April 26,

2021
CITY OF MALABON UNIVERSITY
Maya-maya cor. Pampano St., Longos Malabon City
(Telephone Nos. 374-57-72/376-00-64)

COLLEGE OF EDUCATION

Facilitating Learner-Centered Teaching

JEANETTE FERNANDEZ DARAN
BEED 2B

A. Conduct a research to find out the characteristics of children with the following special
needs.
 cognitive and academic difficulties
 delays cognitive functioning
 advanced cognitive development
 physical and sensory challenges
 Social and behavioral problems

Key Points to Remember

Children with intellectual disabilities have limits on how much they can learn and function. They
may be slower to learn, speak, walk and adapt to social situations than other children.
With an accurate and early diagnosis, your child can make better strides to a satisfying life.
There is no cure for intellectual disability, but your child can benefit from many resources
available in your community as well as from strong support from all caregivers.

Signs of intellectual and cognitive disabilities may include:

 Significantly delayed motor skills, such as walking later than other children
 Delayed speech or difficulty speaking
 Difficulty learning at grade/age-appropriate level
 Poor memory
 Inability to understand consequences of actions
 Poor problem-solving skills
 Poor understanding of social rules

 CHARACTERISTICS OF CHILDREN WITH COGNITIVE AND ACADEMIC

DIFFICULTIES
Six key domains of cognitive function: executive function, learning and memory, perceptual-
motor function, language, complex attention, and social cognition.

Learning Disorders
Many children may struggle in school with some topics or skills from time to time. When
children try hard and still struggle with a specific set of skills over time, it could be a sign of a
learning disorder. Having a learning disorder means that a child has difficulty in one or more
areas of learning, even when overall intelligence or motivation is not affected.
o Dyslexia - is a language processing disorder that impacts reading, writing, and
comprehension. Dyslexics may exhibit difficulty decoding words or with phonemic
awareness, identifying individual sounds within words. Dyslexia often goes diagnosed for
many years and often results in trouble with reading, grammar, reading comprehension,
and other language skills.
o Dysgraphia - Poor handwriting is a hallmark of dysgraphia but is far from the only
symptom. Sufferers struggle to translate their thoughts into writing, whether in spelling,
grammar, vocabulary, critical thinking, or memory.1 Individuals with dysgraphia may
exhibit difficulty with letter spacing, poor motor planning and spatial awareness, and
trouble thinking and writing simultaneously.
o Dyscalculia - encompasses learning disabilities related to mathematical calculations.
Individuals with dyscalculia struggle with math concepts, numbers, and reasoning.1
Sometimes referred to as having “math dyslexia,” individuals might have difficulty
reading clocks to tell time, counting money, identifying patterns, remembering math
facts, and solving mental math.
o Aphasia - is a disorder of language resulting from damage to the parts of the brain that
manage language. Aphasia affects a child's ability to use words to express ideas and to
understand the speech of other people. A speech pathologist can diagnose language
disorders and teach your child strategies to help.

Auditory processing disorder

In auditory processing disorder (APD), patients have difficulty processing sounds. Individuals
with APD may confuse the order of sounds or be unable to filter different sounds, like a teacher’s
voice versus background noise. In APD, the brain misinterprets the information received and
processed from the ear.

Language processing disorder

A subset of auditory processing disorder, language processing disorder arises when an individual
has specific challenges in processing spoken language, impacting both receptive and expressive
language. According to the Learning Disabilities Association of America, in language processing
disorder, “there is difficulty attaching meaning to sound groups that form words, sentences, and
stories.

Nonverbal learning disabilities

While it may sound like nonverbal learning disabilities (NVLD) relate to an individual’s inability
to speak, it actually refers to difficulties in decoding nonverbal behaviors or social cues. NVLD
sufferers struggle with understanding body language, facial expressions and tone of voice, or the
nonverbal aspects of communication.

