes.
• Set clear boundaries and rules about behaviors that are based on prejudices,
such as teasing, bullying or excluding. Set goals for an anti-racist, anti-sexist,
anti-biased classroom or learning community.
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• Introduce key words to students that can alert them to the presence of a
stereotype.
• Help students to identify prejudicial behavior (as opposed to making
generalizations). opposed to making generalizations).
• Don't be afraid to talk about stereotypes.
• Train students to discern fact from fiction, especially when it comes to
stereotypes.
6.4 Promoting Social Justice. Young people are good judges of
what is or is not fair. Talk to students about issues of fairness, and of justice or
injustice in terms of equality for all. Here are some ways to promote social justice in
your classroom:
• Make comparisons. Help students compare situations of injustice in their own
lives to larger social issues.
• Develop a worldview. Encourage students to explore their perspective on issues
within and outside their immediate communities and their relationship to the larger
world.
• Engage in critical thinking. Ask students to explore why they think what they think
and examine where they got their opinions.
• Explore power dynamics. Ask students if every view has been represented in a
given situation. Ask students to explore how they define “power,” who has power,
who doesn’t, and examine issues of access to power.
• Encourage students to develop a sense of civic responsibility • Bring these
discussions into all subject areas
• Service learning and action planning.
6.5 Choosing Appropriate Materials. It is important to choose books
and materials that reflect accurate images of diverse peoples. Books,
magazines, movies, web-based media and handouts can be guides for behavior
and ideas, but they also have the potential to perpetuate some stereotypes.
Read over all materials you are planning to use with students and decide if they
promote a positive and appropriate image of people and themes. The following
are a number of things to keep in mind when choosing what you present to the
students: • Be diverse.
• Let groups speak for themselves.
• Experts are everywhere.
• Use primary sources.
• Show past and present images of different groups.
6.6 Teaching and Learning about Cultures and Religions. It is
important that students learn about other cultures and religions in a positive
and comfortable manner. This includes learning about the cultural and
religious differences among their peers – as well as other cultures and
religions that are more remote from their experiences. Some ways to do this
are:
• Teach students the value of asking questions
• Discuss appropriate ways to ask questions about identity, religion, culture and
race.
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• Provide anonymous ways for students to ask questions s • Emphasize that

culture is not a fixed or permanent condition.
• Allow opportunities for students to learn about the ever-changing cultures of the
world.
• Help students see a range of nuanced views and make connections within and
between cultures.
6.7 Adapting and Integrating Lessons Appropriately. It is
important that educators be flexible in the adaptation of all the lessons in our
curriculum as well as prescribed curriculum in general. Sometimes, the most
teachable moments are unplanned and unscripted. Often pre designed lessons are
a good starting point for dialogues or critical thinking. Some ways to do this include:
• Be mindful of who is in your classroom, so that the lessons can be more
culturally- lessons can be more culturally relevant
• Proceed with caution and thoughtfulness about student family histories.
• Do not assume that you can tell where students are from or how they identify by
just looking at them, by the sound of their names or articles of dress. Remember
race and ethnicity are social constructions, not scientific law.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
1. Tanenbaum. Center for interreligious understanding (2011). The Seven Principles for
Inclusive Education. 254 W. 31st Street, New York, NY 10001.
https://www.tolerance.org/sites/default/files/general/ED%20%20Seven%20Principles.pdf
Let’s Check
Activity 1. Now that you already understand the basic concept of diversity and its
dimensions, let us try to check your understanding thru this exercise. Select the letter of
your best answer.
1. According to Marilyn Loden, ________________dimensions of diversity represent

the core of an individual’s identity and are essentially unchangeable. a. Primary
b. Secondary
c. Tertiary
d. Primary and secondary
2. __________is a way of thinking that involves ascribing specific behavioral traits to

individuals because they belong to a certain group. a. Discrimination
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b. Prejudice
c. Stereotyping
d. bias
3. According to Marilyn Loden, all of the following are considered primary

dimensions except? a. Age
b. Sexual orientation
c. Gender
d. Religion
4. _____________is a way of behaving that involves treating others differently and

usually negative because of their group membership. a. Discrimination
b. Prejudice
c. Stereotyping
d. Bias
5. _____________is a way of feeling that involves having preconceived ideas or
negative attitudes about others because of their group membership. a.
Discrimination
b. Prejudice
c. Stereotyping
d. Bias
6. Which of the following refers to a kind of diversity related to one’s race or national
origin?
a. Ability
b. Ethnic
c. Socioeconomic
d. Cultural
7. Which of the following refers to a kind of diversity related to one’s learning style,
mental health or physical disorders? a. Ability
b. Ethnic
c. Cultural
d. Socioeconomic
8. What is diversity?
a. People of different ethnic backgrounds
b. People with different abilities
c. People with different sexual orientations
d. Differences of all types
9. What is one way to have students appreciate their own identities?

a. Have them do self-portraits
b. Have them look up the definition of diversity
c. Have them read newspaper articles
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d. Have them interview a classmate
10. How can making a chart that identifies different students’ strengths help promote
diversity in a classroom?
a. None of the answers are correct; teachers should never make a public display of
students’ abilities.
b. It helps the students appreciate the range of abilities in the class and identify
classmates they can go for help.
c. It helps students appreciate the range of abilities in the class and identify classmates
they should emulate.
d. It helps teachers identify whether a class consist mainly of achieving or nonachieving
students who need help.
11. What is the best way to initially approach the topic of diversity?
a. Sharing personal experiences and inviting students to do the same
b. Watching a video on diversity
c. During the history lesson on the Civil Rights Movements
d. Discuss it in front of the class only.
12. What is the best approach to conversation on cultural diversity?
a. Avoid them, it is easy to upset a student and have their parents call the school
b. Wait for the student to question a student who is different from himself about their
culture
c. Proactively; let the students know it’s ok to talk about diversity, ask questions, and
share their stories.
d. T back to school day, after parents sign an agreement that it’s ok for their child to
learn about different cultures.
13. Which of the following is not a step in implementing a zero-tolerance policy about
insensitive conversations and actions?
a. Explain what culturally-insensitive behavior looks like
b. Be firm and consistent when enforcing the policy
c. When a rule is broken, have a conversation with the student why his behavior was
inappropriate
d. Instruct students to enforce this same policy to their families at home.
Let’s Analyze
1. Make a short reflection on how well you know about yourself. What do you like
about yourself? What do you want to change?
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2. In Loden’s diversity wheel, how do the aspects of primary dimensions affect your
secondary dimension? Elaborate your answer.
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3. What is/are the best things to consider in choosing appropriate materials for
your lesson? Expound your answer.
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4. In your own way, how are you going to promote fairness and equality inside the
classroom differences? Elaborate your answer.
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5. One way to address diversity inside the classroom is to teach all kinds of
students and students learn in many different ways. Give at least three different
ways to teach a lesson. Describe each.
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In a Nutshell
After understanding the diversity wheel of Loden. Let us see how well you know
about yourself, your strengths and abilities. Place your name in the center circle, then fill out
each bubble with a descriptive word or phrase that finishes the following sentence:
I am…
I am open
minded.
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Your name
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through Quipper
22
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or any prescribed social media platform. After you get the answers you may jot it down in
the table below. This is to bridge the gap of learning between vague concepts and your
prior knowledge.
Do you have any question or clarification?

Questions/Issues Answers
1.
2.
3.
4.
5.
KEYWORDS INDEX
Diversity Social justice Inclusive
Ability Prejudice Cultures
Disability Diversity wheel Religion
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Big Picture in Focus: ULOb. Analyze the legal, philosophical, historical

and cultural views of disabilities.
Metalanguage
For you to demonstrate ULOb, you will need to have an operational

understanding of the following terms below. Please note that you will also be required to refer
to the previous definitions found in ULOa section.
⚫ Special Education. Special education is specially designed instruction to

meet the unique needs and abilities of learners with special educational needs.
⚫ Inclusive Education. Inclusive education is about ensuring access to
quality education for all students by effectively meeting their diverse needs in a way that
is responsive, accepting, respectful and supportive.
⚫ Handicapped. Refers to a disadvantage in filling a role in life relative to a
peer group. It is the social abilities or relation between the individual and the society.
⚫ Impairment. Refers to the physical defect at the level of the body or organ.
Any loss or abnormality of psychological, physiological, or anatomical structure or
function.
⚫ Disability. Refers to the person-level limitations in physical and psycho-
cognitive activities. Any restriction or lack of ability to perform an activity in the manner
or within the range considered normal for human being.
Essential Knowledge
In order to address diversity inside the classroom, as a future teacher you need
know the history of inclusive and special education. This will give us a wide range of
understanding in dealing with various kinds of students inside the classroom. Let us
further discuss the historical and socio-cultural foundations, philosophical and legal
foundations of special and inclusive education.
1. Historically, people with disabilities were often placed in hospitals, asylums, or other
institutions that provide little, if any, education.
Timeline / Era Beliefs

Greek and • Disability is a punishment of the gods. A bad or evil
Roman sign.
Individual is what he is, now and forever.
(Era of • Plato and Aristotle call for infanticide.
Extermination) • Ciceron call for the purity of the race, a society free of
defectives. (Need for military superiority)
•
• Therefore, someone with a disability resulting from war

is taken in charge by the city.
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Consequences of Philosophy:
• Chaining, left on hills to die, thrown off cliffs, locked
away, drown
• Father had right to terminate child’s life.
• Deaf, blind and ill children had little chance
Old testament • God created man in his own image
• Disability is an impurity
• A disabled person cannot approach sacred places
New • Jesus helps disabled persons
Testament • Disability is less a fault or evil sign
• Need of assistance or help
• Helping them is an occasion for winning ones salvation
Middle Ages/ • Rigid caste system
Era of Ridicule Those with disabilities were:
• Used as servants or fools
• Some were still put to death
• Dwarfs were used as clowns
• Overall, ridiculed for deformities and behavior
Renaissance/ • Catholic church accepts those with disabilities as wards
Era of Asylum of state
• Cared in isolation
• No education at first, but humane treatment
• Belief: once disable, always disabled
Last century • Biological emphasis, medical model, institutional care
(1900’s) • 1900-1950’s compulsory education. Creation of classes
or schools for the mentally retarded, blind, deaf, etc.
• After the 2nd world war: creation of special education
system, organized in parallel to ordinary system.
2. Let us further learn the historical foundation of special education in the

Philippines.
TIMELINE
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.
Currently as School for the Deaf and Blind.
1926 The Philippine Association for the Deaf and Blind was founded.
1945 The National Orthopedic Hospital School for the Crippled Children
and Youth is established.
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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 collage 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 behavior 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.
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1980 The School for the Crippled Children at the Southern island
hospital in Cebu city was organized/
1983 Batas Pambansa Bilang 344, enacted the Accessibility law, an act
to enhance the nobility of the disabled person by requiring cars,
building, institutions, establishments and public utilities to install
facilities and other.
1990 The Philippine institute for the Deaf, and Oral school for children
with hearing impairment was established.
1991 The first national congress on street children was held in La Salle
Green Hills in San Juan, Metro Manila.
1992 The summer training for teacher of the Visually impaired started
at the Philippine National University.
1993 DECS issued the order number 14 that directed regional officers
to organize the regional Special Education Council
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
Wee
1998 DECS order number 5 ‘Reclassification of Regular teacher and
principal items to SPED teachers and special school items.
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.
3. Philosophical Foundation of Special Education.

3.1 Basic Philosophy of Special Education. Every child with special
needs has a right to an educational program that is suitable to his needs.
Special education shares with regular education basic responsibilities of the
educational system to fulfill the right of the child to develop his full potential.
3.2. All the efforts to uphold the rights and dignity of children with disabilities
primarily root from the philosophical understanding of man. May it be in
mental, psychological, social, spiritual/moral and physical. Some of these
are: should have the rights as normal children do, must not be isolated nor
be looked down, must be treated as persons of dignity, and needs should be
provided.
3.3 Objective of Special Education. To develop the maximum potential
of the child with special needs to enable him to become self-reliant and shall
be geared towards providing him with the opportunities for a full and happy
life.
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3.4 Specific Objective of Special Education. The development and

maximization of learning competencies, as well as the inculcation of values to
make the learners with special needs as useful and effective members of
society.
3.5 Ultimate Goal of Special Education. The integration or
mainstreaming of learners with special needs into the regular school system
and eventually into the community.
4. Legal foundations of Special Education in the Philippines Special
Education in the Philippines is anchored on the following legal documents.
Disability Legislation from the National Council on Disability Affairs

(Formerly National Council for the Welfare of Disabled Persons)
Date Event
193 Commonwealth Act No. 3203, a provision in this act for the care and
5 protection of disabled children. Articles 356 and 259 of the Civil Code of
the Philippines mention ‘the right of every child to live in an atmosphere
conclusive 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.
195 RA 1179 - An Act to Provide for the Promotion of Vocational
4 Rehabilitation of the Blind and Other Handicapped Persons and Their
Return to Civil Employment
196 RA 3562 - An Act to Promote the Education of the Blind in the Philippines
3
196 RA 4564 - An Act Authorizing the Philippine Charity Sweepstakes Office
5 to
Hold Annually Special Sweepstakes Race for The Exclusive Use of the
Office of Vocational Rehabilitation, Social Welfare Administration, in its
Development and Expansion Program for the Physically Disabled
Throughout the Philippines
196 RA 5250 - An Act Establishing A Ten-Year Training Program for
9 Teachers of Special and Exceptional Children in the Philippines and
Authorizing the Appropriation of Funds Thereof
198 RA 6759 - An Act Declaring August One of each Year as White Cane
9 Safety Day in the Philippines and for Other Purposes
199 RA 7277 - An Act Providing for the Rehabilitation, Self-Development and
1 Self-Reliance of Disabled Persons and their Integration into the
Mainstream of Society and for Other Purposes
Executive Orders (EO)
198 EO 232 - Providing for the Structural and Functional Reorganization of
7 the National Council for the Welfare of Disabled Persons and for other
Purposes
28
2005 EO 437 - Encouraging the Implementation of Community-Based
Rehabilitation (CBR) for Persons DEPARTMENT OFinTEACHER
with Disabilities EDUCATION
the Philippines
Administrative Orders (AO) Mabini Street, Tagum City Davao del Norte
2002 AO 35 - Directing all Departments, Bureaus, Government-Owned Telefax: (084) and/or
655-9591
Controlled Corporations, Government Financial Institutions, Local
199 Government
EO 385 - Creating
Units, aState
TaskUniversities/Colleges
Force to Address theand Concerns
Schools, of and
the Persons
Other
3 with Disabilities
Government/Instrumentalities to Promote and Conduct Relevant Activities
200 During
EO 417the- Directing the Implementation
Annual Observance of the Economic
of the National Disability Independence
Prevention and
5 Program for Persons
Rehabilitation Week with Disabilities (PWDs)
r Proclamations
2004 Proclamation
1965 Proclamation 465 657 -- Declaring
Declaring the the Last
YearWeek
2000-2010 as the of
of February “Bone
Every and Joint
Year as
Decade”
Leprosy Control Week
2004 Proclamation 603
1974 Proclamation 658 -- Child
Declaring the Third
and Youth WeekCode
Welfare of October of Every Year as
“Bone and Joint
1975 Proclamation (Musculo-Skeletal)
1385 - Designating theAwareness
Period from Week”
February 14 to 20, 1975,
2004 and
Proclamation 744 - Declaring the Last Monday
Every Year Thereafter, as “Retarded Children’s of March
Week” of Every Year as
Women with Disabilities
1979 Proclamation Day the Third Week of July every Year as the
1870 - Declaring
2006 National
Proclamation 1157 - Declaring
Disability Prevention and December 3, 2006Week
Rehabilitation and Every Year
Thereafter as 829
1991 Proclamation “International
- Declaring DaytheofPeriod
Persons
from with Disabilities
November in the
10-16 of Every
Philippines”
Year as “Deaf Awareness Week”
1993 Proclamation 125 - Proclaiming the Nationwide Observance in the
Self-Help:
PhilippineYou canAsian
of the also andreferPacific
to theDecade
sources of below
Disabledto help you
Persons,
further understand the lesson:
19932002
1994 Proclamation 452 - Declaring the Second Week of October of Every Year
Scridb. as National
Timeline of Mentalthe Health Week
Development of SPED
1996 Proclamation
(2014). 711
Retrieved - Declaring
from the Third Week of January as Autism
Consciousness Week
https://www.scribd.com/doc/215003780/Timeline-of-the-Development-of-
2000 Proclamation 361 - Declaring the Third Week of July as the National
SPEDIncluding-History-of-SPED-in-the-Philippines.
Disability Prevention and Rehabilitation Week which shall Culminate on
the
Tremblay, Birthdates
P. of the Sublime(2007).Paralytic: Apolinario Mabini on July 23 from
Retrieved Each Yea
2001 Proclamation 92 - Declaring the Third Week of August
http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.p df of Every Year as
Brain Attack Awareness Week
2002 Proclamation 157 - Declaring the Month of February as “National Down
Syndrome Consciousness Month”
2002 Proclamation 240 - Declaring the Period from the Year 2003 to the Year
Let’s
2012 as the Philippine Decade for Persons with Disabilities
Check 2002 Proclamation 230 - Declaring the First Week of September of Every Year
as the “National Epilepsy Awareness Week”
Instructions:
2003 Proclamation 472 - Declaring the Third Week of October of Every Year as
Please
encircle the “National Attention Deficit/Hyperactivity Disorder (AD/HD) Awareness
answer Week”
under each 2004 Proclamation 588 - Declaring the Period from September 16 to 22, 2004
item that and Every Year thereafter as Cerebral Palsy Awareness and Protection
best reflects Week
your
thinking.
1. What era believes that helping people with special needs is an occasion in
winning one’s salvation? a. Greek/ Roman Era
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b. Old Testament
c. New Testament
d. Renaissance
2. This Era believes that “Once disabled, always disabled”.

