UNIT 3

TYPOLOGY OF LEARNERS WITH SPECIAL NEEDS

A. Learners with Intellectual Disability
A.1. Cerebral Palsy
A.2 Trisomy 21

A.1 Cerebral Palsy

Cerebral palsy (CP) is a group of disorders that affect balance, movement, and muscle tone.
“Cerebral” means the disorder is related to the brain, and “palsy” refers to weakness or a muscle
problem. CP starts in the area of the brain that controls the ability to move muscles. Cerebral palsy can
happen when that part of the brain doesn’t develop as it should, or when it is damaged right around the
time of birth or very early in life. Most people with cerebral palsy are born with it. That’s called
“congenital” CP. But it can also start after birth, in which case it’s called “acquired” CP. People with
cerebral palsy can have mild issues with muscle control, or it could be so severe that they can’t walk.
Some people with CP have difficulty speaking. Others have intellectual disabilities, while many have
normal intelligence.

What causes cerebral palsy? Doctors can’t always figure out exactly what happened to damage the grain
or disrupt development, causing CP. Some of the problems that can damage the brain or disrupts its
growth include:
 Bleeding in the brain while the baby is in womb, during birth or afterward
 A lack of blood flow to important organs
 Seizures at birth or in the first month of life
 Some genetic conditions
 Traumatic brain injuries

What are the symptoms of cerebral palsy? Because there are very mild and very severe forms of
cerebral palsy, a wide range of symptoms could signal this condition. Often, delays in baby milestones
that are linked to muscle usage may be signs of CP. Examples include rolling over, sitting up, standing,
and walking. But not all delays in milestones mean your baby has cerebral palsy. Some symptoms may
show up at birth, while others may take longer to appear. In babies younger than 6 months, those signs
include:
 When the baby is picked up from sleeping (on their back), their head falls Backward
 Babies feel stiff and floppy
 When cradled in the arms, they extend their backs and necks, almost as if pushing away from the
carrier.
 When babies are picked up, their legs get stiff and cross over each other (“scissors”).

If a baby is older than 6 months, warning signs can include:

 They can’t roll over
 They can’t bring their hands together
 They have trouble bringing their hands to their mouth
 When they reach, it’s with only one hand. The other stays in a fist.

If the baby is older than 10 months, watch for these signs:

 They crawl by pushing off with one hand and one leg while dragging the other side of their body
 They don’t crawl on all fours but scoots instead, or they hop on their knees. If the baby is more than 1
year old and can’t stand without support or crawl, those are also signs of CP Cerebral palsy doesn’t get
worse as time passes, but often, symptoms aren’t noticed right away. For example, you won’t know that
a 3-month-old can’t walk, so symptoms are usually recognized later.

Risks for having a child with CP? A mother may have conditions while pregnant that can increase the
chances that her baby will have CP. Among them are:
 Having health issue such as seizures or a problem with the thyroid gland
 Having blood that’s not compatible with the baby’s, which is also called Rh Disease
 Coming in contact with a toxic substance such as mercury, which is found in some kinds of fish

Certain infections and viruses, when they strike during pregnancy, can increase the risk that a baby will
be born with CP. They include:
 Rubella, or German measles, a viral illness that can be prevented with a vaccine
 Chickenpox, also called varicella (a vaccine can prevent this contagious disease)
 Cytomegalovirus, which causes flu-like symptoms in the mother
 Herpes, which can be passed from mother to unborn child and can damage the baby’s developing
nervous system
 Toxoplasmosis, which is carried by parasites-found in soil, cat feces and tainted food
 Syphilis, a sexually transmitted bacterial infection
 Zika, a virus carried by mosquitoes

Can a baby have CP even if the mother doesn’t have any high-risk conditions? Just as some illnesses in
mothers raise the chances of CP, so do some infections in babies. Here are some of them:
 Bacterial meningitis. It causes swelling in the brain and tissues around the spinal cord
 Viral encephalitis. This also can cause swelling around the brain and spinal cord
 Severe jaundice (yellowing of the skin). This condition occurs when excessive bilirubin, a yellow
pigment, accumulates in the blood.
Certain problems that happen in childbirth can also increase the risk of cerebral palsy. They include:
 Premature birth. This means anytime under 37 weeks into the pregnancy.
 Breech position. This means a baby is settled feet-first rather than headfirst when labor begins.
 Low birth weight. If the baby is less than 5.5 pounds, the chances for CP go up.
 Complicated labor and delivery. This means problems with the baby’s breathing or circulatory system.

