CASTILLO, MA.

JANELLE
BBTLED ICT 2-3

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Activities / Assessment Tasks
A. Written Test
Instructions: Complete the table with needed information.
Disability Characteristics Educational Treatment/Need
Orthopedic Impairment There are many different types of The majority of pupils with
orthopedic disabilities. Neuromotor orthopedic impairments are
deficits, degenerative illnesses, and concerned that it is a matter of
musculoskeletal ailments are the three focusing on required academic
main categories. The specific modifications. An educator may be
characteristics of an individual with an required to meet the following
orthopedic impairment will be determined modifications in order for a student
by the type of disease, its severity, and to orthopedic difficulties to access a
other personal factors. generalized curriculum:

 Seating configurations that

encourage good posture and
mobility
 Instruction that focuses on
gross and fine motor skill
development
 Assuring that augmentative
communication and other
assistive equipment are
appropriate
 Adequate understanding of the
student's medical condition and
its impact
ADHD offer accommodations for students
This form of handicap is linked to
to help them manage their ADHD,
a person's neurological issues.
 including:
Lack of focus, indecisive and
compulsive habits, and being too
 Extra time on tests;
reactive are all symptoms of
 Instruction and assignments
ADHD. Hyperactivity, impulsivity,
tailored to the child;
and inattention are all symptoms
 Positive reinforcement and
of ADHD in varied degrees.
feedback;
 Using technology to assist with
tasks;
 Allowing breaks or time to
move around;
 Changes to the environment to
limit distraction; and
 Extra help with staying
organized.
DEAF BLINDNESS deaf-blindness is a condition where a dealing with a deaf-blind learner on
person experiences some level of both a one-on-one basis
hearing and vision impairment to an  Your best tools are patience,
extent that it disrupts their ability to go respect, and a willingness to
about life as usual. However, the actual find a way to connect.
 When approaching someone
levels of hearing and vision impairment
who is deaf-blind, introduce
varies with each individual, though they yourself and speak directly to
are usually severe enough to disrupt their them.
ability to learn and communicate  Unless it's an emergency, get
permission before touching
the person.
 A person with a vision
impairment may be
accompanied by a service
animal. Service animals
should not be distracted while
working.
 Address the person directly,
not the intervenor.
 If you don't know what to do,
ask, "Can I assist?"
DEAFNESS The following are some of the most typical Students with hearing difficulties
deaf features seen in classrooms: can:
Trouble following vocal instructions Oral
expression difficulties Some They utilize hearing aids, cochlear
social/emotional or interpersonal implants, or FM systems, which
challenges, A degree of linguistic delay is feature a teacher-worn
common. follows rather than leads. They microphone/transmitter and a
will almost always have a problem with student-worn receiver.
articulation. If their needs are not  Any audio-visual videos used
addressed, they can become quickly in the classroom must have
frustrated, which can lead to behavioral real-time captioning.
issues and Using hearing aids might  require voice-recognition
cause humiliation and fear of rejection software on their PCs to aid
from peers. note-taking
 observe the speaker's mouth
movements, facial
expressions, and gestures in
context to understand
speech. This ability is known
as lip-reading or speech-
reading.
 communicate with others
using ASL, Cued Speech, or
other sign languages
 a translator is required to
facilitate communication
 May require speech treatment
as a result of delayed
language or speech
development
 need to seat closer to the front
of the class in order to read
lips or hear clearly
 require quiet areas
 instructions must be repeated
TRAUMATIC BRAIN Traumatic Brain Injury (TBI) is a condition
Students with traumatic brain
INJURY induced by a head injury that causes
injuries can benefit from the
permanent brain damage. This injury following strategies.
impairs normal brain function and may
 Demonstrate new tasks and,
have long-term consequences for how a when possible, use
illustrations, charts, and other
person acts, moves, and thinks. A
visual clues to illustrate ideas
traumatic brain injury frequently affects and concepts.
 State directions clearly and go
the following areas:
through each step to make
Memory and cognition, social skills, sure the pupil understands
instructions.
emotional control, attention, behavior,
speech and language, and physical
health are some of the areas where
research is being conducted.
 Paraphrase facts to help with
recall.
 Make frequent reviews and
summaries.
 Go over everything again.
 Allow enough time to complete
the assignment. TBI students
frequently require additional
time to digest material and
finish tasks, as well as to
respond to verbal cues and
instructor queries.
 Encourage the use of
timetables, checklists, and
notebooks to help with daily
information organization.
 Divide assignments into
manageable chunks. Break
down difficult jobs into steps.