a. Greek and Roman Era
b. Era of Renaissance
c. Middle Age
d. Old Testament
3. During the Middle Ages people with disability were treated badly. Which of the
following is not included in such treatment?
a. Used as servants or fools
b. Era of Ridicule
c. Dwarfs were used as clowns
d. Disability is less a fault or an evil sign
4. Special Education in the Philippines formally started by establishing the Insular

School for the Deaf and Blind in Manila currently known as? a. School for the
Deaf and Blind.
b. Institution for the Deaf and Blind
c. Insular School for the Deaf and Blind
d. Deaf and Blind’s Institution
5. It is an act declaring August 1 of each Year as White Cane Safety Day in the
Philippines.
a. RA 6759
b. RA 6795
c. RA 9567
d. RA 9576
6. It is an act providing for the rehabilitation, self-Development and self-Reliance of

Disabled Persons and their integration into the mainstream of society. Also
known as Magna Carta for Disabled Persons. a. RA 7276
b. RA 7277
c. RA 7278
d. RA 7279
7. Proclamation 361, declared every third Week of July as the National Disability
Prevention and Rehabilitation (NDPR) Week in honor of whose hero’s birthday?
a. Jose P. Rizal
b. Andres Bonifacio
c. Apolinario Mabini
d. Antonio Luna
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8. Which executive order mandates all government agencies, Bureaus, Offices,

Instrumentalities, State Universities and Colleges, Government Financial
Institutions and Government-Owned and Controlled Corporations to employ
person with disabilities whenever applicable? a. EO 417
b. EO 437
c. EO 385
d. EO 232
9. What is the ultimate goal of Special Education?

a. The development and maximization of learning competencies, as well as the
inculcation of values to make the learners with special needs as useful and
effective members of society.
b. The integration or mainstreaming of learners with special needs into the
regular school system and eventually into the community.
c. To develop the maximum potential of the child with special needs to enable
him to become self-reliant and shall be geared towards providing him with the
opportunities for a full and happy life.
d. All of the above.
10. Which of the following does not belong to the basic philosophies of Special
Education?
a. have all the rights as normal children do
b. must not be isolated nor be looked down
c. must be treated as persons with disability
d. needs should be provided.
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Let’s Analyze
1. Differentiate the treatment and philosophical beliefs of people to the persons with
disabilities then and now. Illustrate an example of differences.
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2. Using the Venn diagram, compare and contrast these terms: disability,
impairments and handicapped.
Impairments
Disability Handicapped
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3. Discuss the impact of American education system in implementing the special

and inclusive education in the Philippines.
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4. Among all the legal bases implemented by the government in support with the
development of Special and Inclusive education in the country, which do you
think has the greatest contribution and is benefited by persons with disabilities?
Explain your answer.
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5. In your own opinion, what can you say about the development of special and inclusive
education in our country in comparison to other Asian nation?
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In a Nutshell
Write your conclusion on the development of special and inclusive education in the
Philippines in terms of its historical, and cultural, legal and philosophical views of
education. Write your answer in the space provided.
1.____________________________________________________________________________________________
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2.____________________________________________________________________________________________
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3.____________________________________________________________________________________________
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4.____________________________________________________________________________________________
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5.____________________________________________________________________________________________
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6.____________________________________________________________________________________________
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7.____________________________________________________________________________________________
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8.____________________________________________________________________________________________
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9.____________________________________________________________________________________________
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10.___________________________________________________________________________________________
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____________________________________________________________________________________________
Questions and Answer List: In this part, you are encourage to write questions about
the topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.

1.
2.
3.
4.
5.
KEYWORDS INDEX
Special Education Handicapped Era of Ridicule
Inclusive Education Era of Extermination Ra 7277
Disability Era of Asylum BP 232
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Big Picture in Focus: ULOc. Discuss in creating inclusive

cultures, policies and practices.
Metalanguage
Below are the essential terms that you are going to encounter in the pursuit of
ULOc. Again, you are advised to frequently refer to these definitions to help you
understand the succeeding topics. I would like to highly recommend that you refresh
your knowledge about ULOa and ULOb to understand further ULOc.
⚫ Inclusion. This means addressing and responding to diversity of needs of all children,
youth and adults and reaching out to all learners. It involves changes and modification
in content, approaches, structures and strategies.
⚫ Integration. This refers to the process of providing educational opportunity for
children with special educational needs to uplift along with the children without special
educational needs as equal partners in the same educational system.
⚫ Normalization. Means making the regular circumstances and ways of life or society
available to individuals with learning difficulties.
Essential Knowledge
The understanding of inclusion in education has transcended the assumption that

inclusion is about students with special needs. It concerns the inclusion of all children.
Learners with special educational needs have a right to be educated alongside their
peers who do have special needs-matter of equity and social justice.
1. Main factors in Inclusive Education. If handled appropriately, learners with

educational needs will gain academically and socially, and will improved
selfesteem. Other learners also will gain appreciation of diversity in the society.
Above all, greater recognition of social justice and equality and more caring
attitude.
2. Process of Inclusion.
In Philippine model of inclusion, there are two types: Partial mainstreaming and full
mainstreaming.
2.1 Partial mainstreaming. A child with special needs enrolled in a
special class is integrated with regular children in non-academic
activities like work education, physical education, arts, school
programs, etc, then gradually integrated in the academic subjects if
qualified. Usually students are educated in regular classes at least half
the day. They receive additional help and services from the general
education teachers.
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2.2 Full mainstreaming. A child with special needs sits in the regular
class in all academic and non-academic subjects.
3. Types of Special Learners.
Types Learners
I • Enrolled in the regular program of the public or private
schools
• Teacher in that program have failed in teaching them to such
a degree
• Special supplemental instructional materials and equipment
have been made available to teachers and/ or SPED
consultative services to regular teachers who work with them;
and special advantages are not teaching the pupils.
II • Learners receive direct instruction from one or more special
educators
• Learners who continue to receive part of academic
instruction in the regular school program
• Maybe enrolled in either a regular or special class
III • Receives no academic instruction in the regular program of
the public or private school
• Are in self-contained programs
IV • Are unable to attend any type of day-school program
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provided by the local school system but are in special

boarding school or in hospital or home bound instruction
4. Making our Schools Inclusive.
Index for Inclusion (Booth and Alinscow,2012
5. Inclusion in education involves:
o Valuing all students and staff equally

o Increasing the participation of students in, and reducing their exclusion
from the cultures, curricula, and communities of local school. o
Restructuring the cultures, the policies and cultures in schools so that they
respond to the diversity of students in the locality.
o Reducing the barriers to learning and participation, not only those with
impairments or those who are categorized as having special educational
needs. o Learning from attempts to overcome barriers to the access and
participation of particular students to make changes for the benefit of
students more widely.
o Viewing the differences between students as resources to support learning
rather than problems to be overcome.
o Acknowledging the rights of students to an education in their locality. o
Improving schools for staff as well as for students o Fostering mutually
sustaining relationship between schools and community.
o Recognizing that inclusion in education is one aspect of inclusion in
society.
6. CREATING INCLUSIVE CULTURES

➢ Building community o Everyone is made to feel welcome
o Students help each other o Staff collaborate with
each other o Staff and students treat one another
with respect o There is a partnership between staff
and parents o Staff and government work well
together
o All local communities are involved in the school
➢ Establishing Inclusive Values

o There are high expectations for all students
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o Staff, students, government, parents share a philosophy of inclusion o

Students are equally valued
o Staff and students treat one another as human beings as well as occupants
of a role
o Staff seek to remove barriers to learning and participation in all aspects of
the school
o The school strives to minimize all forms of discrimination
7. PRODUCING INCLUSIVE POLICIES

➢ Developing the School for All o Staff appointments and promotions are
fair o All new staff are helped to settle into the school o The school
seeks to admit all students from its locality o The school makes its
building physically accessible to all people o All new students are
helped to settle into the school
o The school arranges teaching groups so that all students are valued
➢ Organizing Support for Diversity o All forms of support are coordinated o
Staff development activities help staff to respond to student diversity o
Special Educational Needs Code of Practice is used to reduce the
barriers to learning and participation of all students
o Support for those learning English as an additional language is coordinated
with learning support
o Pastoral and Behavioral support policies are linked to curriculum
development and learning support policies
o Pressure for disciplinary exclusion are reduced o Bullying is minimized
8. EVOLVING INCLUSIVE PRACTICES
➢ Orchestrating Learning o Teaching is planned with the learning of
all students in mind o Lessons encourage to participation of all
students o Lessons develop in understanding difference o
Students are actively involved in their own learning o Students
learn collaboratively
o Assessment contributes to the achievements of all students o Classroom
discipline is based on mutual respect o Teachers plan, teach and review in
partnership
o Teaching assistants support the learning and participation of all students
o Homework contributes to the learning of all
o All students take part in activities outside the classroom
➢ Mobilizing Resources o Students differences are used as a resource for
teaching and learning
o Staff expertise is fully utilized
o Staff develop resources to support learning and participation o
Community resources are known and drawn upon
o School resources are distributed fairly so that they support inclusion 9.
SOCIAL BENEFITS of Inclusion
➢ Creates positive social and attitudinal changes in both regular and disadvantaged
children such as:
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a. Reducing and eliminating prejudices against disabled children

b. Improving self-concept or self-esteem
c. Growth in social cognition
d. Encouraging greater participation in social progress
➢ Having students with educational needs was a strong predictor for all
subthemes of social participation (friendships, interactions, peer acceptance,
and self- perception of social integration)
➢ There is a clear need for action to foster the social participation of students
with special educational needs
➢ Being educated in an inclusive class influences social participation
➢ Primary and secondary students don’t differ in their social participation
10. ECONOMIC BENEFITS of Inclusion
➢ Leads to higher participation rate, cohort-survival or completion rate
➢ There is higher simple and functional literacy rates
➢ There is higher employment participation rate
➢ Enable children to become independent and productive in later years.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
1. Inciong, T. The Development of Welfare and Education for Children With Mental
Retardation Towards Inclusion: The Philppine Experience. Philippine
Association for the Retarded Inc.
Let’s Check
1. What are some ways to run a successful inclusive classroom?

a. Collaborate with other teachers and educate yourself
b. Use a variety of teaching strategies
c. Create an inclusive environment
d. All of the above
2. What is an inclusive classroom?

a. Place where very students participates
b. A place where the student population is culturally diverse
c. A place where students with and without disabilities work and learn together
d. A place with so many teachers
3. One way to create inclusive culture is through building community. Which of the
following is not included when you build a community?
a. Staff collaborate with each other
b. There is a partnership between staff and parents
c. Students help each other
d. All local communities are sometimes involved in the school.
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4. Dhexter is currently mainstreamed in the general education classroom. Which of

the following would you expect given his situation?
a. He would be placed in a classroom where extra assistance and modifications
are provided.
b. He would only be expected to learn the first five grammar rules of the fifteen
that the rest of his class learns.
c. He would be allowed to download pleasant music from the Internet to help
him concentrate.
d. He would register for classes with the rest of his grade.
5. Why are inclusion strategies used in special education?

a. To allow students with disabilities to keep pace with the rest of the class.
b. To ensure that students with disabilities have the time to complete additional
work addressing their specific issues.
c. To cut down on high truancy rates associated with learning disabilities.
d. To help students with disabilities develop life and social skills.
6. You are a highly trained special education coordinator for a small elementary
school. How should you view the use of mainstreaming and inclusion for your
students with disabilities?
a. Either mainstreaming or inclusion will be necessary for all of your students
with disabilities depending on the grade level of each student.
b. Mainstreaming and inclusion are part of a group of tools you might use for
your students with disabilities depending on the individual student.
c. Inclusion should always be used, but mainstreaming has the potential to
harm students with learning disabilities and should be avoided.
d. Inclusion should be implemented for younger children, while mainstreaming
is more appropriate for older children.
Let’s Analyze
1. Education system in the country has full responsibility to ensure right to education.
In the process of inclusion, how do you use the data from the assessments of
your students?
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2. What professional development do you feel would be helpful in producing inclusive

policies in your classroom?
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3. One way to evolve inclusive practices in your classroom is through classroom

discipline based on mutual respect. As a teacher, how would you deal with the
unruly learners in your classroom?
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______________________________________________________________
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4. Discuss some social benefits of inclusion towards learners with difficulty

learning and general education learners.
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5. What thoughts come in your mind with regards to the implementation of

inclusive education in the country? What means does the DepEd have so far
to support learners with difficulty learning?
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In a Nutshell
Creating inclusive cultures, producing inclusive policies and evolving inclusive practices
have raised a lot of perspectives, arguments and ideas that will help prospective
teachers teach with quality once hired. In this part, you will be required to draw
conclusions, perspectives, arguments and ideas from the unit lesson. I will supply the
first item and you will continue the rest.
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1. Inclusive education is without a doubt an ideal one. The downside of this system is that
the country has difficulty producing assistive technologies and other needed materials for
quality learning.
2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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prior knowledge.
1.
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2.
3.
4.
5.
KEYWORDS INDEX
Inclusion mainstreaming Inclusive cultures
Integration Partial mainstreaming Inclusive policies
Normalization Full mainstreaming Inclusive practices
Big Picture B
a. Examine the typical and atypical development among children from infancy
to adolescence;
b. Explore the types and learning characteristics of gifted and talented.
Big Picture in Focus: ULOa. Examine the typical and

atypical development among children from infancy
to adolescence.
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Metalanguage
⚫ Growth. Growth refers to change in body structure including the size of muscles, size of
brain, and the appearance of secondary sex characteristics.
◼ Development. Development is a progressive series of orderly, coherent

changes (Hurlock,1972).
Essential Knowledge
1. Basic Concepts in Child and Adolescent Development. The physical,

cognitive, social, and emotional growth that takes place in the first years of a child’s life
sets the foundation for success or failure in learning and life. With the knowledge that
you have, you can better identify, interpret, and respond to a child’s individual
differences. Whatever your field, you’ll be prepared to respond effectively to the needs,
challenges, and capacities of children and their families, helping them get the best start
in life.
1. 1 What is development? Aprogressive series of orderly, coherent changes
(Hurlock, 1972). The integration of constitutional and learned changes which make up an
individual’s ever developing personality (Maier, 1969).
1.2 What is growth? Generally refers to change in body structure including the size
of muscles, size of brain, and the appearance of secondary sex characteristics.
2. Difference Between Growth and Development
Growth Development
•change of physical aspects of the overall changes and progressive changes
organism of
the organism
change in shape, form, structure, size of structural change and functional progress
the body of
the body
•stops at maturation • continues till death of the organism
can be measured accurately subjective interpretation of one’s change
2.1 Childhood refers to the time or state of being a child, the early stage in the
existence or development of something. It connotes a time of innocence, where one is
free from responsibility but vulnerable to forces in his environment.
2.2 What is adolescence? From the Latin word “adolescere” which means “to
grow up” It is the period of psychological and social transition between childhood
(juvenile) and adulthood (adult). The age of adolescence varies by culture. The World
Health Organization (WHO) defines adolescence as the period of life between 10 and 19
years of age. In US, adolescence begins between ages 12 and 14 and ends at 19 or 20.
Philippines consider those aged 15-24 years as young adults and those aged 15-19
years as adolescents
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3. PRINCIPLES OF GROWTH AND DEVELOPMENT. Growth and development

are influenced by maturational, environmental, and genetic factors. All humans follow
the same pattern of growth and development. There are sequences in growth and
development that even individual differences cannot change. The sequence is
predictable although the time of onset, the length of each stage, and the effects of each
stage vary from one person to another. Learning can either help or hinder the maturation
process, depending on what is learned. Growth and development occur in
cephalocaudal, proximodistal direction and general to specific.
3.1 Cephalocaudal direction. The process of cephalocaudal direction from head
down to tail. This means that improvement in structure and function come first
in the head region, then in the trunk, and last in the leg region.
3.2 Proximodistal direction. The process in proximodistal from center or midline
to periphery direction. development proceeds from near to far outward from
central axis of the body toward the extremities.
3.3 General to Specific. Children use their cognitive and language skills to
reason and solve problems. Children at first are able hold the big things by
using both arms, In the next part able to hold things in a single hand, then only
able to pick small objects like peas, cereals etc. Children when able to hold
pencil, first starts draw circles then squares then only letters after that the
words. Development proceeds from general to specific responses
4. Factor influencing Growth and Development. Growth and development
depend upon multiple factors or determinates. They influence directly or indirectly by
promoting or hindering the process.
4.1 Genetic factors. Genetic predisposition is the importance factors which
influence the growth and development of children. It includes sex race or
nationality.
4.1 Prenatal factors. Intrauterine environment is an important predominant factor
of growth and development. Various conditions influence the fetal growth in utero.
It includes maternal malnutrition, maternal infection, maternal substance abuse,
maternal illness, hormones.
4.3 Postnatal factors. These include growth potential, nutrition, childhood illness,
physical environment, psychological environment, cultural influence, socio
economic status, climate and season, play and exercise, birth order of the child,
intelligence, hormonal influence.
5. Typical and Atypical Child Development. Child development refers to the
biological and psychological changes that occur in human beings between birth and the
end of adolescence, as the individual progresses from dependency to increasing
autonomy.
5.1 Typical Motor Development
3 months • Lift head when held at your shoulder

• lift head and chest when lying on his stomach
• turn head from side to side when lying on his
stomach
• follow a moving object or person with his eyes
• often hold hands open or loosely fisted
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• grasp rattle when given to her

• wiggle and kick with arms and legs
6 months • hold head steady when sitting with your help

• reach for and grasp objects
• play with his toes
• help hold the bottle during feeding
• explore by mouthing and banging objects
• move toys from one hand to another
• shake a rattle
• pull up to a sitting position on her own if you grasp
her hands
• sit with only a little support
• sit in a high chair
• roll over
• bounce when held in a standing position
12 months • drink from a cup with help
• feed herself finger food like raisins or bread crumbs
• grasp small objects by using her thumb and index or
forefinger
• use his first finger to poke or point
• put small blocks in and take them out of a container
• knock two blocks together • sit well without support
• crawl on hands and knees • pull himself to stand or
take steps holding onto furniture
• stand alone momentarily
• walk with one hand held
• cooperate with dressing by offering a foot or an arm
from: http://www.nncc.org/child.dev/mile1.html
5.2 Red Flags/Motor; fine and gross
Gross Motor Fine Motor