A.2 Trisomy 21 (Down Syndrome)

Trisomy 21 is the most common chromosomal anomaly in humans, affecting 5000 babies born each
year. Also known as Down syndrome, trisomy 21 is a genetic condition caused by an extra chromosome.
Most babies inherit 23 chromosomes from each parent, for a total of 46 chromosomes. Babies with
Down syndrome however, end up with three chromosomes at position 21, instead of the usual pair.
Other examples of trisomies occur at position 13 and 18. Trisomy 21 is the most common of the three,
occurring in 1 out of every 691 births. The disorder was first identified in 1866 by John Langdon Down, a
British physician, and later named after him. Before, their life span is only 31. As the child with Down
Syndrome grows, he is at greater risk for certain medical problems and may develop:
 Congenital heart disease
 Gastrointestinal abnormalities
 Musculoskeletal and movement problems
 Spine disorders such as scoliosis, kyphosis or lordosis
 Endocrinologic disorders
 Epilepsy
 Hearing loss
 Speech apraxia (difficulty making speech sounds)
 Sleep disorders
 Feeding disorders
 Developmental disabilities (learning disabilities, intellectual disabilities and autism) Problems in any of
these areas can affect the child’s development and behaviour.

Causes
Down syndrome occurs because of the extra copy of chromosome 21, which can cause the body and
grain to develop differently than a child without the syndrome. The risk of having a baby with down
syndrome increases as a woman ages-women older than 35 are often encouraged to have prenatal
genetic testing done of their unborn babiesbut, because younger women have more babies, they give
birth to 80% of babies with Down Syndrome

Signs and symptoms

Symptoms of Down Syndrome may include:
 Distinctive facial features
 Mild to moderate intellectual disabilities
 Heart, kidney and thyroid issues
 Numerous respiratory infections, from colds to bronchitis and pneumonia
 Skeletal abnormalities, including spine, hip, foot and hand disorders
 Flexible joints and weak, floppy muscles
 Overly quiet baby
 Less responsive to stimuli
 Vision and hearing impairment
 Inwardly curved little finger
 Wide space between the great and second toe
 Single, deep crease on the soles of the feet and one or both hands
B. Learners with learning disability
B.1 Dyslexia
B.2 Dysgraphia – writing disability
B.3 Dyscalculia – something about math
C. Learners with physical disabilities
C.1 Visual impairment
C.2 Hearing Impairment
C.3 Speech Impairment
C.4 Multiple physical impairment

C.1 Visual Impairment

Visual impairments include low vision and blindness and refer to any degree of impairment to a
person’s ability to see that affects his or her daily life. Blindness technically refers to a total absence of
vision, although the term is often used to refer to severe visual impairments that result in a need for
primarily using nonvisual sensory information. Low vision refers to visual impairments that are less
severe than blindness but still impact a person’s ability to complete daily activities to some degree.
People with low vision may need to use tools and techniques to enhance their ability to use their limited
vision, or they may need to use nonvisual means for completing tasks.
Methods of teaching a blind or visually impaired students
1. Teaching strategy
2. Using aids and assistive technology
3. Providing an appropriate learning environment
1. Teaching strategy
1.1 Explain any visuals. When you are teaching a visually impaired or blind student, it is important to
clearly explain all visual materials. For example, if you are showing a picture to illustrate a point, you
should describe the image. You should say something like “I have put a picture of Queen Elizabeth I on
the board to illustrate the way she was depicted. She is wearing a large gown with a lot of detailed
embroidery. This demonstrates her wealth and power.
 You should also get in the habit of dictating what you are writing on the chalkboard or
whiteboard. This way students who are unable to see the board can still follow along with the
material and take notes.
1.2 Always give oral instructions. Do not provide your students with a handout that contains assignment
instructions. Visually impaired or blind students in your class may have difficulty seeing the words and
learning what is expected. Instead, you should always give oral instructions for every assignment and
activity
1.3 Ask students to clap to ask a question. Many classrooms rely on visual cues in order to ask questions
or get the teacher’s attention. Visually impaired or blind students may not notice when their peers raise
their hands. Instead, you should replace visual cues with audio cues.
 For example, you could have students clap twice if they want to ask a question
1.4 Provide tactile learning experiences. When you are teaching a class with visually impaired or blind
students, you should try and incorporate tactile learning experiences whenever possible. For example,
instead of talking about rocks and showing images of different types of rocks, you should actually have
physical rocks available in the classroom for the students to touch and handle.
 This can also be done with different foods, shells, properties of matter, etc.
 This will allow your students to explore and learn without relying solely on sight
1.5 Address all students by name. Students who are visually impaired or blind may not always know who
is talking. As a result, you should always address students by their name when you call on them to
answer or ask questions. This way he student who is visually impaired can learn to identify their peers
based on the sound of their voice.
1.6 Give usually impaired or blind students additional time to complete work. In some instances, visually
impaired or blind students may need extra time to complete their assignments and tests. This typically
because reading braille or using some form of technological aide can take additional time.
 Although you want to give an appropriate amount of time for visually impaired or blind
students to complete their work, you do not want them use their vision as an excuse to hand in work
late. Set deadlines and make sure they stick to it.
1.7 Treat all of your students equally. Even though you will need to make certain modifications to your
teaching style and classroom structure in order to accommodate students with visual impairments, you
should still hold these students to the same standard as the rest of their peers. For example, all
classroom rules and behavioral expectations should apply to all of the students in the class. Avoid giving
special treatment to visually impaired students.
1.8 Consider the curriculum. When you are teaching visually impaired or blind students, you may need
to modify the curriculum and the way you teach the curriculum in order to meet the students’ needs.
For example, when teaching art, you will want to rely more on tactile experiences. Try sculpting and
working with clay, instead of drawing or colouring.
2. Using aids and assistive technology
2.1 Record lessons. The easiest and cheapest way to improve the learning environment for students
who are visually impaired or blind is to record all lessons. This way students can listen to the instructions
or lesson multiple times in order to make sure they completely understand what is expected.
 Students can record lesson using smartphone apps that can be easily downloaded for free
 For better sound quality the school could invest in a microphone and recorder that could then
upload the audio file to the student’s personal computer
2.2 Provide braille textbooks and handouts. As soon as you discover that you will have a visually
impaired or blind student in your class, you should order all class textbooks in braille. You can also have
all of your course materials and handouts transferred into braille by using braille translation software.
 This software can be purchased online and costs approximately $600.
 This process can take some time, so be sure to plan well in advance.
2.3 Allow the use of smart scanners and readers. Students who are visually impaired or blind can benefit
from the use of smart scanners and readers. These technological devices will easily convert documents
such as books and handouts not speech. This way students who cannot see the material presented on a
written document can still access the information. The machine will actually read aloud the materials.
 These devices range in price from approximately $150 to $1000 and can be ordered online
 You can also download a reader application such as the KNFB Reader which will convert
printed text into speech. This app costs around $100
2.4 Encourage the use of page magnifiers. Page magnifiers can be used by students with visual
impairments, to help enlarge images and text presented in any book or handout. This will assist students
with visual impairments in reading all course material. These devices are relatively easy to use and range
in cost and effectiveness.
 Handheld magnifying glasses enlarge the image approximately 2.5 times the regular size and
cost approximately $10 to $20
 Electronic page magnifiers can enlarge an image 10-15 times the regular size and range in
price from $200 to $1000.
2.5 Write with dark colours on the whiteboard. Many students who are visually impaired will need
written material to be presented in high contrast in order for them to read. It is best to write using a
dark black marker on a whiteboard. Always write using large images and letters to help assist with
reading. If your classroom has a blackboard, you should always use white chalk.
 Avoid using colours, Colour should only be used sparingly for large images, such as titles.

