Name:, Wilfredo L.

Castillo Course, Year, Section: BCAED 2

Learners with Exceptionalities

Activity:

The Life of Helen Keller

Analysis

1. Describe the main character in the movie you watched

 Helen Keller, who was blind and deaf, was an American author and educator. Her
education and training are remarkable achievements in the field of education for people
with disabilities.

2. What was his/her exceptionality? Describe.

 A serious illness during infancy had damaged Helen’s hearing and sight. She suffered a
great deal of misery and frustration in trying to communicate with others till the age of
six. She felt trapped and became impatient and impulsive. She used anger to vent out
her frustration

3. What problem/difficulties did the main character experience?

 She has been blind and deaf since she was a child as a result of a severe case of scarlet
fever, and she is frustrated by her inability to communicate. As a result, she has frequent
violent and uncontrollable outbursts. Because she was unable to deal with her, her
horrified and powerless parents sought assistance from the Perkins School for the Blind.

4 Who provided support? What support did he/she get from his/her environment?”

 In response they send Anne Sullivan, a former student, to the Keller home to tutor her.
What ensues is a battle of wills as Anne breaks down Helen’s walls of silence and
darkness through persistence, love, and sheer stubbornness.
Application

Guidelines: Group or Individual.

2. Surf the Internet for

a. video clips/movies that highlight learners with exceptionalities.

· Identify the exceptionality being focused on in the clip/movie.

· Explain why you think that that is the exceptionality by enumerating the characteristics –
behavior/actions, physical characteristics, etc.

 From the video clip I’ve watched, I think their exceptionalities as learners are not a gap
between learning. Because every learner in that video can literally learn, even though
they have disabilities. They are also talented because of their exceptionalities.
Therefore, their teacher serves as their guide for continuing to strive to learn. And also,
the video shows that no matter what your exceptionalities are, you can do whatever you
want to do in your life, in your dreams, and in your future. 

b. teaching strategies that harness the strengths of a learner with exceptionality/or that will
improve/enhance the learning ability of a students with exceptionalities.

 The teaching strategies that harness the strengths of a learner with exceptionality are
those that make them feel special. Just one adult who makes a child feel special and
appreciated can improve that child’s resilience – their ability to bounce back from
adversity – dramatically. Demonstrate the learners that you value her for who she is.

3. Distinguish between disability and handicap by giving at least three examples – NOT used in
this handout – each.

 A handicap is defined as the inability or limited ability to execute an activity within the
normal human range, such as walking. While a handicap is a disadvantage caused by
an impairment or disability that restricts an individual’s social position, such as being
unable to work due to limited access.

4. Look for at least two teaching strategies each that will facilitate the learning of learners
with exceptionalities.
 Help the students during the lessons
Agree on specific cues for students with special needs to assist them stay attentive and
ready to respond to questions when they are asked. Something as simple as a gentle
pat on the back or a sticky note on their desk could suffice.
Don't rush your special-needs student. After they've had enough time to solve a problem,
ask them probing questions.
 Provide instructions for follow-up.
Provide additional spoken directions for a student with special needs after instructing the
full class. For example, ask them if they understand the directions and then repeat them
together. Provide written follow-up instructions. For example, if a student forgets an
assignment, write the page number and specifics on the chalkboard and remind them to
check it.