If a child is... If a child is...
• Not rolling by 7 months of age • Frequently in a fisted
• Not pushing up on straight arms, lifting his position with both hands
head and shoulders, by 8 months of age after 6 months of age
• Not sitting independently by 10 months of • Not bringing both
age hands to
midline (center of body) by 10
months of age
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• Not crawling ("commando" crawling- • Not banging objects

moving across the floor on his belly) by together by 10 months of
10 months of age age
Not creeping (on all fours, what is • Not clapping their hands by
• typically called "crawling") by 12 12 months of age
months of age Not sitting upright in a Not deliberately and
child-sized chair by immediately releasing
•
objects by 12 months of age
• 12 months of age
Not pulling to stand by 12 months of Not able to tip and hold their
age bottle by themselves and
Not standing alone by 14 months of keep it up, without lying
• age • down, by 12 months of age
• Not walking by 18 months of age Still using a fisted grasp to
• Not jumping by 30 months of age Not hold a crayon at 18 months
of age Not using a mature
• independent on stairs (up and down)
pincer
• by 30 months of age • grasp (thumb and index
"walking" their hands up their bodies to
finger, pad to pad) by 18
achieve a standing position
• months of age
only walking on their toes, not the
soles of their feet • Not imitating a drawing of a
vertical line by 24 months of
frequently falling/tripping, for no
• apparent reason age
Not able to snip with
still "toeing in" at two years of age scissors by 30 months
unusual creeping patterns Using only one hand to
• any known medical diagnosis can be •
complete tasks
considered a "red flag": Down's Not being able to
syndrome, cerebral palsy, congenital move/open one hand/arm
• heart condition etc.
• •
•
• Drooling during small tasks

that require intense
concentration
• Displaying uncoordinated or
jerky movements when
doing
activities
• Crayon strokes are either
too heavy or too light to see
From:http://www.sensory-processing-disorder.com/child-developmentalchecklist.html
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5.3 Atypical Motor Development. Performs repetitive movements, such as

rocking, spinning or hand-flapping; moves constantly; clumsy; fine motor
difficulties: handwriting, buttoning a shirt, holding a fork, typing shoelaces;
sometimes late to sit up, stand, or walk; toe walking; unusual gait
5.4 Typical Cognitive Development

Birth: Beginning to develop concepts e.g. becomes aware of physical sensations such
as hunger. Explores using his senses. Make eye contact and cry to indicate need.
3 months: Takes increasing interest in his surroundings. Shows interest in
playthings. Understand cause and effect, e.g. if you tie one end of a ribbon to his
toe and the other to a mobile, he will learn to move the mobile.
6 months: Finds feet interesting. Understand objects and know what to expect of
them. Understand 'up' and 'down' and make appropriate gestures, such as raising
his arms to be picked.
9 months: Shows interest in picture books. Watches activities of others with interest.
12 months: Responds to simple instructions. Uses trial-and-error to learn about objects.
5.5 Red Flags Cognition/Problem Solving
If a child is: · Not imitating body action on a doll by 15 months of age (ie, kiss the
baby, feed the baby) · Not able to match two sets of objects by item by 27 months of age
(ie, blocks in one container and people in another) · Not able to imitate a model from
memory by 27 months (ie, show me how you brush your teeth) · Not able to match two
sets of objects by color by 31 months of age · Having difficulty problem solving during
activities in comparison to his/her peers · Unaware of changes in his/her environment
and routine
.an early intervention/developmental therapy referral may be appropriate
http://www.sensory-processing-disorder.com/child-developmentalchecklist.html
5.6 Atypical Cognitive Development

Working memory for children with Down syndrome
• They have a specific impairment in short-term memory for verbal information.
• This will make processing verbal information and, therefore, learning from listening, especially
difficult for them.
• It will also impair vocabulary and sentence learning, so is probably a major cause of their
speech and language difficulties.
• Their visuo-spatial short-term memory is better than verbal short-term memory.
• Their ability to learn from visual information is therefore a relative strength and can be used to
support weaker verbal processing abilities
http://www.downsyndrome.org/information/motor/overview
5.7 Language, Receptive and expressive

Birth: Cries vigorously. Respond to high-pitched tones by moving his limbs.
3 months: Attentive to sounds made by your voice. Indicates needs with differentiated
cries. Beginning to vocalise. Smile in response to speech.
6 months: Double syllable sounds such as 'mama' and 'dada'. Laughs in play.
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Screams with annoyance.

9 months: Babbles tunefully. Vocalisesto attract attention. Enjoy communicating with
sounds.
12 months: Babbles 2 or 3 words repeatedly. Responds to simple instructions.
Understands several words. Uses jargon.
http://www.child-development-guide.com/child-development-milestone.html
5.8 Language Development Red Flags
Speech and Language Development, Which Includes

• Articulation (pronouncing sounds)
• Dysfluency (excessive stuttering—occasional stuttering may occur in the early years
and is normal)
• Voice
• Language (ability to use and understand words) Red Flags
Areas Red Flags Description
Articulatio Watch for the child
n • Whose speech is difficult to understand, compared with peers
• Who mispronounces sounds
• Whose mouth seems abnormal (excessive under- or overbite;
swallowing difficulty; poorly lined-up teeth)
• Who has difficulty putting words and sounds in proper sequence
• Who cannot be encouraged to produce age-appropriate sound
• Who has a history of ear infections or middle ear disorders
Most children develop the following sounds correctly by the ages shown
(i.e., don’t worry about a 3-year-old who mispronounces t).
• 2 years—all vowel sounds
• 3 years—p, b, m, w, h
• 4 years—t, d, n, k, h, ng
• 5 years—f, j, sh
• 6 years—ch, v, r, l
• 7 years—s, z, voiceless or voiced th
Dysfluency Shows excessive amounts of these behaviors:
(stuttering) • repetitions of sounds, words (m-m-m; I-I-I-I-)
• prolongations of sounds (mmmmmmmmmmmmmmm)
• hesitations or long blocks during speech, usually accompanied
by tension or struggle behavior
• putting in extra words (um, uh, well)
Shows two or more of these behaviors while speaking:
• hand clenching • eye blinking • swaying of body • pill rolling with
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fingers • no eye contact • body tension or struggle • breathing

irregularity • tremors • pitch rise • frustration • avoidance of talking
Is labeled a stutterer by parents
Is aware of her or his dysfluencies
Voice. • Rate of speech is extremely fast or slow
• Voice is breathy or hoarse
• Voice is very loud or soft – Voice is very high or low
Language • Does not appear to understand when others speak, though
(ability to hearing
use and is normal
understand • Is unable to follow one- or two-step directions
words) • Communicates by pointing, gesturing
• Makes no attempt to communicate with words
• Has small vocabulary for age
• Uses parrotlike speech (imitates what others say)
• Has difficulty putting words together in a sentence • Uses words
inaccurately
Demonstrates difficulty with three or more of these skills: • making a
word plural • changing tenses of verb • using pronouns • using negatives
• using possessives • naming common objects • telling function of
common objects • using prepositions
Note: Two-year-old use mostly nouns, few verbs. Three-year-old use nouns, verbs,
some adverbs, adjectives, prepositions. Four-year-old use all parts of speech.
Language Development of Down Syndrome and Autism

Down Summary of the speech and language profile of individuals with
Syndrome Down syndrome :• Speech and language skills are specifically
delayed relative to non-verbal abilities • Non-verbal communication is
a strength in infancy and beyond • Use of gestures to communicate is
a strength •
Vocabulary is understood slowly but steadily and becomes a strength
•
Spoken production of words lags behind comprehension • Early
grammar is learned slowly and is paced by vocabulary size • More
complex grammar is specifically delayed relative to vocabulary •
Spoken production of grammar lags behind comprehension of
grammar • Difficulty with speech production – first words delayed,
strings of words difficult • Articulation and phonology are a challenge,
therefore speech intelligibility is a weakness • Teenagers and adults
often still communicate with short, telegraphic sentences
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ASD Difficulties with nonverbal communication: – inappropriate facial

expressions • – unusual use of gestures • – lack of eye contact • –
strange body postures • – lack of mutual or shared focus of attention
Delay in or lack of expressive language skills • Significant differences
in oral language, for those who do develop language • – odd pitch or
intonation • – faster or slower rate of speech than normal • – unusual
rhythm or stress • – monotone or lilting voice quality
A tendency to use language to have needs met, rather than for socia
purposes
Repetitive and idiosyncratic speech patterns: ―The student may be
using echolalic utterances to rehearse what is heard in order to
process the information, or as a strategy for self-regulation. (Prizant
and Duchan,1981)
Echolalic speech, immediate or delayed literal repetition of the
speech of others: • appears to be non-meaningful, but may indicate
an attempt to communicate • indicates the ability to produce speech
and imitate • may serve a communication or cognitive purpose for
the student
Restricted vocabulary: – dominated by nouns – often confined to
requests or rejections to regulate one’s physical environment –
limited in social functions
Tendency to perseverate on a topic —that is, to continually discuss
one topic and have difficulty changing topics
Difficulty with the pragmatics of conversation: – problems initiating
communication – difficulty using unwritten rules – inability to maintain
conversation on a topic – inappropriate interrupting – inflexibility in
style of conversation, stereotypic style of speaking.
5.9 Typical Adaptive Skills

FEEDING DRESSING
8 months 15 - 24 months
• gums solid foods, feeds self crackers, • learns to take off hat, socks, and shoes
holds own bottle, drinks from cup without laces; learns to unzip large zippers
held by adult 24 - 30 months
12 months • can pull pants down with assistance is
• picks up small pieces of cereal to eat beginning to unbutton large buttons,
and holds cup and drinks with some anticipates the need to use the toilet, can
spills put shoes on with help, still needs help
24 - 30 months 33 getting pullover shirts
over head and pants up over bottom
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• drinks from a small cup, holding it with 30 - 36 months

one hand, bites well through food, • puts on items such as shoes, socks,
brings spoon to mouth with the palm pants, shirts, and jackets; pulls
pants
facing up, can eat a meal using a up; undresses and dresses with adult
spoon with minimal spilling help; still needs help with tying 3 - 4 years
30 - 36 months • uses toilet with adult help; has daytime
• pours from a small cup, begins to use toilet control; learns to undo fasteners,
a fork to spear food, can spread such as snaps and laces ; distinguishes
with between the front and back of clothes ;
a dull butter knife zips front-opening clothes ; buttons large
3 - 4 years buttons; puts on socks, may need help
• pokes food with a fork, begins using with heel placement; zips and unzips
fork more than spoon, holds spoon jackets but needs help with starting ; puts
in fingers with palm up, learns to cut shoes on, may have trouble telling which
soft foods with the edge of fork, feet
learns how to prepare a bowl of dry 4 years
cereal with milk, uses napkin, • puts on socks with heel placement;
serves self at puts on shoes with some adult help
table with little spilling and buckles shoes and belts
5 years
• put shirts on correctly; puts belt in
loops; unties a tie on an apron;
some can put shoes on correct feet
and tie laces
5.10 Red Flags/Adaptive Skills

If a child is...
· Having difficulty biting or chewing food during mealtime
· Needing a prolonged period of time to chew and/or swallow
· Coughing/choking during or after eating on a regular basis
· Demonstrating a change in vocal quality during/after eating (i.e. they sound gurgled or
hoarse when speaking/making sounds)
· Having significant difficulty transitioning between different food stages
· Not feeding him/herself finger foods by 14 months of age
· Not attempting to use a spoon by 15 months of age
· Not picking up and drinking from a regular open cup by 15 months of age
· Not able to pull off hat, socks or mittens on request by 15 months of age
· Not attempting to wash own hands or face by 19 months
· Not assisting with dressing tasks (excluding clothes fasteners) by 22 months
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. Not able to deliberately undo large buttons, snaps and shoelaces by 34 months
...an early intervention/developmental therapy and referral may be appropriate.

http://www.sensory-processing-disorder.com/child-developmental-checklist.html
5.11 Red Flags/Sensory

If a child is...
· Very busy, always on the go, and has a very short attention to task
· Often lethargic or low arousal (appears to be tired/slow to respond, all the time, even
after a nap)
· A picky eater
· Not aware of when they get hurt (no crying, startle, or reaction to injury)
· Afraid of swinging/movement activities; does not like to be picked up or be upside
down
· Showing difficulty learning new activities (motor planning)
· Having a hard time calming themselves down appropriately
· Appearing to be constantly moving around, even while sitting
· Showing poor or no eye contact
· Frequently jumping and/or purposely falling to the floor/crashing into things
· Seeking opportunities to fall without regard to his/her safety or that of others
· Constantly touching everything they see, including other children
· Hypotonic (floppy body, like a wet noodle)
· Having a difficult time with transitions between activity or location
· Overly upset with change in routine
· Hates bath time or grooming activities such as; tooth brushing, hair brushing, hair
cuts, having nails cut, etc.
· Afraid of/aversive to/avoids being messy, or touching different textures such as grass,
sand, carpet, paint, playdoh, etc.
...an early childhood intervention/developmental therapy referral may be appropriate.

NOTE: sensory integration/sensory processing issues should only be diagnosed by a
qualified professional (primarily, occupational therapists and physical therapists). Some
behaviors that appear to be related to sensory issues are actually behavioral issues
independent of sensory needs.
Possible visual problems may exist if the child...

· Does not make eye contact with others or holds objects closer than 3-4 inches from
one or both eyes
· Does not reach for an object close by Possible
hearing problems may exist if the child...
· Does not respond to sounds or to the voices of familiar people
· Does not attend to bells or other sound-producing objects
· Does not respond appropriately to different levels of sound
· Does not babble
Taken from http://www.sensory-processing-disorder.com/child-developmentalchecklist.h
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Let’s Check
1. Which of the following is an example of Double-syllable babble displayed by an infant
around 9-12 months? a. Ba-ma
b. Ba-da
c. Ma-ba
d. Ba-ba
2. In normal fine motor development, which of the following should occur first?
a. Copying a triangle
b. Copying a cross
c. Copying a circle
d. Tripod pencil grip
3. In most respects physical development and maturation are _________ by early adulthood.
Most people are at the _____ of their physical capabilities. The brain continues to grow in
both size and weight, reaching its maximum in early adulthood.
a. Incomplete; peak
b. Complete; peak
c. Complete; downside
d. Incomplete; downside
4. What idea about age is not right?

a. Chronological age is different from biological and psychological age
b. Chronological age, biological age, psychological and social age are related
c. Psychological age and social age are two different things
d. Chronological age is the same as biological and psychological age
5. When is the optimal time to test an infant's hearing?

a. 7 months
b. 9 months
c. 1 year
d. 18 months
6. Sounds made by an infant such as 'ooh' and 'eeh' are examples of?
a. Cooing
b. Gurgling
c. Babbling
d. All of the above
7. What do you call the response to events that threaten or challenge an individual? a.
Coping
b. Fight-or-Flight Response
c. Stress
d. Responsible Stage
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8. You ask a 3 year old child to build a tower of bricks. How many bricks would you
expect the tower to be made from, assuming the child is developmentally normal? a. 9
b. 18
c. 3
d. 6
9. Which of the following is usually the first sign of puberty in girls?

a. Breast budding
b. Growth of axillary hair
c. Growth spurt
d. Growth of some pubic hair
10. As people grow older, the __________ of learning declines.

a. power
b. Speed
c. quality
d. Quantity
11. At what age should a child be referred to a pediatrician if they have not begun to
walk?
a. 12-18 months
b. 9-12 months
c. 2 years
d. 6-9 months
12. How many hours per day does the average newborn baby sleep?
a. 6 hours
b. 12 hours
c. 18 hours
d. 16 hours
13. Which of the following reasons why do we need to track the development of children?
a. To find out if a child’s development is on track
b. To find out if a child might have a developmental delay
c. To find out if a child has red flags.
14. Fine motor development allows us to perform which one of the following activities? a.
Run
b. Walk
c. Crawl
d. Write
15. What stage of child development would a one-year-old fall into?

a. Infancy
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b. Early childhood
c. Late childhood
d. Adolescence
Let’s Analyze
1. Discuss the similarities and differences between growth and development?

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2. What are the principles of growth and development? Discuss each.
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3. What are you going to do if you notice that your learner has red flags? What is the
first thing you need to do? State the process.
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4. Are you allowed to diagnose your learners? Why or why not?

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5. In your own perspective, which is better? Nature or nurture? Expound your

answer.
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In a Nutshell
Child development involves a complex process, may it be in the aspect of physical

development, cognitive development, language development or social development. In
this part, you will be required to draw conclusions, perspectives, arguments and ideas
from the mentioned aspects of development.
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Cognitive Development.
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Physical Development
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Language Development
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Questions and Answer List: In this part, you are encourage to write questions about the topic.
You may communicate these questions to your instructor/professor through Quipper or any
prescribed social media platform. After you get the answers you may jot it down in the table
below. This is to bridge the gap of learning between vague concepts and your prior knowledge.