3. Providing an appropriate learning environment

3.1 Seat visually impaired students close to the front. In order to give visually impaired or blind students
an equal opportunity to succeed in the classroom, seat them near the front of the room close to the
board. While teaching you should stand near the visually impaired child. This will allow them to hear you
better.
3.2 Consider lighting and glare. Visually impaired students often experience light sensitivity issues, so
seating them away from the window and other glaring light is beneficial. Try and control the glare in the
classroom by using blinds or curtains. Light should be distributed evenly throughout the room of optimal
visual effect.
3.3 Ensure there are large walkways between furniture. You should also leave ample space between
disks, chairs, cabinets, and shelve. This will make it easier for visually impaired and blind students to
navigate through the classroom without bumping into objects.
  Make sure the cupboard doors and drawers are always closed and that chairs are neatly
tucked under desks. If things are left slightly askew this can cause problems for visually impaired
and blind students.
3.4 Maintain a consistent classroom arrangement. Once you have created the classroom layout at the
beginning of the school year, leave the furniture in the same place. Visually impaired and blind students
will learn the layout and be able to navigate their way around the classroom without bumping into any
objects. If you rearrange the furniture and seating assignments this can cause confusion for these
students and will add unnecessary stress to their learning environment.
3.5 Clearly explain where classroom supplies are located. You will also need to give added directional
instructions when explaining where classroom supplies are located. For example, if the pencil sharpener
is located next to the whiteboard at the front of the classroom, you should provide visually impaired
students with clear directions from their seat.
 You could say “the pencil sharpener is straight in front of your desk and then two steps left of the
whiteboard”.
 These added instructions will help a visually impaired or blind student navigate the classroom.

Tips

 Meet with the parents of the student prior to the first class in order to get a clear understanding of
their visual impairment. You should also set learning goals
 Talk with your school board or principal for additional teaching resources and lessons plans that can be
used for visually impaired students.

C.2 Hearing impairment

Hearing impairment is defined by IDEA as “an impairment in hearing, whether permanent or fluctuating,
that adversely affect a child’s educational performance”. Deafness is defined as “a hearing impairment
that is so severe that the child is impaired in processing linguistic information through hearing, with or
without amplification”. Thus, deafness may be viewed as a condition that prevents an individual from
receiving sound in all or most of its forms, in contrast, a child with hearing loss can generally respond to
auditory stimuli, including speech.

How can I spot signs of hearing impairment in a child?