Visual perceptual/visual motor deficit

Individuals with visual perceptual/visual motor deficit exhibit poor hand-eye coordination, often
lose their places when reading, and have difficulty with pencils, crayons, glue, scissors, and other
fine motor activities. They may also confuse similar looking letters, have trouble navigating their
surroundings, or demonstrate unusual eye activity when reading or completing assignments.
  CHARACATERISTICS OF CHILDREN WITH DELAYS IN COGNITIVE
FUNCTIONING
Intellectual disability is a term used when a person has certain limitations in mental functioning
and in skills such as communicating, taking care of him or herself and social skills. These
limitations will cause a child to learn and develop more slowly than a typical child.
Children with intellectual disabilities (sometimes called cognitive disabilities or, previously,
mental retardation) may take longer to learn to speak, walk, and take care of their personal needs
such as dressing or eating. They are likely to have trouble learning in school. They will learn, but
it will take them longer. There may be some things they cannot learn.

Attention-deficit/hyperactivity disorder (ADHD) –

is a chronic condition that affects millions of children and often continues into adulthood. ADHD
includes a combination of persistent problems, such as difficulty sustaining attention,
hyperactivity and impulsive behavior.
The 3 categories of symptoms of ADHD include the following:
 Inattention: Short attention span for age (difficulty sustaining attention) Difficulty
listening to others. ...
 Impulsivity: Often interrupts others. ...
 Hyperactivity: Seems to be in constant motion; runs or climbs, at times with no apparent
goal except motion.

Autism spectrum disorder (ASD) - is a condition that impacts a child's development in two
core areas: the first is social communication and social interaction, and the second is restricted,
repetitive patterns of behavior and interests. Autism spectrum disorder (ASD) is a problem that
affects a child's nervous system and growth and development. A child with ASD often has
problems communicating. They may have trouble developing social skills. Genes may play a
role in ASD.

Social Skills
 A child with ASD has a hard time interacting with others. Problems with social skills are
some of the most common signs. They might want to have close relationships but not
know how.
o Playing, sharing, or talking with other people don’t interest them.
o They prefer to be alone.
o They avoid or reject physical contact.
o They avoid eye contact.
o When they’re upset, they don’t like to be comforted.
o They don’t understand emotions -- their own or others’.

Communication
 About 40% of kids with autism spectrum disorders don’t talk at all, and between 25% and
30% develop some language skills during infancy but then lose them later. Some children
with ASD start talking later in life.
o Delayed speech and language skills
o Flat, robotic speaking voice, or singsong voice
 o Echolalia (repeating the same phrase over and over)
o Problems with pronouns (saying “you” instead of “I,” for example)
o Not using or rarely using common gestures (pointing or waving), and not
responding to them
o Inability to stay on topic when talking or answering questions
o Not recognizing sarcasm or joking

Patterns of Behavior
Children with ASD also act in ways that seem unusual or have interests that aren’t
typical. Examples of this can include:
o Constant moving (pacing) and “hyper” behavior
o Fixations on certain activities or objects
o Specific routines or rituals (and getting upset when a routine is changed, even
slightly)
o Extreme sensitivity to touch, light, and sound
o Fussy eating habits
o Lack of coordination, clumsiness
o Impulsiveness (acting without thinking)
o Aggressive behavior, both with self and others
o Short attention span

Mental retardation (MR) - is one of the more common developmental disabilities. It can be
idiopathic and challenging to recognize in normal-appearing children who have developmental
delays. Conversely, MR can be easily recognized when the child presents with dysmorphic
features associated with a known genetic MR disorder. Mental retardation currently is defined by
the American Association on Mental Retardation (AAMR) as “significantly sub-average general
intellectual functioning accompanied by significant limitations in adaptive functioning in a least
two of the following skills areas: communication, self-care, social skills, self-direction, academic
skills, work, leisure, health and/or safety. These limitations manifest themselves before 18 years
of age.
Intellectual disability (ID), once called mental retardation, is characterized by below-average
intelligence or mental ability and a lack of skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but they learn them more slowly. There are
varying degrees of intellectual disability, from mild to profound. The term "mental retardation" is
no longer used, as it's offensive and has a negative tone.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of
people scoring between 85 and 115. A person is considered intellectually disabled if they have an
IQ of less than 70 to 75.

