Cpa1 11

Surigao State College of Technology
Narciso St., Surigao City

“We don’t select, we create.”
“CPA Learning Technique”

NAME: REAHMAE S. SANCHEZ COURSE/YR: BSED-ENGLISH C-1A DATE: JUNE 11, 2021
TOPIC: SPECIAL EDUCATION
LEARNING OBJECTIVES:
1. Discuss a deeply the scope and the importance of special education. 4. Review types of special educational needs and discuss their prevalence.
2. Identify the needs of special children in educational context. 5. Discover the role of the regular schoolteacher in special education.
3. Explore the term special education and the role of special education in education. 6. Examine the terminology associated with disability and special education.
CONCEPT (25%) PICTORIAL (25%) ABSTRACTION (25%) CPA CONCLUSION (25%)
(SITUATION/EXAMPLE) (Framework) (PROBLEM WITH POSSIBLE SOLUTION)
“SPECIAL EDUCATION” 1. Some of the teachers are having a problem In conclusion, special education provides
• Provide equal access to education for and faced challenges when the parents of students with identified disabilities
children ages birth through 21 by PRE- that certain student aren’t supportive. What specialized instruction designed to meet their
REFERRAL
providing specialized services that would be the teacher can do? unique learning needs, giving them the
will lead to school success in the MONITOR REFERRAL
SOLUTION: Teachers can share noteworthy opportunity to develop to their fullest
general curriculum. PROGRESS
observations or events, and families can potential. Continuing scarcity of special
• The practice of educating students in respond to those or share their own news or education teachers and movement toward
a way that provides accommodations reflections. team teaching or co-teaching impact the
that address their individual 2. As technology continues to substantially alter process that districts approach special
differences, disabilities, and special IMPLEMENT SPECIAL
EVALUATION
the classroom, students with Individualized education as well.
ATION EDUCATION
needs. Education Programs (IEPs) are especially
• Special education is specially targeted for extra support. How can teachers
designed instruction, support, and enhance their teaching?
services provided to students with an SOLUTION: By leveraging technology,
ELIGIBILITY classroom instruction can be enhanced with
identified disability requiring an PLACEMENT DETERMINAT
individually designed instructional ION individual learning occasions, which allows
program to meet their unique INDIVIDUAL teachers greater flexibility for differentiation
EDUCATION
learning needs. PROGRAM in instruction through blended learning
opportunities and the variety of Web-based,
evidence-based practices.
3. Students are dealing with issues that are far
outside of the classroom, yet impact learning.
How students deal is unique to them, but
they do not qualify for special education
services immediately. How do the teachers
deal and identify the student’s needs?
SOLUTION: Trauma-screening resources are
available for educators to help providers
identify children’s and families’ needs.
Knowing the signs and resources is a first step
to managing a general education classroom
with these special students.
Rated by:
MATT B. SINACA, MAGC, RGC

Instructor

TOPIC: DISABILITY IN THE PHILIPPINES
1. Discuss the policy of Inclusive Education for All.
2. Cite the important events relevant to the implementation of special education in the Philippines.
3. Discuss the legal bases of special education in the country.

“DISABILITY IN THE PHILIPPINES” 1. Some person with disability wants In conclusion, disabled persons are part of
• Those suffering from restriction of to work but lots of companies are Philippine society, thus the state shall give full
different abilities, as a result of a their problem. support to the improvement of the total well-
mental, physical or sensory SOLUTION: Some companies don’t being of disabled persons.
impairment, to perform an activity in accept employees with disabilities
the manner or within the range but sometimes they are more
considered normal for a human being. motivated to do and have the work
• Disability is one of the social issues done. People should start hiring
affecting a portion of the Philippines' persons with disabilities, know and
population. give them a chance to prove
• Any condition of the body or mind themselves.
that makes it more difficult for the 2. People with disabilities face all
person with the condition to do forms of discrimination and
certain activities and interact with the exclusion from the social, cultural,
world around them. political, and economic life of their
communities.
SOLUTION: Responding to the
needs and priorities of people with
disabilities, for example, requires
context-specific information on
the lived experience of disability
and how this intersects with access
to essential life domains, such as
health, education, employment,
and social inclusion.
Rated by:

Instructor

TOPIC: INTELLECTUAL DISABILITY
1. Explain intellectual disability or MR is a complex developmental disability.
2. Define the term intellectual disabilities; explain the criteria in determining the presence of intellectual disabilities.
Discuss the causes, diagnosis and management of intellectual disabilities.
“INTELLECTUAL DISABILITY” 1. Students with this are having a hard time In conclusion, people with intellectual
• A person has certain limitations in PRO on solving problems. disability can be happy and live a
cognitive functioning and skills, FOUND SOLUTION: A teacher can provide an wonderful life especially when they
including communication, social outline of what will be taught - highlight supported by those people that surrounds
and self-care skills. key concepts and provide opportunities to them. The family’s efforts and hard work
• Characterized by significant practice new skills and concepts. are very much appreciated.
limitations in both intellectual INTELLEC 2. Can intellectual disability disappear?
SEVERE TUAL MILD
functioning and in adaptive DISABILITY SOLUTION: While there is no cure for it, it
behavior, which covers many can be effectively managed.
everyday social and practical skills. 3. People with this illness has a difficulty of
• Caused by a problem that starts understanding what a person says.
any time before a child turns 18 MODE SOLUTION: The right thing to do is to
years old – even before birth. RATE speak slowly and leave pauses for the
person to process your words.
Rated by:

Instructor

TOPIC: LEARNING DISABILITY
1. Define deeply the scope of learning disability. 3. Identify the common causes of learning disabilities.
2. Enumerate the conditions associated with learning disabilities. 4. Describe the different interventions for learning disabilities.
“LEARNING 1. Learning disabilities remain In conclusion, learning
DISABILITY” untreated, a child may begin to disabilities is a field that is
• Affects a person's Understanding
feel frustrated, which can lead to constantly changing. With the
ability to understand low self-esteem and other advent of techniques that
numbers and learn problems. allow scholars to study the
math facts. Legal and The health SOLUTION: Experts can help a brain in action, we may
needs of
• A “significant reduced policy issues people with it child learn skills by building on understand not only the
ability to understand the child’s strengths and finding normal process of reading but
new or complex ways to compensate for the also what happens when the
information, to learn child’s weaknesses.2 system is not working. The
new skills (impaired LEARNING Interventions vary depending on hope is that we will be able to
intelligence), with a DISABILITY
the nature and extent of the prevent learning disabilities
Recognising
reduced ability to cope Coordination
and removing
disability. or, at the least, to develop
and
independently collaboration
barriers to innovative and successful
healthcare
(impaired social interventions.
functioning), which
started before
adulthood”. Understanding
• These conditions can Communication
and
ressponding to
contribute to delays in behavior
developing academic
skills.
Rated by:

Instructor

TOPIC: MULTIPLE DISABILITY
1. Identify representative conditions associated with multiple disabilities.
2. Describe the impact of a physical or health impairment on school performance.
3. Explain the procedures that teachers and other professionals use to meet the educational needs of students with physical/health disabilities and deaf-blindness.
4. Describe how technology benefits individuals with physical or health disabilities.
5. Summarize educational services for individuals with physical or health impairments across the life span.
(SITUATION/EXAMPLE) (Framework) (PROBLEM WITH POSSIBLE
SOLUTION)
“MULTIPLE DISABILITY” 1. Child’s ability to In conclusion, young children
• One child with multiple Biobehavi effectively with multiple disabilities have
disabilities may have an oral state communicate with unique needs and challenges.
intellectual disability and teachers, support staff Many of these young children
Problem Orienting and peers. struggle to communicate their
deafness to hardly learn
Solving response
new things and will have SOLUTION: Alternative wants and needs, to freely
difficulty applying that communication move their body to access and
learning in new situations. methods, including engage their world, and to
• The condition may be the text-to-speech learn abstract concepts and
result of a traumatic brain Commun MULTIPLE Learning technologies, hearing ideas. Professionals and
injury (TBI), or a genetic ication DISABILITY channels aids and sign language, families working together must
disorder, or a chromosomal can neutralize identify the individual supports
abnormality, or premature communication each child needs to ensure
birth, developmental delay, problems. that the young child with
etc. 2. Assessing and multiple disabilities is an active
Interacti Approach-
• Children with multiple ons withdrawal
compensating for participant in all aspects of
disabilities have a visual or hearing their lives and makes
combination of more than Memory impairments. meaningful progress toward
one disability, such as SOLUTION: Solutions valued life outcomes.
intellectual disability, ranging from priority
mobility issues, visual or seating to alternative
auditory deficits, language textbooks (braille,
delay, brain injury, and audio, etc.) To hearing
more. aids and sign language
can compensate for
visual and hearing
impairments.
Rated by:
Instructor