While hearing impairment are often identified in babies, they may not develop or make themselves
known for several years. This means that it’s important to keep an eye out for the signs of hearing
impairment in the classroom, particularly in young children –as at some point in your career you could
find that you are teaching a child with an undiagnosed hearing impairment. Here are some of the
common signs of hearing impairments that you can look for in young children:
 Not responding when their name is called
 Problems with concentration, excessive tiredness and frustration with work that starts to affect their
behaviour
 Watching your lips intently as you speak
 Speaking too loudly or too quietly
 Watching others do something before attempting it themselves
 Becoming increasingly withdrawn from others in the classroom
 Delayed speech and communication development
 Mishearing or mispronouncing words
 Not being able to hear what’s happening if there is any background noise
 Making minimal contributions to classroom discussion
 Difficulty with reading and linking it to speech Strategies for supporting a child with a hearing
impairment in school A. Teaching strategies
 Encourage students with a hearing loss to seat themselves toward the front of the classroom where
they have an unobstructed line of vision. This is particularly important if the student is using an
interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware
that some students may not be comfortable with this suggestion or have alternate strategies. Respect
their choices.
 Use assistive listening devices such as induction loops if these are available in the classroom. Hearing
aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a
microphone, it is not necessary to change your speaking style or teaching style.
 Ensure that any background noise is minimized
 Repeat clearly any questions asked by students in the lecture or class before giving a response.
 Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or
microphones in front of your face can add to the difficulties of lipreaders. Students who lip-read cannot
function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign
interpreter is employed, follow the hints for working with a sign interpreter.
 It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard.
An interpreter is unable to translate concurrently both your words and any information given on an
overhead. It is important therefore that all information should also be available as handouts.
 Provide written materials to supplement all lectures, tutorials and laboratory sessions.
Announcements made regarding class times, activities, field work, industry visits etc., should be given in
writing as well as verbally.
 Allow students to record lectures or preferably, make available copies of your lecture notes. Flexible
delivery of teaching materials via electronic media is also particularly helpful for students who have
difficulty accessing information in the usual ways. For students with a hearing loss, new technology- and
the internet in particular- can be used to bridge many gaps.
 Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire
are made available early in the course. If interpreter or captioning are being used as an adjustment,
make this list available to the professionals providing the service as early as possible.
 Any videos or films used should, where possible, be captioned. When this is not possible, you will need
to consider alternative ways for students with hearing impairment to access the information.
 In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if
possible, that they can see all other participants. Control the discussion so that only one person is
speaking at a time.
 Students with hearing loss, especially those with associated speech issues, may prefer to have another
student present their tutorial papers.
 Language abilities are often affected by hearing loss, depending on the age of onset. Students who
acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists
well before the start of a course for students with hearing loss can be beneficial. Consider tailoring these
reading lists when necessary, and provide guidance to key texts.
 Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad
study of many
B. Assessment strategies
Always consider alternative forms of assessment where necessary. Standards are not expected to be
lowered to accommodate students with a disability but rather are required to give them a reasonable
opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability
impacts on learning, you can consider alternative assessment strategies:
 When their range of literacy is an issue, students may require the use of a thesaurus or dictionary
during exams. A personal computer with spelling and grammar functions may be required.
 Provide alternatives to those assignments which are based on interviews or questionnaires, and be
flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning
sessions.
 Provide extra time in examinations, particularly extra time for reading questions. Some students will
prefer to have questions and instructions “signed” to them.

Tips
 Meet with parents regularly. Having an open line of communication with the child’s parents will help
to ensure that the child has consistent support both at school and home. Meeting with the parents face-
to-face will enable you both to discuss any concerns you may have and track the child’s progress. Often
the child may be confiding in the parents about issues that they are struggling with which they are too
embarrassed to bring up in the classroom
 A “hearing buddy”. If the child has to take off his/her hearing aid at any point during the day (for
example during a sports lesson), you can allocate them a “hearing buddy” (perhaps his closest friend)
who can help to repeat any information that the child might have missed.
 Using Makathon. Makathon is a simplified form of sign language, incorporating symbols and gestures,
and is normally used with children with additional needs
 Prevent bullying. There are also ways in which a teacher can prevent bullying: Raising awareness in
school Foster a sense of community in the classroom Be aware of “gateway behaviours” and nip in the
bud.
C.3 Speech impairment.
Speech impairment refers to an impaired ability to produce speech sounds and may range from mild to
severe. It may include an articulation disorder, characterized by omissions or distortions of speech
sounds; fluency disorder, characterized by atypical flow, rhythm, and/or repetitions of sounds; or voice
disorder, characterized by abnormal pitch, volume, resonance, voice quality, or duration.

General categories of speech impairment

 Fluency disorder. This type can be described as an unusual repetition of sounds or rhythm If
you have fluency disorder it means that you have trouble speaking in a fluid, or flowing way. You
may say the whole word or parts of the word more than once, or pause awkwardly between
words. This is known as stuttering. You may speak fast and jam words together, or say “uh”
often. This called cluttering. These changes in speech sounds are called disfluencies.