Down Syndrome Spectrum - The extra chromosome affects the way the child's brain and body
develop, leading to developmental delays, intellectual disability and an increased risk for certain
medical issues. Down syndrome is the most common genetic cause of intellectual disability,
affecting approximately 1 in every 700 children.
  CHARACTERISTICS OF CHILDREN WITH ADVANCED AND COGNITIVE
DEVELOPMENT
Children who are gifted have been defined as having outstanding abilities and are capable of
high performance. Outstanding abilities refers to a child's aptitude to continuously perform at the
top 10% of one or more domains. There are many domains that an individual can be gifted in.
Some of the common domains are intellectual ability, academic aptitude, music, art, dance, and
athletic ability.

Academic Aptitude
The domains of academic aptitude and intellectual ability have straightforward methods to
determine if a child has outstanding abilities and is capable of high performance. For example, if
a child's grades are in the top 10% of his or her peer group, he or she can be considered gifted in
the area of academic aptitude. However, it is important to note that a child can be gifted in one
area of academics, such as math, and not be gifted in other areas, such as English.

Intellectual Ability
The domain of intellectual ability is measured by the child's IQ. There are two IQ tests that are
standard measures of giftedness - the Wechsler Intelligence Test for Children - Version IV
(WISC-IV) and the Stanford-Binet - Version V (SB-V). Although the two tests have slight
variations, they both agree that if an individual has an IQ of 100, they are considered average; an
IQ of 120 or higher, they are considered to be gifted; and a score of 160 or above, they are
considered to be genius.

Characteristics of Giftedness
An average child needs to hear a new concept 16 to 18 times before he or she comprehends the
concept. However, a gifted child needs to hear a new concept only 6 to 8 times before he or she
comprehends the concept. Thus, it can be said that gifted students learn more quickly. Other
characteristics of giftedness include having an excellent memory, getting good grades, showing a
high level of curiosity, and demonstrating unique creativity. However, a gifted child may also be
emotionally sensitive, have perfectionistic behavior, have trouble relating to their peers, and
question authority, like Sheldon Cooper from The Big Bang Theory.
Another characteristic to keep in mind is that just because a child is gifted in one area doesn't
mean that he or she will be gifted in others. For example, a child may excel at playing chess and
games of logic and yet have difficulty with reading and spelling.

Asperger’s Syndrome is a pervasive developmental disorder characterized by deficits in social

communication and by repetitive patterns of behaviors, or interests. It is observed in some gifted
children. The author proposes that gifted children with Asperger’s Syndrome may not be
identified because their unusual behaviors may be wrongly attributed to either their giftedness or
to a learning disability.
Children with AS share a number of characteristics with gifted children. It can be challenging to
determine whether a child’s unusual development is a result of giftedness, a learning disability,
or AS, especially among highly gifted children.
Clinical descriptions of AS children include the following characteristics: little to no
empathy, monotonous speech patterns, highly idiosyncratic and intense interests (e.g., tide tables,
a specified cartoon character, maps), social isolation as a result of inappropriate social
communication, and inflexible thoughts and habits.
o May evidence a fascination with letters or numbers and enjoy memorizing factual
information at an early age. May have excellent memories
o May ask endless questions or give such lengthy and elaborately specific responses to
questions that it seems they are unable to stop
o A special interest which enables them to achieve quite extraordinary levels of
performance in a certain area.

 CHARACTERISTICS OF CHILDREN WITH PHYSICAL AND SENSORY

CHALLENGES
Sensory Process Disorder - People with SPD misinterpret everyday sensory information, such
as touch, sound, and movement. They may feel bombarded by information, they may crave
intense sensory experiences, or they may be unaware of sensations that others feel. They may
also have sensory-motor symptoms such as a weak body, clumsiness or awkwardness or delayed
motor skills.
If a person has SPD often the symptoms result in emotional, behavioral, social, attentional, or
motoric problems. These secondary problems can take many forms and look different depending
on the child and family context.

