Rose Shiela R.

Silva
Educ 5- Foundation of Special and Inclusive Education
Module no. 5

Guide/Review Questions

1.
Common Characteristics of Gifted Children:
--Ability to comprehend material several grade levels above their age peers
--Surprising emotional depth and sensitivity at a young age
--Strong sense of curiosity
--Enthusiastic about unique interests and topics
--Quirky or mature sense of humor
--Creative problem solving and imaginative expression
--Absorbs information quickly with few repetitions needed
--Self-aware, socially aware, and aware of global issues

Common Characteristics of Learners with difficulty in seeing:

--not be able to see objects at a distance, like on a whiteboard or blackboard
--having trouble reading (or learning to read) and participating in class
--not be able to focus on objects or follow them, may squint often and rub
their eyes a lot, have chronic eye redness or sensitivity to light
--bump into things often

Common Characteristics of Learners with difficulty in hearing:

--Difficulty following verbal directions
--Difficulty with oral expression
--Some difficulties with social/emotional or interpersonal skills
--Will often have a degree of language delay
--Often follows and rarely leads
--Will usually exhibit some form of articulation difficulty

2. Children who are gifted are defined as those who demonstrate an

advanced ability or potential in one or more specific areas when compared to
others of the same age, experience or environment. These gifted individuals
excel in their ability to think, reason and judge, making it necessary for them
to receive special educational services and support to be able to fully develop
their potential and talents.
3. 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.
4. To summarise, an educational description of visual impairment may
include the following:
Totally blind which means the individual receives no useful
information through the sense of vision and must use tactile and auditory
senses for learning (severe impairment)
 Functionally blind which means learners learn mostly through other
senses but may be able to use vision to supplement information receive from
the other senses. They would need to use Braille to learn to read. Functional
vision cannot be measured using visual field and visual activity tests.
Low vision learners primarily use vision as a means of learning and
with magnifying devices. They may learn to use print (Mild to moderate
impairment)
Visual efficiency refers to how well a person uses whatever vision
present. This includes the ability to control eye movements to discriminate
objects from their background, and to pay attention to impairment details
(Beatrice and Janet 2003, Yao and Prosper 2011)

5. The term "hearing impaired" is often used to describe people with any
degree of hearing loss, from mild to profound, including those who are deaf
and those who are hard of hearing.

ACTIVITY 2 REFELECTION QUESTIONS

1. Let’s take a look at a few teaching strategies and best practices for
teaching learners who are gifted and talented:
-Treat students as individuals
-Let students explore their passions
-Infuse enrichment into activities
-Build in time for flexible learning groups
-Embrace creative questioning
-Encourage self-directed learning with your students

2. Teaching strategies and best practices for teaching learners with difficulty
in seeing:
-Using large writing on the chalk board or visual aids. The use of
coloured chalks is recommended. Let the children come close to the board or
teaching aids so that they can see more easily.
 -Read aloud what is written on the chalkboard
-Use verbal praise or touch to give the children encouragement
 - Use the name of the pupil’s or students during class discussions so
that the individual knows who is talking
-Children with poor vision need to learn through touch as well as
through hearing. They should be given a chance to handle objects.
 - Pair the pupil or student with a seeing classmate who can assist
him/her to organise their work. The partner can help find the correct page,
repeat your instructions and so on

Teaching strategies and best practices for teaching learners with

difficulty inhearing:
-Make seating changes.
-Minimize background noise when possible.
-Face students when you speak.
 -Use lots of pictures, graphics, and text labels.
-Use technology to make learning easier.
-Talk about and celebrate differences.
-Encourage participation

ACTIVITY 3 RESEARCH CONNECTION

1. Recognizing a gifted child

-They are curious and ask a lot of questions.
-They take their own approach to assignments.
-They have a large vocabulary and prefer adult conversation.
-They have original ideas
-They are cognitively advanced and able to self-teach new skills.
-They are sensitive to their environment.
-They have strong feelings. 

2. Five Ways To Support Gifted Students In Your Classroom:

-Learn how gifted students think.
-Created tiered assignments for students.
-Include a variety of levels in your classroom library.
-Utilize their talents and interests.
-Explore real-word application.

3. Gifted children are born with above-average natural abilities. Talented

children have developed their natural abilities to a high level. Children can be
gifted and/or talented in many areas, including sport, art, music, intellectual
ability and more.

ACTIVITY 4 ASSESSMENT TASKS

1. What to look for in a student that could be Gifted and Talented:

  -IQ Testing
-Exceptional Talent
-High Achievement
-Unique Disposition
-Imagination and Humor
-Extraordinary Vocabulary
-Advanced Interests

2. These are some of the challenges teachers may encounter teaching a

student with visual impairment:
-Lack of skills and time to teach at one top one level
- Difficult making learners understand demonstration and verify results
- Difficult to modify teaching aids
-Difficult to give equal time to both learners

3. These are some tips to manage teaching a student with hearing

impairment:
-Use captions
-Make use of available technology
-Use visual stimulus
-Consider classroom arrangement
-Keep unnecessary noise to a minimum