Signs of a fluency disorder

If you stutter, your speech may sound interrupted or blocked, as though you are trying to say a
sound but it doesn’t come out. You may repeat part or all of the word as you say it. You drag out
syllables. Or you may talk breathlessly, or seem tense while trying to speak. If you clutter, you
often speak fast and merge some words together or cut off parts of them. You may sound like
you are slurring or mumbling. And you may stop and start speech and say “um” or “uh” often
while talking Some people have both stuttering and cluttering. They may also have what are
known as “accessory” or “secondary” behaviors. These methods are used to try to avoid or
cover up disfluencies. These behaviors can include: Covering your mouth or pretending to cough
or yawn to cover up stuttering Not speaking, even when you want or need to Not using certain
 words that seem to cause stuttering Pretending to forget what you wanted to say Rearranging
words in sentences Using “filter” sounds between words to make the rate or speech sound
more normal

 Voice disorder. A voice disorder means you have an atypical tone of voice A voice disorder occurs
when voice quality, pitch, and loudness differ or are inappropriate for an individual’s age, gender,
cultural background, or geographic location. A voice disorder is present when individual expresses
concern about having an abnormal voice that does not meet daily needs-even if others do not perceive
it as different or deviant

Signs and symptoms of voice disorder

The generic term dysphonia encompasses the auditory- perceptual symptoms of voice disorder.
Dysphonia is characterized by altered vocal quality, pitch, loudness, or vocal effort. Signs and symptoms
of dysphonia include: Roughness (perception of aberrant vocal fold vibration) Breathiness (perception of
audible air escape in the sound signal or bursts of breathiness) strained quality (perception of increased
effort; tense or harsh as if talking and lifting at the same time) strangled quality (as if talking with breath
held) abnormal pitch (too high, too low, pitch breaks, decreased pitch range) abnormal
loudness/volume (too high, too low, decreased range, unsteady volume) abnormal resonance (hyper
nasal, hypo nasal, cul de sac resonance) aphonia (loss of voice) phonation breaks asthenia (weak voice)
gurgly/wet sounding voice hoarse voice (raspy, audible aperiodicity in sound) pulsed voice (fry register,
audible creaks or pulses sound) shrill voice (high, piercing sound, as if stifling a scream tremulous
voice(shaky voice; rhythmic pitch and loudness undulations)

Other signs and symptoms

Increased vocal effort associated with speaking Decreased vocal endurance or onset of fatigue with
prolonged voice use Variable vocal quality throughout the day or during speaking Running out of breath
Frequent coughing or throat clearing (may worsen with increased voice use) Excessive throat or
laryngeal tension/pain/tenderness
 Articulation disorder. If you have an articulation disorder, you might distort certain sounds Disorder
that makes it difficult for a person to create the sounds used to speak a language. This disorder can
make it difficult for others to understand what that person is trying to say. Articulation disorder is not
the same thing as having an accent. Children and adults with an articulation disorder are unable to
correctly make the sounds to properly pronounce sounds in their native language. They might replace ‘r’
sounds in words with ‘w’ sound, such as pronouncing the word ‘rope’ as ‘wope’. They might also be
unable to consistently pronounce the beginning, middle, or end of word. Omitting sounds (“cool” for
“school”), or adding sounds to words (“pinanio”for “piano”)
Types of speech disorder
 Stuttering – refers to a speech disorder that interrupts the flow of speech.
 Apraxia – general term referring to brain damage that impairs a person’s motor skills, and it can affect
any part of the body. Apraxia of speech, or verbal apraxia, refers specifically to the impairment of motor
skills that affect an individual’s ability to form the sounds of speech correctly, even when they know
which words they want to say
 Dysarthria – occurs when damage to the brain causes muscle weakness in a person’s face, lips, tongue,
throat, or chest. Muscle weakness in these parts of the body can make speaking very difficult.

C.4 Multiple physical impairment/Multiple Disabilities

Means concomitant(simultaneous) impairments (such as intellectual disability-blindness, intellectual
disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs
that they cannot be accommodated in a special education program solely for one of the impairments.
The term does not include deaf-blindness (defined separately and is a disability category of its own
under IDEA).

Sharon’s story
Sharon is an active five-year-old who loves to spend time with her grandmother. She also loves to finger
paint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn’t get
enough oxygen. As a result, she has an intellectual disability, problems with mobility, and a speech
impairment that makes it hard to understand what she’s saying. That doesn’t stop Sharon from chatting
though. She has a lot to say. For Sharon’s parents, it’s been a long road from Sharon’s birth to today.
When she was just a baby, she began receiving special services called early intervention. These services
help children with disabilities from birth to their third birthday. In early intervention, Sharon learned to
crawl and to stand and-finally-to walk with braces. Now in preschool, Sharon receives special education
services. Like early intervention, these services are meant to address her special learning needs. Her
parents are very involved. They sit down often with the preschool staff and talk about Sharon’s progress.
The team also talks about Sharon’s challenges and how to address them. Last week, for example, Sharon
got a picture board to help her communicate. She’s busy learning to use it Sharon’s parents know that
Sharon will always need some support because of her multiple disabilities. But her parents also know
how determined Sharon can be when she’s learning something new. She’s going to learn it, by golly,
there’s no stopping her.