Sensory-Based Motor Disorder

Difficulty with balance, motor coordination, and the performance of skilled, non-habitual and/or
habitual motor tasks
o Postural Disorder - Impaired perception of position of body position; poorly developed
movement patterns that depend on core stability. Thus, appears weak and/or has poor
endurance
o Dyspraxia - Difficulty thinking of, planning and/or executing skilled movements
especially novel movement patterns

Sensory Discrimination Disorder - Difficulty interpreting subtle qualities of objects, places,

people or other environments
o Auditory DD - Difficulty interpreting characteristics of sensory stimuli that is heard;
(may be called Auditory Discrimination Disorder)
o Visual DD - Difficulty determining/interpreting characteristics of sensory stimuli that is
seen
o Tactile DD - Difficulty determining/interpreting characteristics of sensory stimuli that is
felt on the skin or interpreting higher level visual/spatial characteristics of touch (includes
stereognosis and graphesthesia disorders)
o Vestibular DD - Difficulty interpreting characteristics of sensory stimuli, experienced
through movement of the body through space or against gravity
o Proprioceptive DD - Difficulty determining/interpreting characteristics of sensory stimuli
experienced through use of the muscles and joints
o Gustatory DD - Difficulty determining/interpreting characteristics of sensory stimuli that
is tasted
o Olfactory DD - Difficulty determining/interpreting characteristics of sensory stimuli that
is smelled
 o Interoception - Difficulty interpreting stimulation from internal organs (may not feel need
to use the toilet or may have frequent somatic complaints such as stomach aches)

Sensory Modulation Disorder - Difficulty regulating responses to sensory stimuli

o Sensory Over-Responsive - Predisposition to respond too much, too soon, or for too long
to sensory stimuli most people find quite tolerable. Individuals with sensory over-
responsivity are more sensitive to sensory stimulation than most people. Their bodies feel
sensation too easily or too intensely. They might feel as if they are being constantly
bombarded with information. Consequently, these people often have a “fight or flight”
response to sensation, e.g. being touched unexpectedly or loud noise, a condition
sometimes called “sensory defensiveness.” They may try to avoid or minimize
sensations, e.g. withdraw from being touched or cover their ears to avoid loud sounds.
o Sensory Under-Responsive - Predisposition to be unaware of sensory stimuli, to have a
delay before responding, responses are muted or responds with less intensity compared to
the average person. Individuals who are under-responsive to sensory stimuli are often
quiet and passive, disregarding or not responding to stimuli of the usual intensity
available in their sensory environment. They may appear withdrawn, difficult to engage
and or self-absorbed because they do not detect the sensory input in their environment.
Their under-responsivity to tactile and deep pressure input may lead to poor body
awareness, clumsiness or movements that are not graded appropriately. These children
may not perceive objects that are too hot or cold or they may not notice pain in response
to bumps, falls, cuts, or scrapes.
o Sensory Craving - Driven to obtain sensory stimulation, but getting the stimulation
results in disorganization and does not satisfy the drive for more. Individuals with this
pattern actively seek or crave sensory stimulation and seem to have an almost insatiable
desire for sensory input. They tend to be constantly moving, crashing, bumping, and/or
jumping. They may “need” to touch everything and be overly affectionate, not
understanding what is “their space” vs. “other’s space.” Sensory seekers are often thought
to have Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit
Disorder (ADD). A key factor with Sensory Craving is that when the individual receives
more input it does not regulate him/her; in fact, those with true craving disorders become
disorganized with additional stimulation.