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2.
3.
4.
5.
KEYWORDS INDEX
Growth Proximodistal Gross motor
Development Genetic Fine motor
Cephalocaudal Prenatal Adaptive skills
Big Picture in Focus: ULOb. Explore the types and learning

characteristics of gifted and talented.
Metalanguage
⚫ Gifted. The term giftedness designates the possession and use of untrained and
spontaneously expressed natural abilities, in at least one ability domain to a degree
that places an individual at least among the top 10% of his/her age peers.
⚫ Talented. The term talent designates the superior mastery of systematically

developed abilities and knowledge in at least one field of human activity to a degree
that places an individual within at least upper 10% of age peers.
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Essential Knowledge
Gifted and talented learners perform or have the capability to perform at higher
levels compared to others of the same age, experience, and environment in one or more
domains. They require modifications to their educational experiences to learn and realize
their potential. Labelling a child as gifted does not instill them with more worth than
another child. Identifying a child as gifted is identifying a need that must be addressed.
Gifted students learn differently to their peers and will suffer if these needs are not met.
1. What is giftedness? Gagné cautions that it is important to differentiate between giftedness

and talent. Gifts are the “natural abilities” that can only become talents provided the right
intrapersonal characteristics, environmental influences and luck! Gagne created a model
(pictured above) to which highlights gifted and talented students. This model 'provides
research-based definitions of giftedness and talent that are directly and logically connected to
teaching and learning.' (ACARA 2015) The model represents how different effects impact on
the outcome of a student’s giftedness and talent. A student who is recognized and given
positive influences to achieve are able to enhance their giftedness and talent
2. Characteristics of Gifted and Talented Learners
Cognitive • Fast pace of learning (dislike slow)

Characteristic Extremely well-developed memory
s •
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• Preference for independent work

• Require deeper exploration of topic
• Ask reflective, probing questions
• Reason at a level beyond their
years
Affective • Experience intense emotions
Characteristic Exhibit perfectionist tendencies
s •
• Highly developed sense of justice

• Empathy – unusually high or
absent
• Very mature sense of humor
• Prefer company of older
students
3. Types of Gifted Learners

3.1 The Successful. Account for approximately 90% of gifted students in
school programs. Learned to work within the system. Behavioral problems rare as
eager for approval. Become competent but uncreative adults that rarely achieve
their full potential.
3.2 The Divergently Gifted. Rarely identified and placed in program. Very
creative but obstinate / tactless / sarcastic. Question authority, challenge
teachers. Social problems – potential dropouts.
3.3 The Underground. Mostly girls craving social inclusion. They attempt to
hide their gifts. More resistant, the more they are pushed.
3.4 The Dropouts. Angry with parents and teachers for being failed by the
system. Angry with themselves for being unable to work within the system. They
are usually rejected / depressed / withdrawn / aggressive.
3.5 The Double-labelled. Academic gifts coupled with physical or
social/emotional disability Most common counterpart is Asperger’s syndrome.
Talents often masked – sometimes to the extent that they end up in remedial
programs.
3.6 The Autonomous Learner. They are independent and self-directed. They
don’t work for the system but make it work for them. Create their own
opportunities.
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They are the positive and successful ones. Often in leadership roles.
4. Identification Process
-Standardized
achievement tests -Program Placement
-Parent nomination
-Teacher
nomination -Standardized test -Adjustment of
-Student’s work of giftedness curriculum
Dynamic testing
teacher- created
assessments
5. Implications for Learning

There are three main ways in which the curriculum should be differentiated.
1. Process • Learning tasks should be abstract, complex, varied

Modifications Learning tasks should involve issues of organization,
• study of people, methods of inquiry.
2. Product • Involve higher order thinking processes

Modifications Promote creative and critical thinking
•
• Require problem solving

• Involve group interaction
• Variable levels of pacing
• Allow for debriefing of the process
• Involve open-endedness
• Allow for freedom of choice.
3. Learning •Flexible and open
Environment Encourage independent learning
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• Accepting and non-judgmental

• Encourage complex and abstract thought.
Self-Help: You can also refer to the sources below to help you
Gagné’s Differentiated Model of Giftedness and Talent (DMGT). (1999). Journal for
the Education of the Gifted, 22(2), 230–234.
https://doi.org/10.1177/016235329902200209.
Let’s Check
1. Gagne's Differentiated Model of Giftedness and Talent asserts talents are developed
from ______________ through _____________________.
a. Natural abilities; systematic practice
b. The environment; effective instruction
c. One's personality; giftedness
d. Giftedness; the physical environment
2. Which of the following learners is by definition difficult to identify as gifted?

a. the Dropouts
b. the double-labeled
c. the underground
d. the Autonomous learners
3. The following are the cognitive characteristics of gifted and talented learners except?
a. Fast pace of learning (dislike slow)
b. Extremely well-developed memory
c. Ask reflective, probing questions
d. Highly developed sense of justice
4. Which of the following learners do not work with the system, but make the system works
for them. They are usually independent and self-directed learners?
a. the successful
b. the double-labeled
c. the divergently gifted
d. the Autonomous learners
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5. which of the following is similar to mental mobility/

a. fluency of ideas
b. originality of ideas
c. a singular of perspective
d. flexibility of mindset
6. What is true of a learning disposition?

a. It measures content understanding
b. It is a reflection of natural gifts and abilities
c. It is a culmination of content, application, and problem solving
d. It may be used to predict behavior
7. A gifted learner who is adept at effective and appropriate argumentation is likely gifted in
____________. a. originality
b. mental moblity
c. verbal IQ
d. Idea generation
8. Creatively gifted learners will particularly benefit from which of the following practices?
a. Clearly defined expectations
b. Individual thinking before group sharing
c. Elimination of group work
d. Implementation of routine brainstorming sessions
9. Darla simply cannot tolerate loud noises. Her reaction to it is overblown and unsettling.
As a gifted learner, Darla might be demonstrating a _____________ overexcitability.
a. sensual
b. imaginative
c. emotional
d. intellectual
10. Which of the following is likely true of an economically disadvantaged gifted learner?
a. Lacking in support, and demonstrating a low IQ
b. Lacking in support, and demonstrating incomplete understanding
c. Lacking in experience, yet demonstrating remarkable potential
d. Lacking in experience, yet demonstrating remarkable effort
Let’s Analyze
1. In your own perspective. Is giftedness genetically inherited? Or is it nature and nurture?

Elaborate your answer.
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2. As a teacher, how can you discover and identify gifted and talented learners in a first few
days or weeks of interaction in the class?
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3. How can you develop and bring out the full potential in a gifted and talented learner?
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4. What can you do to the gifted learner in a certain area but an underachiever in several
areas?
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5. What do you think on the separation of gifted learners from ordinary learners in the
Elementary and high school?
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In a Nutshell
In this part, you will be required to draw conclusions, perspectives, arguments and
ideas about the gifted and talented learners.
1. Gifted and talented learners should be given appropriate accommodation and modification
based on his/her capabilities.
2.__________________________________________________________________
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3.__________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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prior knowledge.

1.
2.
3.
4.
5.
KEYWORDS INDEX
Gifted The underground Program placement
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Talented Autonomous learner The Double-labeled
Divergently gifted The successful Multiple intelligences
Big Picture C
a. Describe the nature and learning characteristics of learners with

special educational needs; and
b. Determine the general instructional and classroom management
strategies that work best in inclusive classes.
Big Picture in Focus: ULOa. Describe the

nature and learning characteristics of learners
with special educational needs
Metalanguage
⚫ IDEA. The Individuals with Disabilities Education Act (IDEA) is a law that makes
availableto a free appropriate public education to eligible learners with disabilities
thoughout the nation and ensures special educaion and related services to those
learners.
⚫ Visual Efficiency. Refers to the eye’s ability to track, converge, and focus quickly. It
is needed for proper visual processing of visual information.
⚫ DSM-5. The Diagnostic and Statistical Manual 5 is the latest version of DSM
released in 2013 published by the American Psychiatric Association and covers all
categories of mental health disorders for both adults and children.
Essential Knowledge
It is essential for you as future teachers to identify learners who have difficulty learning
in your respective classroom. At this point, let us learn the nature and learning
characteristics of learners with special educational needs.
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1. LEARNERS WITH DIFFICLUTY SEEING.

Visual impairment involves an issue with sight which interferes with a student’s
academic pursuits. The Individuals with Disabilities Education Act
(IDEA) officially defines the category as “an impairment in vision that, even with
correction, adversely affects a child’s educational performance. The term includes
both partial sight and blindness.”
Vision plays a critical role in an educational setting. Visual impairment which

is severe enough to interfere with progress in normal educational programs is
considered a visual handicap. Students must be able to see clearly, focus on
objects far and near, be able to co-ordinate hand and eye, discriminate small
differences and remember what they see. Difficulty in any of these areas may pose
problems in the classroom (Mboshi, 2018).
1.1 Types of Visual Impairment

1.1.1 Partially sighted indicates some type of visual problem has resulted
in a need for special education
1.1.2 Totally blind students. The individual receives no useful
information through the sense of vision and must use tactile and auditory senses
for learning like Braille or other non-visual media.
1.1.3 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.
1.2 Degree of Visual Impairment

1.2.1 MILD VISUAL IMPAIRMENT: Acuities ranging from 20/70 to 20 /80
(both eyes)
1.2.2 MODERATE VISUAL IMPAIRMENT: Acuities ranging from 20 /100
to 20 /200 and field loss of more than 40%
1.2.3 SEVERE: Difficulty in learning environment, even with visual aids,
but s/he can use vision to some degree in the learning process.
1.3 Causes of Visual Impairment
1.3.1 Genetic or metabolic diseases
1.3.2 Defects or abnormalities in the eye itself (glaucoma, cataracts)
1.3.3 Infections, such as cytomegalovirus (CMV)
1.3.4 Neurological Visual Impairment (NVI)
1.4 Characteristics of Learners with Difficulty Seeing

1.4.1 Intellectual abilities are similar to those of sighted peers
They are unable to use sight to assist them in the development of concepts
1.4.2 Their concepts development depends on their tactile experience
1.4.3 They are unable to use visual imagery
1.4.4 They may display repetitive, stereotyped movement for example,
rocking or rubbing of eyes.
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1.4.5 They are withdrawn, dependent, unable to use non-verbal cues

1.4.6 They have difficulty using spatial information and visual imagery and
imagery problems with functional implications
1.4.7 They have unusual facial behaviors such as a squinting, blinking or
frowning while reading or doing close work.
1.4.8 They are unable to locate or pick up small objects
1.4.9 Physical indicators may include red eyes, swollen eyelids watery
eyes or discharge eyes that do not appear straight, uneven seized
eyes, eyes with drooping eyelids and crusts on lids between the
eye lashes.
1.4.10 They may have poor eye-hand coordination
1.4.11 Usually have problems in distinguishing similar shaped letters,
numbers or words for example b and d
2.LEARNERS WITH DIFFICULTY HEARING. According to the definition of

IDEA, hearing impairment “an impairment in hearing, whether permanent or fluctuating,
that adversely affects a child’s educational performance but is not included under the
definition of ‘deafness.' Learners who have below 90 decibels are classified as hearing
impairment.
2.1 Types of Hearing Impairment

2.1.1 Sensorineural. Sensorineural hearing loss is the most common type
of hearing loss. It occurs when the inner ear nerves and hair cells are damaged
due to age, noise damage or something else. Sensorineural hearing loss impacts
the pathways from your inner ear to your brain. Most times, sensorineural
hearing loss cannot be corrected medically or surgically, but can be treated and
helped with the use of hearing aids.
2.1.2 Conductive. Conductive hearing loss is typically the result of
obstructions in the outer or middle ear due to fluid, tumors, earwax or even ear
formation. This obstruction prevents sound from getting to the inner ear.
Conductive hearing loss can often be treated surgically or with medicine.
2.1.3 Mixed. A combination of sensorineural and conductive hearing loss.
2.2 Degree of Hearing Impairment

2.2.1 Mild. If the learner has mild hearing loss, he/she may hear some speech
sounds, but will have difficulty with soft sounds.
2.2.2 Moderate. The learner will struggle to hear/understand speech when
someone is talking at a normal level.
2.2.3 Severe. The learner will hear little-to-no speech when spoken at normal
levels, and hear only some loud sounds.
2.2.4 Profound. may only hear very loud sounds and no speech at all.
2.3 Causes of Hearing Impairment
2.3.1 Common causes of hearing loss are: aging, noise exposure, head trauma,
virus or disease, genetics, ototoxicity.
2.3.2 Causes of Sensorineural are: aging, injury, excessive noise
exposure, viral infections (such as measles or mumps), shingles, ototoxic drugs
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(medications that damage hearing), meningitis, diabetes, stroke, high fever or

elevated body temperature, ménière's disease (a disorder of the inner ear that
can affect hearing and balance), acoustic tumors, heredity, obesity, smoking,
hypertension.
2.3.3 Causes of conductive hearing loss are: infections of the ear canal or middle
ear resulting in fluid or pus buildup, perforation or scarring of the eardrum, wax buildup,
dislocation of the middle ear bones (ossicles), foreign object in the ear canal,
otosclerosis (an abnormal bone growth in the middle ear), abnormal growths or tumors.
2.4 Characteristics of Learners with Difficulty Hearing

2.4.1 Difficulty following verbal directions
2.4.2 Difficulty with oral expression
2.4.3 Some difficulties with social/emotional or interpersonal skills
2.4.4 Will often have a degree of language delay
2.4.5 Often follows and rarely leads
2.4.6 Will usually exhibit some form of articulation difficulty
2.4.7 Can become easily frustrated if their needs are not met — which
may lead to some behavioral difficulties
2.4.8 Sometimes the use of hearing aids leads to embarrassment and fear
of rejection from peers
3. LEARNERS WITH DIFFICULTY COMMUNICATING. Communication is the

process by which one individual expresses ideas, feelings, opinions, or messages to
others and receives and understands ideas, feelings, opinions, or messages from
others. Language is a rule-governed system of arbitrary symbols that stand for meaning.
Speech is the physical production of that system.
Communication disorder was defined by the IDEA as stuttering, impaired
articulation, language impairment, or voice impairment that adversely affect a child’s
educational performance. Learners who have difficulty communicating might be suffering
from these disorders: Communication Disorders, Speech/ Language impairments and
Autism Spectrum Disorder. Intellectual Disabilities.
3.1 Four Speech Systems

3.1.1 Respiration - the breathing that supports speech
3.1.2 Voicing - the sound powered by the vocal cords
3.1.3 Resonance - the means by which sound is changed as it travels
through the cavities of the neck and head
3.1.4 Articulation - the formation of speech sounds by the lips, tongue,
and other structures
3.2 Speech /Language Impairments
The IDEA defined speech or language impairment as a communication
disorder, such as stuttering, impaired articulation, a language impairment, or a
voice impairment, which adversely affects a child’s educational performance.
Speech disorder is an impairment of the articulation of speech sound,
fluency, or voice while language disorder is an impairment or the deviant
development of comprehension and/or use of a spoken, written, and/or other
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symbol system. It may involve 1) the form of language, 2) the content of

language, and/or 3) the function of language in communication in any combination
(Khan, 2016).
Some children may have difficulty learning and using spoken language as
a result of another disability, such as an intellectual disability, an emotional or
behavioral disorder, a learning disability, or an autism spectrum disorder.
Diagnostic Statistical Manual-5 categories for communication disorders
include Language Disorder, Speech Sound Disorder, Childhood-Onset Fluency
Disorder (Stuttering), Social (Pragmatic) Communication Disorder, and
Unspecified Communication Disorder.
3.3 Language Disorder. The diagnostic criteria for language disorder include
“persistent difficulties in the acquisition and use of language across modalities (i.e.,
spoken, written, sign language, or other) due to deficits in comprehension or production”
and language abilities that are “substantially and quantifiably” below age expectations.
3.3.1 Form Disorders
Phonology - sounds used to make word parts (e.g., 40 phonemes in
English language)
Morphology - rules for constructing words (e.g., plurals, suffixes)
Syntax - rules for connecting words together (e.g., word order,
organization)
3.3.2 Content Disorders . Semantics - rules that dictate meaning (e.g.,
vocabulary)
3.3.3 Use Disorders. Pragmatics – application of language in social
contexts (e.g., conversation)
3.4 Speech Sound Disorders. The key diagnostic criterion for speech sound
disorder includes “persistent difficulty with speech sound production that interferes with
speech intelligibility or prevents verbal communication of messages. Speech sound
production describes the clear articulation of the phonemes (individual sounds) that
make up spoken words. Speech sound production requires both the phonological
knowledge of speech sounds and the ability to coordinate the jaw, tongue, and lips with
breathing and vocalizing in order to produce speech sounds. Children with speech
sound disorder may have difficulty with the phonological knowledge of speech sounds
or the ability to coordinate the movements necessary for speech. These communication
difficulties can result in a limited ability to effectively participate in social, academic, or
occupational environments.
3.4.1 Symptoms: The DSM-5 includes the following diagnostic criteria for
Speech and Sound Disorder:
• Persistent difficulty with the production of speech sounds that interferes with the
intelligibility of one's speech or prevents verbal communication
• Limitations on communication interfere with social participation or performance
at school or work
• The symptoms begin early in life and are not attributable to other medical or
neurological conditions
3.4.2 Articulation Disorders
• Phonological – mental representation problem (can make sound, but doesn’t)
• Articulation – structural problem (can’t make sound)
• Substitutions, omissions, additions, distortions
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3.4.3 Fluency Disorders – interruptions in the flow of speaking (e.g.,

stuttering)
3.4.4 Voice Disorders - pitch, duration, intensity, resonance, vocal quality
3.4.5 Motor Speech Disorders
• Apraxia - lack of coordinated muscle movement
• Disarthria – weak, slow, or paralyzed muscles
3.5 Childhood-Onset Fluency Disorders. Childhood-onset fluency disorder is a

communication disorder characterized by a disturbance in the flow and timing of speech
that is inappropriate for an individual’s age. Also referred to as stuttering, this condition
includes the repetition or prolongation of speech sounds, hesitations before and during
speaking, long pauses in speech, effortful speech, and/or monosyllabic whole-word
repetitions. This condition is typically accompanied by anxiety about speaking and can
place limitations on how comfortable a child feels participating in social or academic
environments. Symptoms of childhood-onset fluency disorder develop between the
ages of 2 and 7, with 80 to 90 percent of cases developing by age 6. While mild
stuttering is common in children who are learning to speak, this behavior becomes a
fluency disorder when it persists over time and causes distress in the child. Stuttering is
more commonly found among males than females.
3.5.1 Symptoms:
• Repetition of syllables, sounds, or monosyllabic words (i.e., "I-I-I see them")
• Prolonging the vocalization of consonants and vowels
• Broken words (e.g., pauses within a word)
• Filled or unfilled pauses in speech
• Word substitution to avoid problematic words
• Words produced with an excess of physical tension (e.g., head jerking, fist
clenching)
• Frustration or embarrassment related to speech
3.6 Social (Pragmatic) Communication Disorder. It encompasses problems with
social interaction, social understanding and pragmatics. Pragmatics refers to using
language in proper context. SCD is meant to capture the social elements of
communication dysfunction in children who do not meet autism spectrum disorder
criteria. Diagnostic criteria of SCD as per DSM 5 are the following:
3.6.1 Persistent difficulties in the social use of verbal and nonverbal
communication as manifested by all of the following:
a. Impairment in the ability to change communication to match context
or the needs of the listener, such as speaking differently in a
classroom than on a playground, talking differently to a child than to
an adult, and avoiding use of overly formal language.
b. Difficulties following rules for conversation and storytelling, such as
taking turns in conversation, rephrasing when misunderstood, and
knowing how to use verbal and nonverbal signals to regulate
interaction.
c. Difficulties understanding what is not explicitly stated (e.g., making
inferences) and nonliteral or ambiguous meaning of language (e.g.,
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idioms, humor, metaphors, multiple meanings that depend on the

context for interpretation.)
d. Deficits in using communication for social purposes, such as
greeting and sharing information, in a manner that is appropriate for
social context.
3.6.2 The deficits result in functional limitations in effective communication,
social participation, social relationships, academic achievement, or
occupational performance, individually or in combination.
3.6.3 The onset of the symptoms is in the early developmental period (but
deficits may not become fully manifest until social communication demands exceed
limited capacities).
3.6.4 The symptoms are not attributable to another medical or
neurological condition or to low abilities in the domains of word
structure and grammar, and are not better explained by autism
spectrum disorder, intellectual disability (intellectual developmental
disorder), global developmental delay, or another mental disorder.
3.7 Unspecified Communication Disorder. This diagnostic category applies to

a clinical presentation 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. The
UCD diagnostic category is used when the clinician chooses not to specify the reason
that the criteria are not met for communication disorder or for a specific
neurodevelopmental disorder and can includes a clinical picture in which there is
insufficient data to render a more specific diagnosis (American Psychiatric Association,
2013
3.7.1 Language Disorders Identification
• Speech-language pathologists (SLP) rely on standardized, norm-
referenced tests etc.
• A family history
• Observational checklists and teacher
• Interviews with the student, as appropriate
• Language sample, which is an analysis made of elicited conversational
speech
3.7.2 Speech Disorders Identification
• Articulation test – the evaluation of child’s ability to produce speech
sounds in isolation, words, sentences, and spontaneous speech
• Fluency evaluation
• Voice evaluation • Hearing test • Case history
• Samples of the child’s work
4. AUTISM SPECTRUM DISORDER