Causes of Multiple Disabilities

 Lack of oxygen at birth as in Sharon’s case
 Premature birth
 Difficulties at birth
 Poor development of the brain or spinal cord
 Infections
 Genetic disorders
 Injuries from accident

Supporting children with multiple disabilities

Most children with multiple disabilities will need some level of help and support throughout their lives.
How much support a child needs will depend on the disabilities involved. A child with mild multiple
disabilities may only need intermittent support (meaning, support is needed every now and again, or for
particular tasks). Children with multiple, more severe disabilities are likely to need ongoing support.
Support in major life activities. When considering what supports a child needs, it’s helpful to think about
major life activities. “Major life activities” include activities such as: caring for oneself, performing
manual tasks, seeing, hearing, eating, and sleeping, walking, standing, lifting, and bending; speaking and
communicating, breathing, learning, reading, concentrating and thinking and working.
Tips for teachers
 Know the needs, play for strengths. Each student with multiple disabilities will have his or her own set
of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful
in addressing those learning needs. Also find out more about the student’s strengths and interests,
enthusiasms, and preferences. These can be used to motivate the student and enrich the education he
or she receives. Parents are a great source of this information. So is the student.
 Make modifications. Students with multiple disabilities often need substantial Modifications and
accommodations in the classroom. This will help them access the general education curriculum at a
grade-appropriate level.
 Allow partial participation, as necessary. Partial participation means that students with multiple
disabilities aren’t excluded from activities because they might not be able to complete a task fully or
independently. Modifications can be made to the task itself or to how students participate.
 Consider assistive technology(AT). AT is appropriate, even essential, for many students with multiple
disabilities. Without AT, there may be many tasks they simply cannot perform or will have difficulty
performing. Computers, augmentative/alternative communication systems, and communication boards
are just some examples of helpful AT.
 Does the student need textbooks in another format? IDEA requires that students with print disabilities
be provided with accessible instructional materials. There are many disabilities that affect a student’s
ability to use print materials.
 Practice and reinforce. Do your student’s disabilities affect his or her intellectual functioning? If so, he
or she will be slower to learn new things and will have difficulty applying that learning in new situations.
Be concrete; give lots of hands-on opportunities for learning and practice. Give feedback immediately.
Repeat the learning task in different setting.
 Support related services in the classroom. Depending on the student’s disabilities, he or she may need
related services to benefit from special education. Related services may include speech-language
therapy, occupational therapy, physical therapy, or orientation and mobility services. It’s best practice to
provide these services in the classroom during the natural routine of the school, although some may be
provided in other settings. Work with the related services personnel, as appropriate.
 Address behaviour issues. Behaviour can be affected by having disabilities, especially a combination of
disabilities. If a student’s behaviour is affecting his or her learning or the learning of others, IDEA
requires that behaviour be addressed in the proper forum. Is this a problem area for your student?
Learn what the law requires and effective strategies for addressing behaviour issues.
 A paraprofessional in your classroom? Some students with multiple disabilities will require the support
of an aide or paraprofessional. If this is so for your student, it helps to know about working with
paraprofessionals
 Encourage the student’s independence. It’s natural to want to help a student who’s struggling to do a
task single-handedly, especially when you know there’s disability involved. But it’s important for the
child to develop the skills it takes to live as independently as possible, now and in the future.
 When time comes, support transition planning.

D. Learners who are gifted and talented

D.1 Visual arts
D.2 Music
D.3 Intellectual giftedness
D.4 Performing Arts

E. Learners with socio/emotional disorder

E.1 Emotional Behavioral Disorder
E.2 Anxiety attack
E.3 Depression
E.4 Obsesive compulsive disorder
E.5 bipolar disorder
E.1 Emotional Behavioural Disorder “Emotional and Behavioural Disorder” is an umbrella term under
which several distinct diagnoses (such as anxiety disorder, manic-depressive disorder, and more) fall.
These disorders are also termed “emotional disturbance” and emotionally challenged”. According to
IDEA , children with emotional and behavioural disorders exhibit one or more of these five
characteristics:
1. An inability to earn that cannot explained by intellectual, sensory, or health factors.
2. An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers
3. Inappropriate types of behaviour or feelings under normal circumstances
4. A general pervasive mood of unhappiness or depression
5. A tendency to develop physical symptoms or fears associated with personal or school
problems.

Categories of emotional and behavioural disorders.