TOPIC: EMOTIONAL AND BEHAVIORAL DISORDERS
1. Deeply discuss the etiology of Emotional and Behavioral Disorders. 3. Characterized the functional behavior assessment.
2. Identify the different characteristics of Emotional and Behavioral Disorders 4. Learn about advocacy, and current issues in the field in the Philippines.
“EMOTIONAL AND 1. Students with emotional In conclusion, students with
BEHAVIORAL and behavioral disorders emotional and behavioral
DISORDERS” often become involved with disorders (EBD) are at
• A child who exhibits one Age-related the school disciplinary greater risk for academic
patterns of process. failure and negative
or more of the above competence
emotionally based and disorder SOLUTION: The child should postschool outcomes when
characteristics of not be punished for compared to other disability
sufficient duration, manifestations of the categories. It is important to
frequency and intensity disability. Instead, an FBA learn how to promote
that interferes interactions should be conducted to protective factors for
among EMOTIONAL
significantly with biological, AND Multiple
determine the situational students with EBD to foster
educational performance psychological, BEHAVIORAL contexts and behavioral factors resilience.
to the degree that and social DISORDERS underlying the misconduct,
factors
provision of special and the student’s IEP
educational service is and/or placement should
necessary. be changed to better meet
• An inability to build or the identified behavior
maintain satisfactory Developmen management needs.
interpersonal tal tasks 2. Students with emotional or
relationships with peers behavioral disorders may
and/or teachers. display inappropriately
• Students with emotional excessive or deficient
or behavioral disorders behavior, possess
may display unsatisfactory
inappropriately excessive interpersonal relationships,
or deficient behavior, and demonstrate academic
possess unsatisfactory learning problems.
interpersonal SOLUTION: Instructional
relationships, and strategies that promote
demonstrate academic academic engagement and
learning problems. responding along with self-
monitoring procedures
have been shown to be
effective.
Rated by:
Instructor

TOPIC: ANXIETY DISORDER
1. To have a wide range of understanding in anxiety disorder.
2. To be able to identify the different classification of anxiety a disorder.
3. To maximize the knowledge of how to alleviate the symptoms of an anxiety disorder.
SOLUTION)
“ANXIETY DISORDER” 1. Trouble concentrating or In conclusion, anxiety
• People with thinking about anything disorder is a normal, but
this disorder will try to other than the present highly subjective, human
avoid the situation or STRESS worry, having trouble emotion. While normal
endure it with sleeping, and having a anxiety serves a beneficial
great anxiety. sense of impending and adaptive purpose,
• Extreme fear of public danger, panic or doom. anxiety can also become the
speaking, meeting new SOLUTION: Get help early. cause of tremendous
people or eating/drinking Anxiety, like many other suffering for millions of
in public mental health conditions, people.
• The fear or anxiety causes ANXIETY
can be harder to treat if
problems with daily DISORDER you wait.
functioning and lasts at Stay active. Participate in
least six months. activities that you enjoy
and that make you feel
SELF- SOCIAL
good about yourself. Enjoy
ESTEEM SUPPORT
social interaction and
caring relationships, which
can lessen your worries.
Avoid alcohol or drug use.
Alcohol and drug use can
cause or worsen anxiety. If
you're addicted to any of
these substances, quitting
can make you anxious. If
you can't quit on your
own, see your doctor or
find a support group to
help you.
Rated by:
Instructor

TOPIC: MOOD DISORDERS
1. Describe the symptoms, results, and risk factors of major depressive disorder. 4. Describe genetic, biological, and psychological explanations of major depressive disorder.
2. Understand the differences between major depressive disorder and persistent 5. Discuss the relationship between mood disorders and suicidal ideation, as well as factors associated
depressive disorder, and identify two subtypes of depression. with suicide.
3. Describe the symptoms and risk factors of bipolar disorder.
“MOOD DISORDER” 1. What is the treatment for In conclusion, everyone
• A mental health problem Social and mood disorder? feels down or euphoric from
that primarily affects a emotional SOLUTION: Mood disorders time to time, but this is
person's emotional state. learning can often be treated with different from having a
It is a disorder in which a success. Treatment may mood disorder such as major
person experiences long include: Antidepressant depressive disorder or
periods of extreme and mood stabilizing bipolar disorder. Mood
happiness, extreme Social, medicines—especially disorders are extended
sadness, or both. emotional when combined with periods of depressed,
MOOD
• It can negatively impact Resilience , and psychotherapy have shown euphoric, or irritable moods
DISORDER
your work life and school behavioral to work very well in the that in combination with
problems treatment of depression. other symptoms cause the
life and intrude on your
personal relationships. Psychotherapy—most person significant distress
often cognitive-behavioral and interfere with his or her
and/or interpersonal daily life, often resulting in
Family and therapy. social and occupational
Community 2. How can you prevent mood difficulties. Mood disorders
disorders? are frequent psychiatric
SOLUTION: To help prevent complications of TBI that
a manic episode, avoid take place along with
triggers such as caffeine, prominent anxiety,
alcohol or drug use, and substance misuse,
stress. Exercise, eat a impulsivity, and aggression.
balanced diet, get a good In addition, biological and
night's sleep, and keep a environmental risk factors
consistent schedule. This that have been implicated in
can help reduce minor the development and course
mood swings that can lead of mood disorders, such as
to more severe episodes of heritability and stressful life
mania. events, are reviewed.
Finally, we provide an
overview of treatments for
mood disorders, covering
treatments with
demonstrated effectiveness,
as well as new treatment
options showing promise.
Rated by:

Instructor

TOPIC: SOMATIC SYMPTOM DISORDER
1. Compare how dissociative disorders are similar to the types of dissociative experiences common to most people, describe in what ways are they different.
2. Discuss when and how the dissociative disorders occur and their prevalence in the general population.
3. Assess what is currently available for the assessment and treatment of individuals with dissociative disorders.
4. Compare the differences between a somatic symptom disorder and a psychosomatic disorder. Discuss how they are similar.
“SOMATIC SYMPTOM 1. Excessive thoughts, In conclusion, ongoing
DISORDER” feelings and behaviors thoughts that are out of
• A person having a NEUROLO relating to the physical proportion with the
GICAL
significant focus on symptoms. seriousness of symptoms.
physical symptoms, such SOLUTION: Psychotherapy Ongoing high level of anxiety
as pain, weakness or (talk therapy) can help the about health or symptoms.
shortness of breath, that individual change their Excessive time and energy
results in major distress thinking and behavior, and spent on the symptoms or
and/or problems SOMATIC learn ways to cope with health concerns.
GASTROIN
functioning. SYMPTOM CARDIAC pain or other symptoms,
TESTINAL
• Problems functioning in DISORDER deal with stress and
daily life, including improve functioning.
physical disability. Antidepressant or anti-
• A person who has just lost anxiety medications can be
a loved one may useful if the person is also
somaticize their grief experiencing depression or
PAIN
through severe fatigue. anxiety.
Rated by:

Instructor

TOPIC: PSYCHOLOGICAL EVALUATION
1. Describe the types of psychological test results in relation to special education.
2. Explain the professional practice standards specific to those who use tests in educational settings.
3. Describe authentic assessment and the perceived advantages and disadvantages of authentic assessment.
SOLUTION)
“PSYCHOLOGICAL 1. Reliability, validity and In conclusion, the goals of
EVALUATION” bias. psychological assessment are
• During a psych evaluation, psychologi SOLUTION: Conduct to better understand a
patients simply receive cal tests research using the person's strengths and
knowledge to better measure to confirm weaknesses, identify potential
understand and manage informal that the scores make problems with cognitions,
observatio
tests and sense based on their emotional reactivity, and make
their issues and symptoms. nal data
surveys
• To better understand a understanding of the recommendations for
person's strengths and PSYCHOLOGI construct being treatment/remediation.
weaknesses, identify CAL measured. This is an
potential problems with EVALUATION extremely important
cognitions, emotional point. Psychologists do
school or
reactivity, and make medical not simply assume
medical
recommendations for evaluation that their measures
records
treatment/remediation. work. Instead, they
• Psychological evaluation is a interview collect data to
method to assess an information demonstrate that they
individual's behavior, work. If their research
personality, cognitive does not demonstrate
abilities, and several other that a measure works,
domains. they stop using it.
Rated by:

Instructor

TOPIC: DEAFBLINDNESS
1. Describe and define deaf blindness.
2. Identify the causes of deaf blindness.
3. Familiarize the limitations of deaf blindness in daily living.
“DEAFBLINDNESS” 1. Blind barriers. How do we In conclusion, Deaf blindness
• Deaf blindness is a overcome it? hampers communication and
combination of sight and SOLUTION: Provide reasonable access to information. People who
hearing loss that affects a Individual's accommodation. Appreciate have this dual sensory
person's ability to needs that not all patients will disclose impairment, however, can use
communicate, access their blindness. Find out if a their residual vision and hearing
information and get person wants assistance. and learn to use various modes of
around. Create written information that communication.
• An individual has Work Lifestyle is easy to see. Provide clear
combined hearing and directions.
vision loss, thus limiting DEAFBLIND
access to both auditory NESS
and visual information.
Communi
Education
cation
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Instructor

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Surigao State College of Technology

Narciso St., Surigao City

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

CONCEPT (25%) PICTORIAL (25%) ABSTRACTION (25%) CPA CONCLUSION (25%)

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

“CPA Learning Technique”

“CPA Learning Technique”

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

“CPA Learning Technique”

MATT B. SINACA, MAGC, RGC

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