Autism spectrum disorder (ASD) is a developmental disability that can cause significant
social, communication and behavioral challenges. Learners with ASD may
communicate, interact, behave, and learn in ways that are different from most other
people. The learning, thinking, and problem-solving abilities of people with ASD can
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range from gifted to severely challenged. Some people with ASD need a lot of help in
their daily lives; others need less.
The previous categories of autism like Asperger syndrome, autistic disorder, Child
Disintegrative Disorder (CDD) and Pervasive Developmental Disorder-Not Otherwise
Specified (PDD-NOS) are now called Autism Spectrum Disorder. The previous
symptoms of Autism which is also called triad of impairments: Social,
Language/Communication and Repetitive/Restricted behaviors are now categorized into
two: persistent deficits in social communication /interaction and restricted, repetitive
patterns of behavior. (DSM-5)
4.1 Characteristics of ASD. The DSM-5 diagnostic criteria are the following:
4.1.1 Persistent deficits in social communication and social interaction
across multiple contexts, as manifested by the following, currently
or by history;
A. Deficits in social-emotional reciprocity, ranging, for example,
from abnormal social approach and failure of normal back-and-forth
conversation; to reduced sharing of interests, emotions, or affect; to
failure to initiate or respond to social interactions.
B. Deficits in nonverbal communicative behaviors used for social
interaction, ranging, for example, from poorly integrated verbal and nonverbal
communication; to abnormalities in eye contact and body language or deficits
in understanding and use of gestures; to a total lack of facial expressions and
nonverbal communication.
C. Deficits in developing, maintaining, and understand relationships,
ranging, for example, from difficulties adjusting behavior to suit various social
contexts; to difficulties in sharing imaginative play or in making friends; to
absence of interest in peers.
4.1.2 Restricted, repetitive patterns of behavior, interests, or activities, as
manifested by at least two of the following, currently or by history;
A. Stereotyped or repetitive motor movements, use of objects, or
speech
B. Insistence on sameness, inflexible adherence to routines, or
ritualized patterns of verbal or nonverbal behavior.
C. Highly restricted, fixated interests that are abnormal in intensity
focus
D. Hyper- or hypo-reactivity to sensory input or unusual interest in
sensory aspects of the environment
4.1.3 Symptoms must be present in the early developmental period (but
may not become fully manifest until social demands exceed limited
capacities, or may be masked by learned strategies in later life).
4.1.4 Symptoms cause clinically significant impairment in social,
occupational, or other important areas of current functioning.
4.1.5 These disturbances are not better explained by intellectual disability
(intellectual developmental disorder) or global developmental delay.
Intellectual disability and autism spectrum disorder frequently co-
occur; to make comorbid diagnoses of autism spectrum disorder
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and intellectual disability, social communication should be below

that expected for general developmental level.
4.2 Signs and Symptoms. People with ASD often have problems with social,
emotional, and communication skills. They might repeat certain behaviors and might not
want change in their daily activities. Many people with ASD also have different ways of
learning, paying attention, or reacting to things. Signs of ASD begin during early
childhood and typically last throughout a person’s life. Learners might:
4.2.1 not point at objects to show interest (for example, not point at an
airplane flying over)
4.2.2 not look at objects when another person points at them
4..2.3 have trouble relating to others or not have an interest in other
people at all
4.2.4 avoid eye contact and want to be alone
4.2.5 have trouble understanding other people’s feelings or talking about
their own feelings
4.2.6 prefer not to be held or cuddled, or might cuddle only when they
want to
4.2.7 appear to be unaware when people talk to them, but respond to
other sounds
4.2.8 be very interested in people, but not know how to talk, play, or relate
to them
4.2.9 repeat or echo words or phrases said to them, or repeat words or
phrases in place of normal language
4.2.10 have trouble expressing their needs using typical words or motions
4.2.11 not play “pretend” games (for example, not pretend to “feed” a doll)
4.2.12 repeat actions over and over again
4.2.13 have trouble adapting when a routine changes
4.2.14 have unusual reactions to the way things smell, taste, look, feel, or
sound
4.2.15 lose skills they once had (for example, stop saying words they say)
5. LEARNERS WITH DIFFICULTY WALKING/ MOVING (OI)

5.1 Physical Disability . A physical disability is a condition that substantially
limits one or more basic physical activities in life (i.e. Walking, climbing stairs, reaching,
carrying, or lifting). These limitations hinder the person from performing tasks of daily
living. Physical disabilities are highly individualized. The same diagnosis can affect
students very differently.
5.2 Mobility Impairment . Mobility Impairment describes any difficulty which
limits functions of moving in any of the limbs or in fine motor abilities. Mobility Disabilities
can stem from a wide range of causes and be permanent, intermittent, or temporary. The
most common permanent disabilities are musculoskeletal impairments such as partial or
total paralysis, amputation, spinal injury, arthritis, muscular dystrophy, multiple sclerosis,
cerebral palsy, and traumatic brain injury. Additionally, conditions such as respiratory and
cardiac diseases can impair mobility due to fatigue and reduced stamina.
5.3 TYPES
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5.3.1 Cerebral Palsy (CP) affects the largest group of students with
Orthopedic Impairments in public schools. It occurs when there is an injury to the
brain before, during, or after birth and results in poor motor coordination and unusual
motor patterns. There are four main types of cerebral palsy.
A. Spastic: The most common form of CP is when there is too
much muscle tone or tightness. An individual with Spastic CP generally has
stiff or jerky movements in one’s legs, arms, and/or back.
B. Dyskinetic: Affects the entire bodily movement of an individual
and slow and uncontrollable body movements normally occur.
C. Ataxic: Involves poor coordination, balance, and perception.
D. Mixed: Involves a combination of symptoms from the three
types above.
5.3.2 Dystrophy occurs when voluntary muscles progressively weaken and
degenerate until they no longer function. The onset of Muscular Dystrophy can occur
anytime between the ages of one to adulthood and is believed to be hereditary.
5.3.3 Spinal Muscular Atrophy is a disease that affects the spinal cord and
may result in progressive degeneration of the motor nerve cells. The severity runs
from mild weakness to characteristics similar to muscular dystrophy. Spinal Muscular
Atrophy is characterized in general by fatigue and clumsiness. The cause is hereditary
and the age of onset is either in infancy or a later time or between the ages of 2 and
17.
5.3.4 Spinal Cord Injuries occur when the spinal cord is severely damaged
or severed, usually resulting in partial or extensive paralysis. Spinal cord injuries are
most commonly a result of an automobile or other vehicle accident. The
characteristics and needs of individuals with spinal cord injuries are often similar to
those with cerebral palsy. Injuries to the spinal cord cause different types of mobility
impairments, depending on the areas of the spine affected. Quadriplegia refers to the
loss of function to arms, legs, and trunk. Students with quadriplegia have limited or no
use of their arms and hands and often use motorized wheelchairs. Paraplegia refers
to the loss of function to the lower extremities and the lower trunk. Students with
paraplegia typically use a manual wheelchair and have full movement of arms and
hands.
5.3.5 Multiple Sclerosis is a progressive disorder where the nerve impulses
to the muscles are short circuited by scar tissue. Initially mild problems may occur but
as the attacks continue, a person may develop a multitude of problems. These include
severe visual impairment, speech disorder, loss of bowel and bladder control, and
paralysis. Symptoms may regress as remission occurs.
5.3.6 Rheumatoid Arthritis causes general fatigue and stiffness and aching
of joints. Students who are affected by this may have trouble being in one position for
a length of time.
5.3.7 Degenerative Diseases are comprised of a number of diseases which
affect a person’s motor development (ex. Musculoskeletal, Juvenile Rheumatoid
Arthritis, Muscular Dystrophy).
5.4 Possible Causes
5.4.1 Being born with or acquiring problems with their bones, their joints,
and/or their muscles
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5.4.2 Problem stemming from deformities, diseases, injuries, or surgeries

(loss of a limb, bone, or muscle tissue) Possible Signs and Characteristics.
5.4.3 Paralysis, unsteady gait, poor muscle control, loss of a limb, etc.
(causes limited mobility)
5.4.4 Speech production and the expressive language of the child.
5.4.5 Difficulty with large motor skills and fine motor skills
.4.6 Limited ability to perform daily living activities
5.5 Learning Characteristics

5.5.1 Is contingent upon the impairment, its severity, and individual factors
5.5.2 Can be different from person to person (impact varies)
5.5.3 Many students with orthopedic impairments have no cognitive,
learning, perceptual, language, or sensory issues
5.5.4 Individuals with neuromotor impairments have a higher incidence of
additional impairments
5.5.5 Some children may have significant limitations to their activity levels that
require intensive medical and/or educational assistance.
LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING
Learners who have difficulty remembering and focusing may suffer from Specific Learning
Disability and ADD/ADHD.
6.SPECIFIC LEARNING DISABILITY. The term learning disability was first used by
Samuel Kirk (1963). It was described as a group of children who had disorders in
development of language, speech, reading and associated communication skills
needed for social interaction. IDEA defines a specific learning disability as disorder in
one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical calculations.” This disability
category includes such conditions as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia.
6.1 Classification of Learning Disabilities: Kirk and Gallagher (1989)
developmental Academic
Attention
disorder Spelling Reading
disabilities disabilities
Language 82
Handwriting
Memory disorder
Perceptual disabilities
disorder Arithmetic
Thinking
disorder
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6.2 Types of Specific Learning Disabilities

6.2.1 Dyslexia. a specific learning disability that is neurological in origin. It
is characterized by difficulties with accurate and/or fluent word recognition and by
poor spelling and decoding abilities. These difficulties typically result from a
deficit in the phonological component of language that is often unexpected in
relation to other cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede the growth of
vocabulary and background knowledge. (International Dyslexia Association)
6.2.2 Dysgraphia. A writing disability in which affect a person’s ability to
express their thoughts in writing. Some of the common signs include: awkward or
tight grip on a pencil, illegible handwriting, speaking the words out loud while
writing, omitting words in sentences, difficulty with grammar and syntax structure,
avoidance of writing tasks, problems articulating thoughts and ideas into written
words, and difficulty organizing and planning thoughts when writing.
6.2.3 Dyscalculia. Involves profound difficulties with mathematics. A broad
term for many different types of disorders that involve problems with math. Some signs
include: slow to develop counting and math problem solving skills, difficulty recalling
number sequences, computing problems, problems with time concepts, poor sense of
direction, and difficulty completing mental math. A child with math LDs might be able to
complete math problems one day, but seem lost and confused when facing the same
problems the next day.
6.3 Symptoms of Learning Disabilities
Areas Symptoms
Academic • poor performance on group tests
• reversals in reading and writing
• difficulty in copying accurately from a model
• slowness in completing work
• easily confused by instructions
• difficulty with tasks requiring sequencing
Cognitive • difficulty discriminating size, shape, color

Symptoms difficulty with temporal (time) concepts
•
• distorted concept of body image

• poor organizational skills
• difficulty with abstract reasoning and/or problem-
solving
• disorganized thinking
• often obsesses on one topic or idea
• poor short-term or long-term memory
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• lags in development milestones (i.e. motor,

language)
Physical • general awkwardness poor
Symptoms visual-motor coordination
•
• hyperactivity
• overly distractible; difficulty concentrating
• lack of hand preference or mixed dominance
Behavioral/Socia • impulsive behavior;
l lack of reflective thought prior to action
Symptoms •
• low tolerance for frustration

• excessive movement during sleep
• poor peer relationships
• overly excitable during group play
• poor social judgment inappropriate, unselective, and
often excessive display of affection
• behavior often inappropriate for situation
• failure to see consequences for his/her actions
• overly gullible; easily led by peers
• excessive variation in mood and responsiveness
• poor adjustment to environmental changes
• difficulty making decisions
6.4 Characteristics of Learning Disabilities. Clement (1966), includes the following 10

frequently cited attributes:
✓ Hyperactivity
✓ Perceptual-motor impairments
✓ Emotional liability
✓ Coordination problems
✓ Disorders of attention
✓ Impulsivity
✓ Disorders of memory and thinking
✓ Academic difficulties
✓ Language deficits
Lerner (2000) recent list include the following learning and behavioral characteristics of
individuals with learning disabilities:
✓ Disorders or attention
✓ Poor motor abilities
✓ Psychological process deficits and information processing problems
✓ Lack of cognitive strategies needed for efficient learning
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✓ Oral language difficulties

✓ Written language problems
✓ Social skills disorder
7. Attention Deficit Disorder/ Attention Hyperactivity Disorder (ADD/ADHD).

Attention-Deficit/Hyperactivity Disorder (ADHD) is a condition that can make it hard for a
person to sit still, control behavior, and pay attention. These difficulties usually begin
before the person is 7 years old. However, these behaviors may not be noticed until the
child is older. Doctors do not know just what causes ADHD. However, researchers who
study the brain are coming closer to understanding what may cause ADHD. They
believe that some people with ADHD do not have enough of certain chemicals
(called neurotransmitters) in their brain. These chemicals help the brain control behavior.
People with ADHD show a persistent pattern of inattention and/or hyperactivity–
impulsivity that interferes with functioning or development:
7.1 Inattention: Six or more symptoms of inattention for children up to age 16
years, or five or more for adolescents age 17 years and older and adults;
symptoms of inattention have been present for at least 6 months, and they are
inappropriate for developmental level:
7.1.1 Often fails to give close attention to details or makes careless mistakes in
schoolwork, at work, or with other activities.
7.1.2 Often has trouble holding attention on tasks or play activities.
7.1.3 Often does not seem to listen when spoken to directly.
7.1.4 Often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace
7.1.5 Often has trouble organizing tasks and activities.
7.1.6 Often avoids, dislikes, or is reluctant to do tasks that require mental effort
over a long period of time (such as schoolwork or homework).
7.1.7 Often loses things necessary for tasks and activities (e.g. school materials,
pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
7.1.8 Is often easily distracted
7.1.9 Is often forgetful in daily activities.
7.2 Hyperactivity and Impulsivity: Six or more symptoms of

hyperactivityimpulsivity for children up to age 16 years, or five or more for
adolescents age 17 years and older and adults; symptoms of hyperactivity-
impulsivity have been present for at least 6 months to an extent that is
disruptive and inappropriate for the person’s developmental level:
7.2.1 Often fidgets with or taps hands or feet, or squirms in seat.
7.2.2 Often leaves seat in situations when remaining seated is expected.
4.2.3 Often runs about or climbs in situations where it is not appropriate
(adolescents or adults may be limited to feeling restless).
7.2.4 Often unable to play or take part in leisure activities quietly.
7.2.5 Is often “on the go” acting as if “driven by a motor”.
7.2.6 Often talks excessively.
7.2.7 Often blurts out an answer before a question has been completed.
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7.2.8 Often has trouble waiting their turn.