A. Psychiatric disorders – mental, behavioural, or perceptual patterns or anomalies which impair daily
functioning and cause distress.
Examples:
 Anxiety disorder
 Bipolar Disorder (aka Manic-depressive disorder)
 Eating disorder (such as anorexia, bulimia, and binge-eating disorder)
 Obsessive-compulsive disorder
 Psychotic disorder
B. Behavioural disabilities. Children with behavioural disabilities engage in conduct which is disruptive to
classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioural
disability, the behaviours must not be attributable to one of the aforementioned psychiatric disorders.
1. Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an
unwillingness to cooperate or follow directions. Children with this condition are not violent or
aggressive, they simply refuse to cooperate with adults or peers.
2. Conduct disorder is much more severe. This disorder is characterized by aggression, violence,
and harm inflicted on self and others. Students with conduct disorder typically need to be
taught in special education classrooms until their behaviour has improved enough to allow
contact with the general education population.

Strategies for teaching students with emotional and behavioural disorders.

 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 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 behavioural 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 behaviour
1. Token economy. Students earn points, or tokens, for every instance of positive behaviour.
These tokens can then be used to purchase rewards at the token store. In order for a token
economy to be effective, positive behaviour 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.

2. Classroom behaviour chart. A chart which is visually plots the level of behaviour 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.
3. Lottery system. Similar to the token economy, students who behave in positive ways are given
a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you
draw one out. The winner of the lottery is rewarded with a prize.
4. Positive peer review. Students are asked to watch their peers, and identify positive behaviour.
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.
E.2 Anxiety attack/anxiety disorder
What: Anxiety is a common emotion when dealing with daily stresses and problems. But when these
emotions are persistent, excessive and irrational, and affect a person’s ability to function, anxiety
becomes a disorder. There are different types of anxiety disorders, including phobias, panic and stress
disorders, and obsessive-compulsive disorder.

Symptoms: apprehension, confusion, on edge, a sense of helplessness, repeated negative thoughts,

muscle tension, palpitations and difficulty breathing

Treatment and help. Simple strategies, such as relaxation techniques and regular exercise, are effective
in reducing anxiety and contributing to emotional well-being. Psychotherapy can help and is sometimes
used together with medication to reduce and eliminate signs and symptoms

E.3 Depression
What: Depression is a low mood that lasts for a long time, affecting everyday life, It is often triggered by
a mix of genetic, psychological and environmental factors: studies show that the risk of becoming
depressed can be increased by life events such as poverty, death of a loved one, physical illness or
abuse. For some, the risk is also hereditary.

Symptoms: Persistent sadness, loss of interest in activities, loss of appetite, feelings of worthlessness,
becoming easily agitated, among others

Treatment and help: Talk therapy with a trained counsellor or psychotherapist, exercise and support
groups are among the options available. Antidepressants are also sometimes prescribed, but they
should not be used for treating children, and should not be the first line of treatment for adolescents. All
treatment should involve identifying stress factors and sources of support, and individuals should
maintain social networks and activities.
E.4 Obsessive-compulsive disorder (OCD)
Obsession: recurring, unwanted thoughts, ideas or sensations
Compulsion: repetitive behaviour or mental acts that a person feels driven to perform in response to an
obsession
What: Common, chronic, and long-lasting disorder in which a person has uncontrollable, reoccurring
thoughts (obsessions) and/or behaviours (compulsions) that he or she feels the urge to repeat over and
over.
Typical obsessions:
 Fear of getting contaminated by people or the environment
 Disturbing sexual thoughts or images
 Fear of blurting out obscenities or insults
 Extreme concern with order, symmetry, or precision
 Recurrent intrusive thoughts of sounds, images, words, or numbers
 Fear of losing or discarding something important
Typical compulsions:
 Excessive or ritualized hand washing, showering, brushing teeth, or toileting
 Repeated cleaning of household objects
 Ordering or arranging things in a particular way
 Repeatedly checking locks, switches, or appliances
 Constantly seeking approval or reassurance
 Repeated counting to a certain number
Treatment. OCD disorder treatment may not result in a cure, but it can help bring symptoms under
control so that they don’t rule your daily life. Depending on the severity of OCD, some people may need
long-term, ongoing or more intensive treatment
 Psychotherapy Cognitive behavioural therapy (CBT), a type of psychotherapy, is effective for
many people with OCD. Exposure and response prevention (ERP), a component of CBT therapy,
involves gradually exposing you to a feared object or obsession, such as dirt, and having you
learn ways to resist the urge to do your compulsive rituals. ERP takes effort and practice, but
you may enjoy a better quality of life once you learn to manage your obsessions and
compulsions.
 Medications Certain psychiatric medications can help control the obsessions and compulsions
or OCD. Most commonly, antidepressants are tried first.
E.5 Bipolar Disorder
What: Bipolar disorder, formerly referred to as manic depressive illness, is a mood disorder with two
extremes: depressed (“low”) and manic (“high”). It varies in severity, and mild cases may appear
ordinary for many years. Symptoms vary; a person may be predominantly depressed, or predominantly
manic. In between episodes, a person is likely to be quite well and able to function.