Obsessive-compulsive disorder (OCD) - is a mental illness that causes repeated unwanted

thoughts or sensations (obsessions) or the urge to do something over and over again
(compulsions). Some people can have both obsessions and compulsions. OCD isn't about habits
like biting your nails or thinking negative thoughts. People may experience obsessions,
compulsions, or both, and they cause a lot of distress. Obsessions are unwanted and repetitive
thoughts, urges, or images that don't go away.
A child with OCD has obsessive thoughts that are not wanted. They are linked to fears, such as
touching dirty objects. He or she uses compulsive rituals to control the fears, such as excessive
hand-washing.
As children grow, rituals and obsessive thoughts normally happen with a purpose and focus
based on age. Preschool children often have rituals and routines around meals, bathing, and
bedtime. These help stabilize their expectations and view of their world. School-aged children
often create group rituals as they learn to play games, take part in team sports, and recite rhymes.
Older children and teens start to collect objects and have hobbies. These rituals help children to
socialize and learn to deal with anxiety.

When a child has OCD, obsessive thoughts and compulsive rituals can become very frequent and
strong. They may interfere with daily living and normal development. OCD is more common in
teens.
o An extreme obsession with dirt or germs
o Repeated doubts, such as whether or not the door is locked
o Interfering thoughts about violence, hurting or killing someone, or harming oneself
o Long periods of time spent touching things, counting, and thinking about numbers and
sequences
o Preoccupation with order, symmetry, or exactness
o Troubled by thoughts that are against personal religious beliefs
o A great need to know or remember things that may be very minor
o Too much attention to detail
o Too much worrying about something bad occurring
o Aggressive thoughts, urges, or behaviors
Compulsive behaviors are the repetitive rituals used to ease anxiety caused by the obsessions.
They can be excessive, disruptive, and time-consuming. They may interfere with daily activities
and relationships. They may include:
o Repeated hand-washing (often 100 or more times a day)
o Checking and rechecking many times, such as making sure that a door is locked
o Following firm rules of order, such as putting on clothes in the very same order each day
o Hoarding objects
o Counting and recounting a lot
o Grouping objects or putting things in a certain order
o Repeating words spoken by oneself or others
o Asking the same questions again and again
o Repeatedly using four-letter words or making rude (obscene) gestures
o Repeating sounds, words, numbers, or music to oneself

Physical Challenges. • Physically Challenged Children are those with chronic health problems
or with crippling conditions or those with diseases or injuries to the nervous system. The most
common types of physical challenges affect a primary sense or ability to move and get around
easily. • These include sight impairment, hearing impairment, and motor impairment.

Sight Impairment - Visual impairment is a term experts use to describe any kind of vision loss,
whether it's someone who cannot see at all or someone who has partial vision loss. Some people
are completely blind, but many others have what's called legal blindness. It is impairment in
vision that even with correction, adversely affects a child's educational performance.

Hearing loss - is defined as diminished acuity to sounds which would otherwise be heard
normally. The terms hearing impaired or hard of hearing are usually reserved for people who
have relative inability to hear sound in the speech frequencies.
The difference between being hard of hearing and being deaf lies in the degree of hearing loss.
People typically use being hard of hearing to describe mild-to-severe hearing loss. Meanwhile,
deafness refers to profound hearing loss. Deaf people have very little, if any, hearing.

Mutism - A mute is a person who does not speak, either from an inability to speak or an
unwillingness to speak. The term "mute" is specifically applied to a person who, due to profound
congenital (or early) deafness, is unable to use articulate language and so is deaf-mute. It can be
a tricky diagnosis to make. Sometimes the culprit is purely physical: damage to the brain and/or
speech muscles can leave a person mute. Sometimes the culprit appears to be emotional or
mental. Other times, you'll run into some combination of the two.

Motor Impairment - is a major cause of physical disability and includes muscle weakness and
fatigue, impaired sensation and poor balance, and muscle contracture and spasticity – all of
which need to work if we are to undertake the usual range of daily activities.