7.2.9 Often interrupts or intrudes on others (e.g., butts into conversations or games)
7.3 Types of ADHD

7.3.1 hyperactive/ Impulsive type. This, the least common type of ADHD, is
characterized by impulsive and hyperactive behaviors without inattention and
distractibility.
7.3.2 Inattentive and distractible type. This type of ADHD is characterized
predominately by inattention and distractibility without hyperactivity.
7.3.3 Combined type. This, the most common type of ADHD, is characterized by
impulsive and hyperactive behaviors as well as inattention and distractibility.
LEARNERS WITH DIFFICULTY WITH SELF-CARE
8. INTELLECTUAL DISABILITY (ID). IDEA defined Intellectual disability as significantly sub-

average general intellectual functioning, existing concurrently with deficits in adaptive
behavior and manifested during the developmental period, that adversely affects a child’s
educational performance. It is characterized by significant limitations both in intellectual
functioning and adaptive behavior, which covers many everyday social and practical skills.
The disability originates before the age of 18. (AAIDD-American Association of Intellectual
and Developmental Disabilities). The Diagnostic and Statistical Manual of Mental
Disorders, fifth edition (DSM-5) defines Intellectual Disability as an intellectual disability
(intellectual developmental disorder) is a disorder with onset during the developmental
period that includes both intellectual and adaptive functioning deficits in conceptual, social,
and practical domains
8.1 Basically, learners suffering from this disability have difficulty with the following
skills:
8.1.1 Conceptual skills—language and literacy; money, time, and number
concepts; and self-direction.
8.1.2 Social skills—interpersonal skills, social responsibility, self-esteem,
gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow
rules/obey laws and to avoid being victimized.
8.1.3 Practical skills—activities of daily living (personal care), occupational
skills, healthcare, travel/transportation, schedules/routines, safety, use of money,
use of the telephone.
8.2 Classification of Intellectual Disability
Severity Approximate DSM-IV Criteria DSM-5 Criteria AAIDD Criteria

Category Percent (severity levels (severity classified on (severity classified on
Distribution were based only the basis of daily the basis of intensity of
of Cases by on IQ skills) support needed)
Severity categories)
Mild 85% Approximate IQ Can live Intermittent support
range 50–69 independently with needed during
minimum levels of transitions or periods of
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support. uncertainty.
Moderate 10% Approximate IQ Independent living Limited support needed
range 36–49 may be achieved with in daily situations.
moderate levels of
support, such as
those available in
group homes.
Severe 3.5% Approximate IQ Requires daily Extensive support
range 20–35 assistance with needed for daily
selfcare activities and activities.
safety supervision.
Profound 1.5% IQ <20 Requires 24-hour Pervasive support
care. needed for every
aspect of daily routines.
8.3 Learning Characteristics of Intellectual Disability.
Conceptual Social Practical

Mild In Preschool, children, there Compared with typically Learners need some
may be no obvious developing age-mates, support with complex daily
conceptual differences. For the learner is immature living tasks in comparison
school-age children and in social interactions. For to peers. In, adulthood,
adults there are difficulties in example, there maybe supports typically involve
academic skills needed to difficulty in accurately grocery shopping,
meet age-related perceiving peers’ social transportation, home and
expectations. In adults, cues. Often noticed by child care organizing,
abstract thinking, executive peers. There maybe nutritious food, preparation,
function and short-term difficulties regulating and baking and money-
memory as well as emotion and behavior in management. Support is
functional use of academic ageappropriate fashion. typically needed to raise a
skills are impaired. family.
Moderat All through development, Friendships with typically The learner can care for
e the learners’ conceptual developing peers are personal needs involving
skills lag markedly behind affected by eating, dressing,
those of peers. On going communications or elimination, and hygiene as
assistance on daily basis is social interactions. an adult, although an
needed to complete Significant social and extended period of teaching
conceptual tasks of day-to- communicative support is and time is needed for the
day life, and others may needed in work settings individual to become
take over these for success. independent in these areas,
responsibilities through the and reminders may be
life span. needed.
Severe Attainment of concepts is Spoken language is The learners requires
limited caretakers provide quite limited in terms of support for all activities of
extra supports for problem vocabulary and daily living including meals,
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solving throughout life. grammar. Speech maybe dressing, bathing and

single words or phrases elimination. The learner
and communication are requires supervision at all
focus on here and now times. The learner cannot
within everyday events. make responsible decisions
regarding well-being of self
and others.
Profoun Conceptual skills generally The learner has very The learner is dependent
involve the physical world limited understanding of on all aspects of daily living.
d
rather than symbolic speech or gesture. Although, learners without
processes. The learner may He/she may understand severe physical
use objects in goaldirected some simple instructions impairments may assist with
some daily work tasks at
fashion for self-care, work, or gestures and
home, like carrying dishes
and recreation. Motor and expresses his/her own
to the table. Simple actions
sensory impairments may desires and emotions with objects may be the
prevent functional use of through non-verbal, non basis of participation in
objects even if visual spatial symbolic communication. some vocational activities
skills are intact (e.g., can The learner primarily with high levels of ongoing
match objects based on enjoys relationships with support.
physical characteristics well known family
seen visually, but cannot members and significant
translate to appropriate use. others.
8.4 CAUSES of Intellectual Disability
8.4.1 Prenatal (maternal infections like Rubella, use of toxic substances, RH

incompatibility, Genetic disorders, prenatal injury).
8.4.2 Perinatal (infections, mechanical injury during birth, and other
causes).
8.4.3 Past-natal (infections like meningitis or encephalitis, toxic substances,
brain tumor)
8.4.5 Genetic Disorders

A. Down Syndrome. The single most important prenatal genetic
disorder responsible for intellectual disability is down syndrome.
There are three widely accepted causes that explains the genetic
basis of down syndrome: complete trisomy 21, mosaic trisomy 21,
translocation trisomy 21.
B. Fragile X Syndrome. A genetic condition that causes a range of
developmental problems including learning disabilities and cognitive
impairment. Usually, males are more severely affected by this
disorder than females. Affected individuals usually have delayed
development of speech and language by age 2.
C. Prader-Willi Syndrome. Fragile x syndrome is the second most
common single cause of ID. The syndrome results from a mutation
on the x chromosome at what is known as the fragile site (xq27.3). •
the typical phenotype includes a large, long head and ears, short
stature, hyper extensible joints, and post pubertal macroorchidism.
The mental retardation ranges from mild to severe. Prader-willi
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syndrome is postulated to result from a small deletion involving

chromosome 15, usually occurring sporadically. Persons with the
syndrome exhibit compulsive eating behavior and often obesity,
mental retardation, hypogonadism, small stature, hypotonia, and
small hands and feet. Children with the syndrome often have
oppositional and defiant behavior.
D. Cri-Du-Chat Syndrome. Children with cat's cry syndrome lack part
of chromosome 5. The characteristic cat-like cry caused by laryngeal
abnormalities that gave the syndrome its name gradually changes
and disappears with increasing age. They have difficulty swallowing
and sucking, low birth weight and poor growth, hyperactive,
aggressive, and repetitive movements.
E. Klinefelter’s Syndrome. The male has 2 x chromosomes and 1 y
chromosome.
F. Turner’s Syndrome. It is caused by a partial or complete absence
of one of the x chromosomes in a female.
G. William’s Syndrome. Caused by the absence of material on the
seventh pair of chromosomes. Their unusual sensitivity to sound
makes them competent in music and language despite of their low
IQ level.
H. Cornelia De Lange Syndrome. Characterized by slow growth
before and after birth leading to short stature; intellectual disability
that is usually moderate to severe; and abnormalities of bones in the
arms, hands, and fingers.
I. Rett's Disorder. a rare genetic neurological and developmental
disorder that affects the way the brain develops, causing a
progressive loss of motor skills and speech.
This disorder primarily affects girls.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
➢ Mboshi, N. (2017). Teaching Learners with Visual Impairment in an Inclusive

Education Setting: The Cameroon Perspective. International
Journal of Education and Research. Vol. 6 No. 2. ISSN:
24115681.
➢ Watson, S. (2019). Recognizing Characteristics of Deafness and hearing

Loss in Students. https://www.thoughtco.com/recognizingcharacteristics-of-
deafness-3110771
➢ Khan, U. (2016). Characteristics of Student with Communication Disorder.

https://www.slideshare.net/UsmanKhan225/characteristics-ofstudent-with-
communication-disorders-57678492
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➢ American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders (5th ed.). Arlington, VA: Author.
➢ Flax, J.et. al. (2019). Social (Pragmatic) Communication Disorder: Another

name for the Broad Autism Phenotype? Sage Journals. Research Article.
https://doi.org/10.1177/1362361318822503
➢ Centers for Disease Control and Prevention. Autism Spectrum Disorder.

Reviewed March 2020.
https://www.cdc.gov/ncbddd/autism/facts.html
➢ Swineford, L.B., Thurm, A., Baird, G. et al. Social (pragmatic) communication

disorder: a research review of this new DSM-5 diagnostic category. J
Neurodevelop Disord 6, 41 (2014).
https://doi.org/10.1186/1866-1955-6-41
➢ LaRose, S., Thoron, A., Colclasure, B. (2016). Teaching Students with

Disabilities. Research gate:
https://www.researchgate.net/publication/329196925
➢ Bailey, E. (2020). Learning Disabilities Overview: Reading, Writing and Math

Disorders. https://www.additudemag.com/slideshows/types-
oflearning-disabilities-overview/
➢
John, K. (2013). Learning Disability: Characteristics, Assessments and
Diagnosis.
https://www.scribd.com/document/174721391/Learning-
Disability
https://ghr.nlm.nih.gov/condition/fragile-x syndrome#:~:text=Fragile%20X
➢
%20syndrome%20is%20a,and% 20language%20by%20age
%202.
Let’s Check
Select the letter of the best answer.
1. Which of the following is not a category of disability?

a. Orthopedic impairment
b. Traumatic brain injury
c. Digestive disorder
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d. Emotional disturbance
2. Which of the following is not a characteristic of speech or language impairment?

a. Poor voice quality, such as distracting pitch
b. Coughing
c. Inadequate vocabulary
d. Difficulty conveying messages
3. Which of the following does not promote or enhance preschoolers’ language

skills?
a. Arranging classroom with interesting materials and providing high-interest
activities
b. Making children make choices and requesting their preferred activity or
the material they want
c. Developing situations in which children are likely to need help and must
communicate their needs to each other or adult
d. None of the above
4. Which of the following is not a skill in reading?

a. Progress monitoring
b. Letter fluency
c. Phonics
d. Phonological awareness
5. Which of the following is not a characteristic of ADHD?

a. Inattention
b. Hyperactivity
c. Impulsivity
d. Speech delay
6. Which of the following is a self-management?

a. Self-monitoring
b. Self-evaluation
c. Self-reinforcement
d. All of the above
7. Which of the following is not an example of internalizing behavior?

a. Anorexia
b. Depression
c. Hyperactivity
d. Anxiety
8. Which of the following is a major component of the mental retardation defined by

AAMR?
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a. Intellectual functioning
b. Adaptive behavior
c. Systems of supports
d. All of the above
9. How would a pregnant woman prevent mental retardation of her unborn child?
a. Obtain early prenatal medical care
b. Obtain good nutrition
c. Seek genetic counseling
d. All of the above
10. What should a teacher do when a student is having a seizure?

a. Give the student a glass of water
b. Protect the student’s head from injury
c. Carry the student over his/her shoulder
d. Put a blanket on the student
Let’s Analyze
1. Learners who are difficulty seeing are due to visual impairments. What are the different
types of visual impairments? Describe each.
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What are the degrees of hearing impairment? Give examples to illustrate.
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3. How does communication impairments affect the educational performance of learners?

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4. How does Social (Pragmatic) Communication Disorder differs from Autism Spectrum
Disorder (ASD)?
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5. Have you encountered persons with Autism Spectrum Disorder? Or Do you personally
know person with ASD? How do you feel about him/her?
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6. As a future educator, how can you help raise awareness about persons with disability?
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In a Nutshell
Provide the needed information in the chart below.
Learner with Definition Types Causes Learning

difficulty: characteristics
Seeing
Hearing
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Communicatin
g
Moving/walking
Remembering
and focusing
Self-care

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3.
4.
5.
KEYWORDS INDEX
IDEA Visual Impairment (VI) Austism Spectrum Disorder

(ASD)
DSM-V Hearing Impairment (HI) Orthopedic Impairment (OI)
Visual efficiency Speech and Language Specific Learning Disability

Impairments (SLI) (SLD)
ADHD/ADD Intellectual Disability (ID) Emotional Disorder (ED)
Big Picture in Focus: ULOb. Demonstrate the general

instructional and classroom management strategies that work
best in inclusive classes.
Metalanguage
⚫ Differentiated Instruction. Differentiation is a teaching concept in which the classroom

teacher plans for the diverse needs of students.
Essential Knowledge
The key to success for students with disabilities in inclusive classroom is the
general education teacher. In this section, you will learn the different instructional
strategies that can be utilized with special and general education students. The
strategies can be modified to fit the individual needs of students when appropriate.
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1. INSTRUCTIONAL STRATEGIES FOR ALL STUDENTS . Effective instruction is

not a method of teaching, but rather a series of characteristics, which can be embedded
into a range of teaching methods. Effective instruction involves implementing strategies
in planning, managing, delivering, and evaluating instruction. Good teachers clearly
define what they want their students to learn through goals, objectives, and student
outcomes and establish a positive classroom environment. With all the instructional
strategies available, classroom teachers must determine which strategies to employ
with the right students at the right time.
2. Differentiated Instruction. Differentiation is a teaching concept in which the

classroom teacher plans for the diverse needs of students. The teacher must consider
such differences as the students’: Learning styles, skill levels, and rates, Learning
difficulties, Language proficiency, Background experiences and knowledge, Interests
and Motivation, Levels of abstraction, Social and emotional development, Various
intelligences, Physical needs
2.1 Four Ways to Differentiate Instruction:
2.1.1 Differentiating the content/topic;
2.1.2 Differentiating the process/activities;
2.1.3 Differentiating the product; and
2.1.4 Differentiating by manipulating the environment or through
accommodating individual learning styles
3. Teacher-Directed Instruction. In a teacher-directed classroom, the teacher
plans, shapes and guides the learning process. He or she analyzes course standards
and prepares a sequence of instructional strategies to help students acquire the
knowledge and skills to meet those standards.
3.1 Explicit Instruction. Explicit teaching is teacher directed instruction. Skills
and concepts are presented in a clear, sequential and direct fashion that
promotes student mastery. With explicit teaching, the teacher
provides an explanation or model of a skill or concept and then
guides students through the learning process, providing many
opportunities for independent practice to ensure mastery and
generalization.
3.2 Strategy Instruction. To effectively and efficiently learn new information
or solve problems, students need strategies. Some students develop
strategies independently, but often students with disabilities need to be
taught explicitly strategies to help them learn new information. With
strategy instruction, teachers model and teach students different tools,
methods, procedures, or techniques that enable students to complete a
task successfully.
4. Student-Centered Learning. Student-centered learning is based on the belief

that active involvement by students increases learning and motivation. Good
studentcentered learning values the student’s role in acquiring knowledge and
understanding.
5. Graphic Organizers. Graphic organizers are instructional tools that facilitate

instruction and promote student learning.
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6. Collaboration. Collaborative practices developed during the mainstreaming and

regular education initiative movement as a way to support the education of students
with disabilities in the general education classroom. There are five essential elements
for effective collaboration:
✓ recognizing the need for joint effort to achieve complex goals,
✓ acknowledging the increased creativity that such joint efforts often yield,
✓ enjoying the social nature of joint problem solving, even though difficult,
✓ valuing individual intellectual growth of participants, and
✓ reflecting about professional practices and changing procedures based on analysis
of merits and pitfalls.
6.1 Co-Teaching. An example of collaboration at the classroom level is
coteaching. Co-teaching is when general and special education teachers
provide instruction together to students with and without disabilities in the
general education classroom. Other terms used to describe co-teaching,
include cooperative teaching or team teaching.
7. Instructional Grouping. Instructional grouping refers to how teachers organize
students during instruction. Under the instructional grouping are: peer tutoring, small
group instruction, and cooperative learning. When general education teachers use a
variety of instructional grouping strategies with their students, the instruction the
students receive is often more focused and individualized to the students’ needs than
with whole group instruction.
7.1 Cooperative Learning. There are many different forms of cooperative
learning, but they all involve students working together in teams or small
groups to help one another learn. Often the teams or groups are made up of
high, average, and lower achieving students, boys and girls, and students of
diverse ethnic backgrounds. Students work together to learn and are
responsible for their teammate’s learning as well as their own.
7.2 Peer Tutoring. Another popular collaborative instructional arrangement that
supports students with disabilities in inclusive settings is peer tutoring. The
peer tutor helps the student tutee learn, practice, or review academic skills.
The emphasis of peer tutoring is improving academic skills, but often peer
tutoring also fosters social skills, positive relationships, and self-esteem for
both students involved.
7.3 Small Group Instruction. Another instructional grouping of students with
disabilities in the general education classroom is small group instruction.
When used judiciously, organizing students into small groups by instructional
needs can be highly effective, because it allows students with disabilities to
benefit from intensive and targeted instruction.
8. Implementing RTI and a Multi-Tiered Approach. RTI is a multi-tiered approach

to providing services that match students’ individual academic needs. The progress
monitoring approach to using interventions systematically to ensure student success is
widely used. Interventions support the instruction and curriculum modification needed to
intensify instruction for individual students’ academic achievement. The growth in
individual students’ academic skills is measured and monitored for appropriate
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instructional interventions. The most common model is a three-tiered approach,

symbolized by a triangle.
The bottom of the triangle represents universally implemented strategies,

curriculum and instruction which supports 80% of the school population successfully at
this level. Tier II represents the 15% of students who will need different or more intense
supports in addition to the universal supports provided at tier I to be successful. These
groups are developed based on periodic progress monitoring predetermined by the
school teams. Finally, tier III represents the 5% of students who need more
individualized attention in order to make progress. Ideally, the tiers are fluid and students
move in and out of the tiers as warranted by their skill development. Interventions can be
both academic and behavioral, depending on the students’ needs in the classroom.
Assistance is provided systematically, with scheduled assessments signaling the need
for instructional or behavioral interventions.
2. PBS (Positive Behavior Supports) is sometimes defined as the behavior supported
multi-tiered approach which uses the same three-tiered framework model. Tier I is the
disciplinary system used for 80% of the students; at tier II about 15% of students who
receive school-wide classroom discipline also receive small group supports; and tier III
represents the 5% of students who need intense individualized systems of support.
9.1 Tier I: Core instruction and universal supports
• Classroom delivery or core curriculum work for at least 80% of your students.
• Universal assessments are administered at pre-determined times to establish
whether students need additional supports.
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• Small group interventions are implemented as needed using differentiated

