FINALS

FOUNDATION AND INCLUSIVE

ACTIVITY
1. How can we apply child finding, assessment, placement, accommodation,
curricular modification and parent involvement in a classroom with a pupil
of special needs?
a. For many students with disabilities—and for many without—the key to
success in the classroom lies in having appropriate adaptations,
accommodations, and modifications made to the instruction and other
classroom activities.

Some adaptations are as simple as moving a distractible student to the front

of the class or away from the pencil sharpener or the window. Other
modifications may involve changing the way that material is presented or
the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized

for students, based upon their needs and their personal learning styles and
interests. It is not always obvious what adaptations, accommodations, or
modifications would be beneficial for a particular student, or how changes
to the curriculum, its presentation, the classroom setting, or student
evaluation might be made. This page is intended to help teachers and others
find information that can guide them in making appropriate changes in the
classroom based on what their students need.

PART II – Other Disabilities

Autism, emotional disturbance, intellectual disability, multiple disabilities
ACTIVITY
1. Identify each kind of physical disabilities
a. Autism spectrum disorder (ASD) is a developmental disability caused by
differences in the brain. People with ASD often have problems with social
communication and interaction, and restricted or repetitive behaviors or
interests. People with ASD may also have different ways of learning,
moving, or paying attention.
 b. Emotional Disturbance - means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree
that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory,

or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with
personal or school problems.

c. Intellectual disability is a term used when there are limits to a person's

ability to learn at an expected level and function in daily life. Levels of
intellectual disability vary greatly in children.

d. Multiple Disabilities is a broad umbrella term meaning, simply, that the

student has more than one disability. The specifics of this diagnosis are
almost endlessly variable, and great care needs to be taken to adjust
individual educational support to the child's particular needs.

2. Identify each Learning disabilities

1. Dyslexia
Underneath the learning disability umbrella, many disabilities are categorized as
one of three types: dyslexia, dysgraphia, and dyscalculia.1 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.

2. Dysgraphia
Those with dysgraphia have trouble converting their thoughts into writing or
drawing. 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.

3. Dyscalculia
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.

4. 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.

5. 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.”

6. 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.
 7. 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.
3. How can we help pupils with disabilities? Give your suggestions. Cite
examples.
a. Build an intentional relationship between you and your pupils, being a
teacher is a both obligation and responsibility it is a matter of becoming
their educator and also their second parents. It is our obligation to make
them learn the all the academic lesson that they and after that it is also our
responsibility to be compassionate for them, we have to know what they are
feeling, what causes them hurt and other matters. Same as with those pupils
with disabilities they are all prone in discrimination, bullying, harassment
and etc. It will help them cope with the situation when we build an
intentional relationship to them and make them realize that school and us,
educators are their safe place to be with.

4. How can I be a SPED teacher?

a. Earn a state-approved bachelor’s degree or master’s degree in special
education.
b. Complete a student teaching internship in a special education classroom.
c. Take your state’s required tests for special education teachers.
d. Apply for your teaching license.
e. Begin applying to open special education positions.
But aside of its technicality you can be a sped teacher when you know and
really understand the situation of your learners with special needs. When
you are ready to face different situation and manage them with care.

5. Can I open a SPED School someday? Why?

a. Special education is defined as an 'education designed to facilitate the
learning of individuals who, for a wide variety of reasons, require
additional support and adaptive pedagogical methods in order to participate
 and meet learning objectives in an educational program. Opening a SPED
School someday is a bit different and hard but it is worth the hard work.

On a 1⁄4 cartolina make a slogan/poster following the rules of slogan/poster making for
embracing diversity. This is contest. To be submitted at the end of the semester. Prize
awaits you. It must be originally made by the student him/herself. You can use any
medium.