Neurological Impairment - Neurogically impaired are those whose handicap condition is due to
lack of complete development or injury to the central nervous system. In other words, it is the
conditions, which are caused by injury to, or incomplete development of the central nervous
system (the brain and the spinal cord). For example, they cause speech disorders or poor motor
co-ordination and paralysis. The damage or lack of development will result in various disabilities
depending on the affected part.
o Cerebral palsy (CP) - is a group of disorders that affect a person's ability to move and
maintain balance and posture. CP is the most common motor disability in childhood.
Cerebral means having to do with the brain. Palsy means weakness or problems with
using the muscles. Cerebral Palsy is actually caused by brain damage. The brain damage
is caused by brain injury or abnormal development of the brain that occurs while a child’s
brain is still developing — before birth, during birth, or immediately after birth. Cerebral
Palsy affects muscles and a person’s ability to control them. Muscles can contract too
much, too little, or all at the same time. Limbs can be stiff and forced into painful,
awkward positions. Fluctuating muscle contractions can make limbs tremble, shake, or
writhe.
Balance, posture, and coordination can also be affected by Cerebral Palsy. Tasks such as
walking, sitting, or tying shoes may be difficult for some, while others might have
difficulty grasping objects.
Other complications, such as intellectual impairment, seizures, and vision or hearing
impairment also commonly accompany Cerebral Palsy.

 CAHARACTERISTICS OF CHILDREN WITH SOCIAL AND BEHAVIORAL

PROBLEMS
Previous studies have shown that children who display behavioral problems also tend to
display low social competence. The relation does however vary according to type of behavior
being measured, as well as demographic characteristics of the respondent. The present meta-
analysis examined the correlation between different types of behavioral problems and social
competence among children aged 3–13, and investigated possible moderators in this relation.
These may include:
o attention deficit hyperactivity disorder (ADHD)
 o oppositional defiant disorder (ODD)
o autism spectrum disorder (ASD)
o bipolar disorder.
o learning disorders.
o conduct disorders.

Oppositional defiant disorder (ODD) - is a type of behavior disorder. It is mostly diagnosed in

childhood. Children with ODD are uncooperative, defiant, and hostile toward peers, parents,
teachers, and other authority figures. They are more troubling to others than they are to
themselves.
Symptoms of ODD may include:
o Having frequent temper tantrums
o Arguing a lot with adults
o Refusing to do what an adult asks
o Always questioning rules and refusing to follow rules
o Doing things to annoy or upset others, including adults
o Blaming others for the child’s own misbehaviors or mistakes
o Being easily annoyed by others
o Often having an angry attitude
o Speaking harshly or unkindly
o Seeking revenge or being vindictive

Bipolar disorder - formerly called manic depression, is a mental health condition that causes
extreme mood swings that include emotional highs (mania or hypomania) and lows (depression).
When you become depressed, you may feel sad or hopeless and lose interest or pleasure in most
activities.
Bipolar disorder can cause your mood to swing from an extreme high to an extreme low. Manic
symptoms can include increased energy, excitement, impulsive behavior and agitation.
Depressive symptoms can include lack of energy, feeling worthless, low self-esteem and suicidal
thoughts.
Keep in mind, a number of other childhood disorders cause bipolar-like symptoms, including
attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder, conduct disorder,
anxiety disorders and major depression. Diagnosis can be challenging because these and other
mental health conditions often occur along with bipolar disorder.

Conduct disorder (CD) - is a behavioral problem in children and adolescents, which may
involve aggression and law-breaking tendencies. Behaviors include aggression to animals and
other people, and law-breaking activities such as deliberately lighting fires, shoplifting and
vandalism. Conduct disorder is a type of behavior disorder. It's when a child has antisocial
behavior. He or she may disregard basic social standards and rules.
Children with CD exhibit cruelty, from early pushing, hitting and biting to, later, more than
normal teasing and bullying, hurting animals, picking fights, theft, vandalism, and arson.