instruction.
• Universal or tier I interventions are academic or behavioral strategies that are
routinely used when any student is having difficulty in the core curriculum.
• Core curriculum is delivered to all students and additional supports are identified for
students who are not making sufficient gains. Teacher responsibilities at tier I
• Systematically implement school-wide academic and discipline plans within their
classroom. Provide research-based instructional and behavioral strategies for academic
success.
• Monitor progress, document results, and maintain running records for each student.
• Study student data to determine why students may be struggling and provide
additional support.
• Match instructional and intervention strategies to students’ strengths and target
deficit areas using engaged learning to maximize student interaction with the core
curriculum material.
• Collaborate with family to address specific leaning needs and provide information
for providing additional supports at home.
9.2 Tier II supplemental supports to core curriculum or universal behavioral
supports
• Supplemental curriculum interventions are in place for the 15% of students who
are making minimal progress or falling significantly behind their peers in core
curriculum at tier 1.
• Teachers may have an RtI team to study data and collaborate on instructional
and curriculum materials needed for more intensive instructional intervention.
• Data drives placement for moving in and out of tier II supported intense small
group instructional groups. Specific behavior or academic skills have been
identified and instructional supports measure growth frequently for progress.
Teacher responsibilities at tier II
• Provide small group instruction for students identified as at risk for academic
failure or provide additional behavior supports for target behaviors that are
interfering with student success.
• Develop and implement intervention plans with support personnel such as social
workers or RtI team members.
• Provide small group instruction a minimum of 15-30 minutes per day, at
improvement could not have been quantified without implementing the RtI/PBS
framework.
It is easy to feel like a student is “always” out of his seat and off task, but
collecting daily data may prove a different story. By collecting data within the
classroom we can quickly reveal that the behavior may only be happening right
after lunch, far less frequently than a teacher thinks. It is important that teachers
use assessment to drive instruction so that measurable learner outcomes are the
focus of all RtI/PBs interventions. Additionally, supporting the systems structures
with fidelity is crucial for success.
10. Discrete Trial Training Method. The Discrete Trial Method is a form of task
oriented formative assessment that can be used in assessment-driven instruction.
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Teachers use daily data to develop instruction, materials, and method of instruction
based on the student’s current level of functioning. Discrete trial training methodology is
an excellent means of collecting data and monitoring progress, especially at the tier III
level.
11. Applied Behavior Analysis. Applied Behavior Analysis (ABA) is a type of

intervention 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.
Shelton, C., & Pollingue, A. (2014). The Exceptional Teacher’s Handbook. The
FirstYear Special Education Teacher’s Guide to Success. Skyhorse Publishing,
Inc. ISBN: 978-1-62914-252-4.
Peterson, K. (2011). A qualitative study of instructional strategies used by elementary

general education teachers in inclusive classrooms (Order No. 3471046).
Available from ProQuest Central. (884773443). Retrieved
from https://search.proquest.com/docview/884773443?accountid=31259
Reesha M. Adamson, John William McKenna & Barbara Mitchell (2019) Supporting all
students: Creating a tiered continuum of behavior support at the classroom level
to enhance schoolwide multi-tiered systems of support, Preventing School
Failure: Alternative Education for Children and Youth, 63:1, 6267, DOI:
10.1080/1045988X.2018.1501654
Let’s Check
1. Teacher Ana wants to plan a differentiated instruction in which she

considers the diverse needs of her learners. Teacher Ana must consider the
following except?
a. Learning styles, skill levels
b. Learning difficulties
c. Interest and motivation
d. Financial needs
2. To allow differentiation in his class, teacher Jose used a variety of

assessments. What way of differentiation did teacher Jose alter?
a. Content
b. Product
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c. Process
d. Environment
3. Teacher Linda use tiered activities through which all learners work on
building the same important understandings and skills but proceed with
different levels of support, challenge or complexity. What mode of
differentiation did teacher Linda use?
a. Content
b. Product
c. Process
d. Environment
4. Teacher Rosemarie presented the skills and concepts in a clear, sequential

and direct fashion that promotes student's mastery. What approach did she
apply in her discussion?
a. Teacher directed instruction
b. Explicit instruction
c. Strategy instruction
d. All of the above
5. It is a kind of teaching strategy in which learning is based on the belief that

active involvement by students increases learning and motivation?
a. Teacher directed instruction
b. Explicit instruction
c. Strategy instruction
d. Student- centered
6. Which of the following is not included in the essential elements for effective
collaboration?
a. Recognizing the need for joint effort to achieve complex goals
b. Acknowledging the decreased creativity that such joint efforts
often yields
c. Valuing individual intellectual growth of participants
d. Enjoying the social nature of joint problem solving, even
though difficult.
7. What graphic organizers that help students organize information before,
during, and after a unit or a lesson. They can be used to engage students in
a new topic, activate prior knowledge, share unit objectives, and monitor
students’ learning.
a. K-W-l chart
b. Fishbone diagram
c. T- chart
d. Venn diagram
Let’s Analyze
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1. In your own perspective, what could be the biggest barriers to students’

achievement in your classroom? How can they be addressed?
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2. What process do you have in mind in implementing Positive Behavior Supports

(PBS)? What would you like to change?
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3. Illustrate the implementation of Response to Intervention (RTI) and the Multi-tiered Approach
to your very own classroom.
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_
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4. Enumerate the different forms of Instructional grouping and describe each.
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5. What do you think on ABA? Could it really improve behaviors and skills and decrease the
need for special services of learners?
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In a Nutshell
At this point, you are required to give different instructional and classroom
management strategies that you think works best in an inclusive class. Give at least ten
different strategies and approaches not mentioned in our lesson.
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2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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prior knowledge.

3.
4.
5.
KEYWORDS INDEX
Differentiated instruction Social justice Instructional grouping
Teacher directed Graphic organizers RTI

instruction
Student centered learning Collaboration Multi-tiered Approach
PBS DTT ABA
Big Picture D
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a. Discuss and have an informed understanding about the

components of special and inclusive education; and
b. Construct and give unbiased and highly assessment
appropriate for each learner and explain the importance of
multidisciplinary team in the assessment process.
Big Picture in Focus: ULOa. Discuss and have an informed

understanding about the components of special and inclusive
education.
Metalanguage
Essential Knowledge
DepEd order 72 series of 2009 cited that a comprehensive inclusive program for
learner with special educational needs has the following components:
1. Child find
2. Assessment/ Program Options
1. Curriculum Modifications
2. Parental Involvement
1. Child Find. This is locating where these children are through the family mapping
survey, advocacy campaigns and networking with local health workers. The children
with special needs who are not in school shall be listed using Enclosure No. 1. These
children shall be visited by Special Education (SPED) teachers and parents should be
convinced to enroll their children in SPED Centers or schools nearest their home.
Child Find is a legal requirement that schools find all children who have disabilities and
who may be entitled to special education services. The school must evaluate any child
that it knows or suspects may have a disability. Identifying these kids is an important first
step toward getting them the help they need to succeed in school. This includes children
who are being home-schooled or who are in private school. Child Find requires school
districts to have a process for identifying and evaluating children who may need special
education and related services, such as counseling or speech therapy. Even infants and
toddlers or age 0-21 can be evaluated. Programs can connect families with appropriate
services early in the child’s life. Parents whose children don’t attend public schools may
not know what kind of help is available. The Child Find mandate gives schools an
important legal responsibility. Understanding their responsibility can help you ensure that
your child gets the services he needs.
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2. Placement/ Program Options

Regular schools with or without trained SPED teachers shall be provided
educational services to children with special needs. These schools shall access educational
services from SPED Centers or SPED trained teachers.
The first program option that shall be organized for these children is a self-
contained class for children with similar disabilities which can be mono-grade or
multigrade handled by a trained SPED teacher. The second option is inclusion or
placement of the child with disabilities in general education or regular class where
he/she learns with his/her peers under a regular teacher and/or SPED trained teacher
who addresses the child’s needs. The third option is a resource room program where the
child with disabilities shall be pulled out from the general education or regular class and
shall report to a SPED teacher who provides small group/one-on-one instruction and/or
appropriate interventions for these children.
3. Accommodations and Curricular Modifications
Modification in classroom instructions and activities is a process that involves new

ways of thinking and developing teaching-learning practices. Curriculum modifications shall
include service delivery options like cooperative or team teaching, consulting teacher
program and others. It also involves changes in any of the steps in the teaching-learning
process.
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4. Parental Involvement. This plays a vital role in preparing the children in academic,
moral and spiritual development. Parents shall involve themselves in observing
children’s performance, volunteering to work in the classroom as teacher aide and
providing support to other parents.
4.1Parents Provide Critical Input. Parents and guardians know their
children better than anyone else and have the most complete understanding
of a child's physical, social, developmental, and family history
4.2 Parents Work More Closely With Their Children Than Other
Adults Can. While kids attend school about six hours a day, they only have
a few minutes of teachers' undivided attention in a class. Parents have the
opportunity to sit side-by-side with them, working through homework and
other learning activities for extended periods.
4.3 Parents Provide Comprehensive Insight for Transition

Meetings. Transition meetings are held to discuss movement from one
school level to another, from one program to another, or to a post-secondary
program, job, or assisted living program.
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4.4 Parents Are the Best Advocates for Their Child. There is no one
as interested in and motivated to see a child succeed and thrive than her
own parents, and this alone places the parent in a crucial role on the IEP
team.
Let’s Check
1. Which of the following situations below best describes modification?
a. Provide audiotapes of textbooks. Have the child follow while listening
b. Provide summaries of chapters of assigned reading
c. use marker to highlight important text sections of assignments
d. Shorten spelling tests to the most functional words
2. What is a modification?
a. A change in what is being taught or expected from the student.
b. Going to the nurse often when sick.
c. Allowing the student to sit in the front of the classroom.
3. A student will provide answers to essay-type questions on a quiz by

speaking the answers, rather than writing them down.
a. Accommodation
b. Modification
c. Either
d. Neither
4. Which of the following is NOT considered a modification?

a. Shortening an assignment.
b. Two extra days to complete work without penalty.
c. Word bank
d. Large print books.
3. Teacher Nilo used Peer tutoring in the class to help those learners who have
difficulty learning cope with the lessons. What curricular adaptations did
teacher Nilo apply?
A.Participation B.
alternate goals
c. level of support
d. substitute curriculum
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Let’s Analyze
1. Undeniably parental involvement has significant in the education of their

child. What could be the barriers why some parents failed to get fully
involved in the education of their children?
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2. How is placement for inclusive education in the classroom as per Department of

Education?
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_______________
3. In a child find, schools must find children who have disabilities and who may
be entitled to special education services. What do you think is/are the best
way to locate those children?
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____________
4. Annie is a learner with mild ASD, she is already good in all subject areas
except from her behavior problems. Do you think she can now be placed in
the general education classroom together with the regular learners? Why
and why not?
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5. What are the basic components of special and inclusive education? Describe each
item.
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In a Nutshell
In this part, you write whatever your thoughts, ideas, perspectives in the implementation of
special and inclusive classes in the country.
1. ________________________________________________________________
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2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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_______________________________________________________________
10. ________________________________________________________________
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prior knowledge.

3.
4.
5.
KEYWORDS INDEX
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Parental Involvement Placement programs Modifications
Accommodations Child find Home-schooled
Big Picture in Focus: ULOb. Construct and give unbiased and

highly assessment appropriate for each learner and explain the
importance of multidisciplinary team in the assessment
process.
Metalanguage
Terms are discussed below. Please proceed to essential knowledge.
Essential Knowledge
Assessment in special education is a process that involves collecting information
about a student for the purpose of making decisions. Assessment is primarily a
problemsolving process. Assessment and testing are often treated synonymously yet
they really are not the same. No matter which type of professional you become in the
field of special education, it is always necessary to fully understand the assessment
process and to be able to clearly communicate vital information to professionals,
parents, and students.
1. Multidisciplinary Team. In special education, you will work with many professionals
from different fields. You are part of a team, often referred to as a Multidisciplinary
Team. A Multidisciplinary team performs the assessment of child for a suspected
disability and then determines the child’s eligibility for special education services. The
team’s role is crucial because it helps determine the extent and direction of a child’s
personal journey through the special education experience. Consequently, the skills
you must possess in order to offer a child the most global, accurate, and practical
evaluation should be fully understood. Under IDEA, an evaluation of a child with a
suspected disability must be made by a multidisciplinary team. These professionals
must use a variety of assessment tools and strategies to gather relevant functional
and developmental information, including information provided by the parent, that will
assist in determining whether a child has a disability as defined under federal law.
2. Members of the Multidisciplinary Team:

2.1 Regular education teacher
2.2 School psychologist
2.3 Educational evaluator
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2.4 Special education teacher

2.5 Speech and language clinician
2.6 Medical personnel (when appropriate)
2.7 Social worker
2.8 School/guidance counselor
2.9 Parents
2.10 School nurse
2.11 Occupational and physical therapists (when appropriate)
3. Decision Making in the Assessment Process. Assessment in special education is a
process that involves collecting information about a student for the purpose of making
decisions about an individual. Assessment plays a critical role in the determination of
SIX important decisions.
3.1 Evaluation Decisions: Information collected in the assessment

process can provide detailed information of a student’s strengths, weaknesses,
and overall progress.
3.2 Diagnostic Decisions: Information collected in the assessment

process can provide detailed information of the specific nature of the student’s
problems or disability.
3.3 Eligibility Decisions: Information collected in the assessment
process can provide detailed information of whether a child is eligible for special
education services.
3.4 IEP (IEP Development) Decisions: Information collected in the

assessment process can provide detailed information so that an Individualized
Education
Program (IEP) may be developed
3.5 Educational Placement Decisions Information collected in the

assessment process can provide detailed information so that appropriate
decisions may be made about the child’s educational placement
3.6 Instructional Planning Decisions. Information collected in the

assessment process is critical in planning instruction appropriate to the child’s
special social, academic, physical, and management needs
4. How Students are Identified for Assessment. There are normally three ways in
which a student may be identified for assessment of a suspected disability:
4.1 The student’s classroom teacher may identify that certain
symptoms exist within the classroom that seem to indicate the presence of some
problem: For example, the student’s work is below expectations for his or her
grade or age, or the student’s behavior is so disruptive that he or she is unable to
learn.
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4.2 The student’s parents may call or write to the school or to the
director of special education and request that their child be evaluated: They may
feel that the child is not progressing as he or she should or may notice particular
problems in how their child learns. When parents note a problem and request an
evaluation, the school must follow through on the assessment process. This is the
parents’ legal right.
4.3 Other school personnel may suspect the presence of a learning or
behavior problem and ask the student’s parents for permission to evaluate the
student individually: This may have resulted from a student scoring far below his
or her peers on some type of screening measure and thereby alerting the school
to the possibility of a potential problem.
Methods of Assessment Used in Special and Inclusive Education
5. OBSERVATIONS. Observation is an assessment technique whereby one observes

the student in his or her natural environments. Observing the student and his or her
environment is an important part of any assessment process. Observations in the
classroom and in other settings where the student operates can provide valuable
information about: Academic skills, Motor skills, Communication skills, Social skills.
5.1 Nonsystematic observation: Observer simply watches the
observer in his or environment and notes the behaviors, characteristics, and
personal interactions that seem significant.
5.2 Systematic Observation: Here, the observer sets out to observe
one or more precisely defined behaviors. The observer specifies observable
events that define the behavior and then measures the behavior in
a certain way.
Common Observational Techniques
5.3 Anecdotal Recording: The observer describes incidents or

behaviors observed in a particular setting in concrete, narrative terms (as
opposed to drawing inferences about feelings or motives). This type of record
allows insight into cause and effect by detailing what occurred before a behavior
took place, the behavior itself, and consequences or events that occurred after
the behavior.
5.4 Event Recording: The observer is interested in recording the
number of times a specific behavioral event occurred (such as how many times
the student hits or gets out of his or her seat). A tally sheet listing the behaviors to
be observed and counted is useful; when the observer sees the behavior of
interest, he or she can simply make a tick mark on the sheet.
5.5 Duration Recording: This method usually requires a watch or
clock, so that a precise measurement of how much time a student spends
doing something of concern to the teacher or assessment team (e.g.,
talking to others, tapping, rocking) can be recorded.
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6. INTERVIEWS. Interview is an assessment technique conducted face to face (or by

telephone) between an interviewer and an interviewee where recorded responses to
questions are obtained.
Types of Interviews
6.1 Structured Interview: Interview whereby a predetermined set of
questions is asked.
6.2 Unstructured Interview: Interview where predetermined questions
are asked.
6.3 Combined: Most interviews combine both structured and
unstructured interview questions
I
7. PORTFOLIO ASSESSMENTS. Often, an initial part of the assessment process
includes examining a student's work, either by selecting work samples that can be
analyzed to identify academic skills and deficits, or by conducting a portfolio
assessment, where folders of the student's work are examined. Perhaps the most
important type of assessment for the classroom teacher is the portfolio assessment. A
portfolio is a purposeful collection of student works that exhibits the student’s efforts,
progress, and achievement in one or more areas.
Three General Types of Portfolios
7.1 Working portfolio-Teacher, student, and parents all contribute to
the portfolio. Both works-in-progress and final product pieces are included.
7.2 Showcase portfolio-The portfolio houses only the student’s best
work and generally does not include works-in-progress. The student manages
the portfolio and decides what to place in it.
7.3 Record keeping or Teacher portfolio-The portfolio houses student
test papers and work samples maintained by the teacher. It contains work not
selected by the student for inclusion in the showcase portfolio.
COMMON ASSESSMENTS AREAS IN SPECIAL EDUCATION INCLUDE:
8. Individual Intelligence Tests. Wechsler Intelligence Scale for Children (WISC): The
school psychologist usually administers this test, which measures a student’s
intelligence in a variety of areas, including linguistic and spatial intelligence. This is a
norm-based test, meaning that student performance is measured against the
performance of students at various grade levels. This test described by American
Psychologist Wechsler. From this we can assist the individual intelligence scale for all
age group.
8.1 WISE – Used for people between ages 16-75.
8.2 WISC – Used for children at age group between 5-16 years.
8.3 Wechsler assist the intelligence through the verbal scale involving
used of word concepts and numbers. It consists of six subsets.
8.3.1 Test of general information
8.3.2 Test of general comprehension
8.3.3 Test of Arithmetic reasoning
8.3.4 Test of Digit Span
8.3.5 Test of distinction between similarity
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8.3.6 Test of vocabulary