Symptoms: When depressed, a person feels persistently sad, hopeless and lethargic , and may feel
suicidal, among other symptoms. When manic, a person becomes overly elated, more irritable, requires
less sleep, makes grand plans and may impulsively engage in potentially dangerous behaviour.

Treatment and help: Psychotherapy can help people who are more stable to help them with symptom
recognition and management. Medication can be used to treat acute episodes and to help prevent a
relapse. Psychosocial support is an important component of treatment

F. Learners with Chronic Illness Chronic- continuing or occurring again and again for a long time
F.1 Asthma
F.2 Diabetes
F.3 Epilepsy

G. Learners In difficult circumstances

G.1 Living in remote places
G.2 Victims of war
G.3 Products of broken family
G.4 Street children/Children from impoverished family
G.5 Victims of abuse

H. Learners from indigenous groups

ADDENDUM
Bases and Policies of Special and Inclusive Education
3. Historical /Sociological
3.1 Convention on the Rights of the Child
3.2 UNESCO
3.3 EFA
3.4 K to 12 Inclusion Policy

3.1 United Nations Convention on the Rights of the Child/Convention of the Rights of the child
(UNCRC or CRC)
The UNCRC is an important agreement by countries who have promised to protect children’s rights. The
convention explains who children are, all their rights, and the responsibilities of governments UNCRC is
part of the legally binding international instruments for the guarantee and the protection of Human
rights. Adopted in 1989, the convention’s objective is to protect thee rights of all children in the world
The four core principles of the convention are: non-discrimination, devotion to the best interests of the
child, the right to life, survival and development

Philippines:
November is National Children’s Month, as declared by the Council of Welfare for Children. This month-
long even aims to promote and spread awareness on the rights of children here in the Philippines,
considering the political and social climate they live in.
12 rights of the child
1. Every child has the right to be born well
2. Every child has the right to a wholesome family life
3. Every child has the right to be raised well and become
4. Every child has the right to basic needs.
5. Every child has the right to access what they need to have a good life.
6. Every child has the right to education
7. Every child has the right to play and enjoy their youth.
8. Every child has the right to be protected from danger
9. Every child has the right to live in a productive environment
10. Every child has the right to be cared for in the absence of their parent or guardian
11. Every child has the right to good governance
12. Every child has the right to freedom and peace
3.2 UNESCO – United Nation Educational, Scientific and Cultural Organization Specialized agency of the
United Nations (UN) that was outlined in a constitution signed November 16,1945. The constitution,
which entered into force in 1946, called for the promotion of international collaboration in education,
science, and culture. The agency’s permanent headquarters are in Paris, France. Unesco’s initial
emphasis was on rebuilding schools, libraries, and museums that had been destroyed in Europe during
World War II. Besides its support of educational and science programs, UNESCO is also involved in
efforts to protect the natural environment and humanity’s common cultural heritage.

UNESCO Salamanca Statement

This report from the UN’s education agency calls on the international agency calls on the international
community to endorse the approach of inclusive schools by implementing practical and strategic
changes. In June 1994 representatives of 92 governments and 25 international organizations formed the
World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new
Statement on the education of all disabled children, which called for inclusion to be the norm. In
addition, Conference adopted a new Framework for Action, the guiding principle of which is that
ordinary schools should accommodate all children regardless of their physical, intellectual, social,
emotional, linguistic or other conditions. All educational policies, says the Framework, should stipulate
that disabled child attend the neighbourhood school ‘that would be attended if the child did not have a
disability’. The Statement begins with a commitment to Education for All, recognizing the necessity and
urgency of providing education for all children, young people and adults ‘within the regular education
system’.

3.3 Education for All (EFA) Education

For All movement is a global commitment to provide quality basic education for all children, youth and
adults. The movement was launched at the World Conference on Education for All in 1990 by UNESCO,
UNDP, UNFPA, UNICEF and the World Bank. Participants endorsed an ‘expanded vision of learning’ and
pledged to universalize primary education and massively reduce illiteracy by the end of the decade
2005-2015. Ten year later, with many countries far from having reached this goal, the international
community met again in Dakar, Senegal, and affirmed their commitment to achieving Education for All.
They identified six key education goals, which aim to meet the learning needs of all children, youth and
adults by 2015:
 Goal 1: Expand early childhood care and education
 Goal 2: Provide free and compulsory primary education for all
 Goal 3: Promote learning and life skills for young people and adults
 Goal 4: Increase adult literacy by 50%
 Goal 5: Achieve gender parity by 2005, gender equality by 2015
 Goal 6: Improve the quality of education
As the lead agency, UNESCO has been mandated to coordinate the international efforts to reach
Education for All. Governments, development agencies, civil society, non-government organizations and
the media are but some of the partners working toward reaching these goals.

3.4 K to 12 inclusion policy Inclusive education is the core principle of the K to 12 Basic Education
Program. This promotes the right of every Filipino to quality, equitable, culture-based and complete
basic education. Through inclusive education, all Filipinos will realize their full potential and contribute
meaningfully to building the nation.
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