B. What teaching methodologies will you use with children like / with:
 social and behavioral disability
  giftedness
 ADHD

 METHODOLOGIES WILL USE IN CHILDREN WITH SOCIAL AND

BEHAVIORAL DISABILITY
Teaching children with emotional and behavioral disorders can be extremely challenging.
Remember: fostering and rewarding positive behavior has proven to be vastly more effective
than attempting to eliminate negative behavior. Punishment and negative consequences tend to
lead to power struggles, which only make the problem behaviors worse. It is not easy to remain
positive in the face of such emotionally trying behaviors, but don’t give up. Your influence could
mean a world of difference to these students who are struggling with an incredibly difficult
condition.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a
way as to be simple and understandable. The wording of rules should be positive: “Respect
yourself and others” is a better rule than “Don’t hurt anyone.” Keep it simple: 6 rules or less.
Consequences for breaking rules should also be established at the beginning of the school year,
and applied consistently and firmly whenever the rules are broken. The consequences must be
consistent and predictable. When administering consequences, provide feedback to the student in
a calm, clear manner. That way, the student understands why the consequence is necessary. Try
to avoid becoming emotionally reactive when rules are broken. Emotional reactivity gives the
student negative attention, which many children find very rewarding. Remain calm and detached,
be firm yet kind. It’s a difficult balance to achieve, but crucially important for positive results.
Routines are very important for classroom management. Students with emotional and behavioral
disorders tend to struggle with transitions and unexpected change. Going over a visual schedule
of the day’s activities is an effective way to start the day, and helps the students feel grounded.

Techniques for Supporting Positive Behavior

Students with emotional and behavioral disorders often need to receive instruction in a special
education setting because their behavior is too maladaptive for a general education classroom.
Here are a few ideas to guide and support growth towards more positive, adaptive behavior:
o Token Economy– Students earn points, or tokens, for every instance of positive
behavior. These tokens can then be used to purchase rewards at the token store. In order
for a token economy to be effective, positive behavior must be rewarded consistently, and
items in the token store must be genuinely motivating for the student. This takes a fair
amount of preparation and organization, but has proven to be quite effective.
o Classroom Behavior Chart– A chart which visually plots the level of behavior of every
student in the classroom. Students who are behaving positively progress upwards on the
chart; those who are behaving negatively fall downwards. This makes every student
accountable, and helps you monitor and reward progress. This won’t work if difficult
students perpetually stay on the bottom of the chart. Focus on the positive to the fullest
degree possible, and keep them motivated.
o Positive Peer Review– Students are asked to watch their peers, and identify positive
behavior. Both the student who is behaving positively and the student who does the
 identifying are rewarded. This is the exact opposite of “tattle-telling,” and fosters a sense
of teamwork and social support in the classroom.

 METHODOLOGIES WILL USE IN CHILDREN WITH GIFTEDNESS

Approaches of Teaching for Gifted Children:

o Acceleration Approach: It is an old approach for gifted education.
The term ‘acceleration’ refers to the school process of educational program-early
entrance into school, skipping entire grades, doing more work per year (perhaps 3 year’s
work in two years or doing advanced work for advanced standing).
o Enrichment Approach: The enrichment of curriculum must be both qualitative and
quantitative. Qualitative enrichment of curriculum means that gifted children should have
greater opportunity than average children. Quality refers the depth while quantity
enrichment means breadth of the content or work.
o The program for gifted child should represent an extension of general educational
objectives.
o The educational programs generate a stimulating learning environment both in
school and outside the school.
o The program should place a special emphasis on creative ability, insight and
social responsibilities.
o The educational program should promote basic fundamental skills knowledge,
appreciation and creativity etc.

o Special Teaching Methods: The following methods of teaching are used of gifted
children
o Individual enrichment—Arrange enrichment activity which the gifted student can
carry out by himself at his desk.
o Group oriented method—Development enrichment spontaneously out of the units
and committee work of the whole class.
o Variety of teaching methods can be used. Give reference material, thoughtful
questions and home assignment of higher difficulty, which are appropriate for
gifted students should be used.
o Establishing the higher goals for gifted pupil.
o Stimulating individual research.
o Assigning the project to use potential of the child e.g. home projects in
agriculture-which provide more rich experience.
o Special project for gifted students.
o Establishing objectives and selecting appropriate techniques.
o To provide the awareness to the gifted students about the plans and programs and
their potentialities.
o Flexibility in teaching units.