9. Group Intelligence Tests. Group intelligence and achievement tests are often
administered in the general education classroom. It is through these types of tests that
a teacher might first suspect that a student has a learning disability. These tests have
two functions, measuring academic ability as well as a child’s cognitive level.
9.1 Skills evaluations. Specialists such as the school speech
pathologist and the child’s general practitioner use certain diagnostic measures
for determining a child’s gross motor skills, fine manipulative skills and hearing,
sight speech and language abilities. Teachers typically refer parents to a
pediatrician or specialist so that the student can receive a full physical and
evaluation as part of the process of gathering the evidence necessary to develop
an individual education program (IEP).
9.2 Developmental and Social History. The child’s classroom teacher,
parents, pediatrician and school specialists help formulate this narrative
assessment. They may fill out checklists, answer questions, participate in an
interview or write a report addressing a child’s strengths, challenges and
development (or lack thereof) over time. The focus here is on issues such as the
child’s health history, developmental milestones, genetic factors, friendships,
family relationships, hobbies, behavioral issues and academic performance.
9.3 Observational Records. Anyone who works with the child can
provide information about the child’s academic performance and behavioral
issues. Daily, weekly and monthly observational records that show a child’s
performance over time typically fall into the domain of the general education
teacher, as he or she is the individual working most closely with the child on a
regular basis. The general education teacher also typically has a firm notion of
how a child’s work and behavior compares to that of other students of the same
age and grade level.
9.4 Samples of Student Work The general classroom teacher also
provides most of the evidence in this domain. A folder of assignments, tests,
homework and projects can provide a snapshot of a child’s abilities and
challenges in performing grade level work. A more nuanced portfolio, which may
include a research project, a writing assignment with several drafts or samples of
work throughout a thematic unit, affords the materials for an in-depth investigation
of a child’s learning style, thought process and ability to engage in critical thinking
tasks.
10. In the world of education, quantity is not always quality. However, educators
require multiple measures to ensure that they gain an accurate picture of a student’s
performance compared with others at the same grade level. For example, some
students perform poorly on standardized tests but do well in authentic assessments
(those that mirror the usage of skills in the real world) such as hand-on projects.
11. No single test or evaluation can capture a child’s full spectrum of strengths and
challenges. Assessments give educators guidance as to how to provide the best
services and support for children, but they are not everything. From these, you can
create shortterm and long-term goals for the child.
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Department of Education. Inclusive Education as Strategy for Increasing Participation

Rate of Children. DepEd Order no. 72. Series of 2009.
https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-
asstrategy-for-increasing-participation-rate-of-children/
Nine Types of Curriculum Adaptations. Retrieved from:

http://www.snipsf.org/wpcontent/uploads/2011/08/NineTypes.pdf
Piereangelo, R. and Giuliani, G. (2015). Understanding Assessment in the Special

Education Process: A step-by-Step Guide for Educators. Skyhorse
Publishing. ISBN: 9781510701335.
National Association for Special Education Teachers. (2019). Retrieved from:

https://www.naset.org/index.php?id=2876.
Let’s Check
1. Which scenario depicts a role of medical service providers on a multidisciplinary team?

a. A school counselor provides mental health services.
b. A special education teacher provides feeding and toileting assistance.
c. A school nurse provides monitoring or other medical services to a student.
d. A transition coordinator provides medical information to school staff.
2. What are multidisciplinary teams in special education?

a. Teams made up of members of multiple content areas who identify and meet
the academic needs of students with special needs.
b. Teams made up of members of a variety of specialties who identify and meet
the needs of students with physical disabilities or other health impairments
c. Teams made up of special education teachers from multiple areas of training
to meet the needs of students with learning disabilities
d. Teams made up of non-educators to address the particular needs of students
with mental health issues.
3. What is the primary purpose of assessments?

a. Inform parents of student progress
b. Provide feedback to help students succeed
c. Allow schools to compare progress
d. Enable teachers to test strategies
4. Which of the following statements is True?

a. If a test is valid, it is generally reliable.
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b. If a test is reliable, it is generally valid.

c. If a test is not valid, it is generally reliable.
d. If a test is reliable, it is generally not valid.
5. What is the special education teacher’s central role on a multidisciplinary team?

a. To facilitate the gathering and flow of information as well as leading formal meetings
related to the student
b. To gather medical information to disseminate to general education teachers
c. To write reports detailing the student's accommodations for testing and
instruction
d. To provide counseling services for the student as needed
6. It is an assessment decision wherein information collected in the assessment process can

provide detailed information of the specific nature of the student’s problems or disability?
a. Diagnostic decisions
b. Evaluation decisions
c. IEP decisions
d. Instructional Planning decisions
7. The following are the persons who can identify students of suspected disability except?
a. Teacher
b. Parents
c. Other school personnel
d. children with special learning needs
8. It is a kind of observation wherein the observer simply watches in his or environment and
notes the behaviors, characteristics, and personal interactions that seem significant.
a. Systematic observation
b. Non-systematic observation
c. Structured
d. Unstructured
9. This type of record allows insight into cause and effect by detailing what occurred before a
behavior took place, the behavior itself, and consequences or events that occurred after
the behavior.
a. Event recording
b. Anecdotal recording
c. Duration recording
d. Anecdotal and event recording
10. What is the general education teacher's central role on a multidisciplinary team?
a. To facilitate the gathering and flow of information as well as leading formal meetings
related to the student
b. To gather medical information to disseminate to general education teachers
c. To write reports detailing the student's accommodations for testing and instruction
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d. To provide counseling services for the student as needed
Let’s Analyze
1. What are the advantages and disadvantages in using observation as assessment method?
Discuss your answer.
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2. Several methods of assessment were discussed. Which would you like to include in
your lesson planning and how will you begin to do that?
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3. How do you use the data from the assessments of your students? Elaborate your
answer.
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4. How can the development of alternate grading systems support the diverse learner in a
general education setting?
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5. How can a variety of assessments tools support the inclusion of special needs students in
the general education curriculum?
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In a Nutshell
Test 1. In this part, provide sufficient information needed in the chart below.
Multidisciplinary Role in the IEP

Team
1. General To write reports detailing the student's accommodations for
Education testing and instruction. To report the present level of
Teacher performance of the child, the specific goals that need to be met
as well as the strengths and weaknesses of the learner.
2. Parents
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3. Special
Education
Teacher
4.
5.
6.
7.
8.
9.
10.

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2.
3.
4.
5.
KEYWORDS INDEX
Assessment Anecdotal Intelligence test
Evaluation Interviews Skill evaluations
Observation Portfolios Student Works
PART 3: COURSE SCHEDULES
This section calendars all the activities and exercises, including readings and
lectures, as well as the time for making assignments and doing other requirements, in a
programmed schedule, by days and weeks, to help you in SDL pacing, regardless of the
mode of delivery (OBD or DED). Note: reading assignments can be calendared for 3
days or for a week with performance tasks (essay or reflection paper)
Activity Week Date Where to Submit

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Online Orientation of the August 17, 2020 Virtual Meeting

Subject/Rules
Discussion on Syllabus August 18, 2020 Virtual Meeting
Big Picture A. Discussion on August 19, 2020 Virtual Meeting
Salient Points of ULOa Week 1
Big Picture A. Let’s Check August 20, 2020 Quipper
Activities
Big Picture A. Let’s Analyze August 21, 2020 Quipper
Activities
Big Picture A. In a Nutshell August 24, 2020 Quipper
Salient Points of ULOb Week 2
Big Picture A. Let’s Check August 26, 2020 Quipper
Activities
Big Picture A. Let’s Analyze August 27, 2020 Quipper
Activities
Big Picture A. In a Nutshell August 28, 2020 Quipper
Salient Points of ULOc
Big Picture A. Let’s Check September 1, Quipper
Activities 2020
Big Picture A. Let’s Analyze Week 3 September 2, Quipper
Activities 2020
Big Picture A. In a Nutshell September 3, Quipper
2020
FIRST EXAM September 4, Quipper
2020
Big Picture B. Discussion on September 7, Virtual Meeting
Salient Points of ULOa 2020
Big Picture B. Let’s Check Week 4 September 8, Quipper
Activities 2020
Big Picture B. Let’s Analyze September 9, Quipper
Activities 2020
Big Picture B. In a Nutshell September 10, Quipper
2020
Big Picture B. Discussion on September Virtual Meeting
Salient Points of ULOb 11,2020
Big Picture B. Let’s Check September Quipper
Activities 14,2020
Big Picture B. Let’s Analyze Week 5 September Quipper
Activities 15,2020
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Big Picture B. In a Nutshell September Quipper

16,2020
Quiz/Summarry/Recap September Quipper
17,2020
SECOND EXAM September Quipper
18,2020
Big Picture C. Discussion on September Virtual Meeting
Salient Points of ULOa 21,2020
Big Picture C. Let’s Check September Quipper
Activities 22,2020
Big Picture C. Let’s Analyze Week 6 September Quipper
Activities 23,2020
Big Picture C. In a Nutshell September Quipper
24,2020
Big Picture C. Discussion on September Virtual Meeting
Salient Points of ULOb 25,2020
Big Picture C. Let’s Check September Quipper
Activities 28,2020
Big Picture C. Let’s Analyze September Quipper
Activities Week 7 29,2020
Big Picture C. In a Nutshell September 30 , Quipper
2020
Quiz/Summarry/Recap October 1, 2020 Quipper
THIRD EXAM October 2, 2020 Quipper
Big Picture D. Discussion on October 5, 2020 Virtual Meeting
Salient Points of ULOa
Big Picture D. Let’s Check October 6, 2020 Quipper
Activities
Big Picture D. Let’s Analyze Week 8 October 7, 2020 Quipper
Activities
Big Picture D. In a Nutshell October 8, 2020 Quipper
Big Picture D. Discussion on October 9, 2020 Virtual Meeting
Salient Points of ULOb
Big Picture D. Let’s Check October 12, 2020 Quipper
Activities
Big Picture D. Let’s Analyze October 13,2020 Quipper
Activities & In a Nutshell Week 9
Review for Finals October 14, 2020 Quipper
FINAL EXAM October 15, 2020 Quipper
October 16, 2020 Quipper
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Online Code of Conduct
(1) All teachers/Course Facilitators and students are expected to abide by an honor
code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
(2) Faculty members are guided by utmost professional conduct as learning facilitators
in holding OBD and DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM 21.15)
and personnel discipline (OPM 21.11).
(3) All students are likewise guided by professional conduct as learners in attending
OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.
(4) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be
properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the online
classes or published in SIM/SDL manuals.
(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
(8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Facilitators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
(9) Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments
(10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others
to further academic fraudulence online.
(11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide
by all the provisions of the Online Code of Conduct, as well as all the requirements
and protocols in handling online courses.
(12) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
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Course prepared by:
ANSONA C. ARBOIZ, MAEE

Name of Course Coordinator/Faculty
Course reviewed by:
MONA LISA O. CHAGAS, EdD

Program Head
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
REFERENCES
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (5th ed.). Arlington, VA: Author.
2. Bailey, E. (2020). Learning Disabilities Overview: Reading, Writing and Math Disorders.
https://www.additudemag.com/slideshows/types-of-learning-disabilitiesoverview/
3. Centers for Disease Control and Prevention. Autism Spectrum Disorder. Reviewed March
2020. https://www.cdc.gov/ncbddd/autism/facts.html
4. Department of Education. Inclusive Education as Strategy for Increasing Participation

Rate of Children. DepEd Order no. 72. Series of 2009.
https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-asstrategy-
for-increasing-participation-rate-of-children/
5. Flax, J.et. al. (2019). Social (Pragmatic) Communication Disorder: Another name for
the Broad Autism Phenotype? Sage Journals. Research Article.
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https://doi.org/10.1177/1362361318822503
6. Gagné’s Differentiated Model of Giftedness and Talent (DMGT). (1999). Journal for the
Education of the Gifted, 22(2), 230–234.
https://doi.org/10.1177/016235329902200209.
7. Inciong, T. The Development of Welfare and Education for Children With Mental Retardation
Towards Inclusion: The Philppine Experience. Philippine Association for the Retarded Inc.
8. John, K. (2013). Learning Disability: Characteristics, Assessments and Diagnosis.

https://www.scribd.com/document/174721391/Learning-Disability
9. Khan, U. (2016). Characteristics of Student with Communication Disorder.

https://www.slideshare.net/UsmanKhan225/characteristics-of-student-withcommunication-
disorders-57678492
10. LaRose, S., Thoron, A., Colclasure, B. (2016). Teaching Students with Disabilities. Research
gate: https://www.researchgate.net/publication/329196925
11. Mboshi, N. (2017). Teaching Learners with Visual Impairment in an Inclusive Education
Setting: The Cameroon Perspective. International Journal of Education and Research. Vol. 6
No. 2. ISSN: 2411-5681.
12. National Association for Special Education Teachers. (2019). Retrieved from:
https://www.naset.org/index.php?id=2876.
13. Nine Types of Curriculum Adaptations. Retrieved from:

http://www.snipsf.org/wpcontent/uploads/2011/08/NineTypes.pdf
14. Peterson, K. (2011). A qualitative study of instructional strategies used by elementary

general education teachers in inclusive classrooms (Order No. 3471046). Available from
ProQuest Central. (884773443). Retrieved from
https://search.proquest.com/docview/884773443?accountid=31259
15. Piereangelo, R. and Giuliani, G. (2015). Understanding Assessment in the Special Education
Process: A step-by-Step Guide for Educators. Skyhorse Publishing. ISBN: 9781510701335.
16. Reesha M. Adamson, John William McKenna & Barbara Mitchell (2019) Supporting all
students: Creating a tiered continuum of behavior support at the classroom level to enhance
schoolwide multi-tiered systems of support, Preventing
School Failure: Alternative Education for Children and Youth, 63:1, 6267, DOI:
10.1080/1045988X.2018.1501654
17. Scridb. Timeline of the Development of SPED (2014). Retrieved from

https://www.scribd.com/doc/215003780/Timeline-of-the-Development-ofSPED-Including-
History-of-SPED-in-the-Philippines.
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18. Shelton, C., & Pollingue, A. (2014). The Exceptional Teacher’s Handbook. The First-
Year Special Education Teacher’s Guide to Success.
Skyhorse Publishing, Inc. ISBN: 978-1-62914-252-4.
19. Swineford, L.B., Thurm, A., Baird, G. et al. Social (pragmatic) communication disorder: a
research review of this new DSM-5 diagnostic category. J Neurodevelop Disord 6, 41 (2014).
https://doi.org/10.1186/1866-1955-6-41
20. Tanenbaum. Center for interreligious understanding (2011). The Seven Principles for
Inclusive Education. 254 W. 31st Street, New York, NY 10001.
https://www.tolerance.org/sites/default/files/general/ED%20-
%20Seven%20Principles.pdf
21. Tremblay, P. (2007). Special Needs Education Basis: Historical and Conceptual
Approach. Retrieved from
http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.p df
22. Watson, S. (2019). Recognizing Characteristics of Deafness and hearing Loss in Students.
https://www.thoughtco.com/recognizing-characteristics-ofdeafness-3110771
132

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UNIVERSITY OF MINDANAO

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: EDUC 104 (Foundation of Special and Inclusive

Name of Teacher: ANSONA J. CENABRE-ARBOIZ

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

II. Definition of Terms

III. Delivery Implementation Guidelines

A. Online Blended Delivery (OBD)

B. Distance Education Delivery (DED)

(6) Deadlines and submission of requirements can be arranged with flexibility: by

(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules

IV. Components of the SIM

Part 1. Quality Assurance Policies and Course Outline Policies

Under the Instruction Delivery are the following parts:

PART 1: QUALITY ASSURANCE POLICIES

Course Outline: EDUC 104 – Foundation of Special and Inclusive

Course Coordinator: Ansona Cenabre-Arboiz

Course Outli ne Policy

Areas of Concern Details

Assessment Task Submission Submission of assessment tasks shall be on

If the assessment is done in real time through

Turnitin Submission To ensure honesty and authenticity, all

the similarity index and other reasonable

Student Communication You are required to have any of the following to

Well-being Welfare Support Help Rochen Yntig (GSTC Head)

Course Information (see/download course syllabus in the Quipper Portal)

PART 2. INSTRUCTION DELIVERY

Week 1-3: UNIT LEARNING OUTCOME (ULO)

Week 4-5: UNIT LEARNING OUTCOME (ULO)

Week 6-7: UNIT LEARNING OUTCOME (ULO)

Week 8-9: UNIT LEARNING OUTCOME (ULO)

a. Explain diversity and understand ability and disability as dimension of diversity;

Big Picture in Focus: ULOa. Explain diversity and understand

1. Loden’s Diversity Wheel.

• Provide anonymous ways for students to ask questions s • Emphasize that

1. According to Marilyn Loden, ________________dimensions of diversity represent

2. __________is a way of thinking that involves ascribing specific behavioral traits to

3. According to Marilyn Loden, all of the following are considered primary

4. _____________is a way of behaving that involves treating others differently and

9. What is one way to have students appreciate their own identities?

d. Have them interview a classmate

Do you have any question or clarification?

Diversity Social justice Inclusive

Ability Prejudice Cultures

Disability Diversity wheel Religion

Big Picture in Focus: ULOb. Analyze the legal, philosophical, historical

For you to demonstrate ULOb, you will need to have an operational

⚫ Special Education. Special education is specially designed instruction to

Timeline / Era Beliefs

• Therefore, someone with a disability resulting from war

2. Let us further learn the historical foundation of special education in the

3. Philosophical Foundation of Special Education.

3.4 Specific Objective of Special Education. The development and

Disability Legislation from the National Council on Disability Affairs

2. This Era believes that “Once disabled, always disabled”.

4. Special Education in the Philippines formally started by establishing the Insular

6. It is an act providing for the rehabilitation, self-Development and self-Reliance of

8. Which executive order mandates all government agencies, Bureaus, Offices,

9. What is the ultimate goal of Special Education?

3. Discuss the impact of American education system in implementing the special

Do you have any question or clarification?