General Method and Techniques for Gifted Teaching Children:

Some important devices have been summarized as follows:
1. The positive reinforcement or praise and encouragement devices are effective but challenge
and criticism devices are much more effective to reinforce their behavior. For example “We do
not expect such behavior student like you”.
2. The repetition in teaching is boring to them. They do not take interest in the unnecessary
interpretation and repetition of content in classroom teaching.
3. They prefer concept formation, generalization and completing the gaps. Teacher should not
explain each and every aspect of the content; he should leave some gaps to be filled by them.
4. Teacher should probe into the depth of the content to develop some insight into it.
5. There should be the provision and facilities of library, reading, laboratories and field work.
6. In classroom teaching difficult questions are put for providing challenge them.

 METHODOLOGIES WILL USE IN CHILDREN WITH ADHD

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity
can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the
material you’re working hard to deliver. Plus, their behaviors take time away from instruction
and disrupt the whole class.

What teachers can do to help children with ADHD

So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience,
creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs
and strengths. Then you can develop strategies that will help students with ADHD focus, stay on
task, and learn to their full capabilities.
Successful programs for children with ADHD integrate the following three components:
o Accommodations: what you can do to make learning easier for students with ADHD.
o Instruction: the methods you use in teaching.
o Intervention: How you head off behaviors that disrupt concentration or distract other
students.

Classroom accommodations for students with ADHD

As a teacher, you can make changes in the classroom to help minimize the distractions and
disruptions of ADHD.
 Seating
o Seat the student with ADHD away from windows and away from the door.
o Put the student with ADHD right in front of your desk unless that would be a distraction
for the student.
o Seats in rows, with focus on the teacher, usually work better than having students seated
around tables or facing one another in other arrangements.
o Create a quiet area free of distractions for test-taking and quiet study.
 Information delivery
o Give instructions one at a time and repeat as necessary.
o If possible, work on the most difficult material early in the day.
o Use visuals: charts, pictures, color coding.
o Create outlines for note-taking that organize the information as you deliver it.

 Student work
 o Create worksheets and tests with fewer items, give frequent short quizzes rather than long
tests, and reduce the number of timed tests.
o Test students with ADHD in the way they do best, such as orally or filling in blanks.
o Divide long-term projects into segments and assign a completion goal for each segment.
o Accept late work and give partial credit for partial work.
 Organization
o Have the student keep a master binder with a separate section for each subject, and make
sure everything that goes into the notebook is put in the correct section. Color-code
materials for each subject.
o Provide a three-pocket notebook insert for homework assignments, completed
homework, and “mail” to parents (permission slips, PTA flyers).
o Make sure the student has a system for writing down assignments and important dates
and uses it.
o Allow time for the student to organize materials and assignments for home. Post steps for
getting ready to go home.

Teaching techniques for students with ADHD

Teaching techniques that help students with ADHD focus and maintain their concentration on
your lesson and their work can be beneficial to the entire class.
 Starting a lesson
o Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn.
(You can use subsequent cues to show how much time remains in a lesson.)
o Establish eye contact with any student who has ADHD.
o List the activities of the lesson on the board.
o In opening the lesson, tell students what they’re going to learn and what your
expectations are. Tell students exactly what materials they’ll need.
 Conducting the lesson
o Keep instructions simple and structured. Use props, charts, and other visual aids.
o Vary the pace and include different kinds of activities. Many students with ADHD do
well with competitive games or other activities that are rapid and intense.
o Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the
shoulder or placing a sticky note on the student’s desk, to remind the student to stay on
task.
o Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or
tap something that doesn’t make noise as a physical outlet.
o Try not to ask a student with ADHD perform a task or answer a question publicly that
might be too difficult.
 Ending the lesson
o Summarize key points.
o If you give an assignment, have three different students repeat it, then have the class say
it in unison, and put it on the board.
o Be specific about what to take home.