ELVIRA D.

SANIEL
SPED 604 SECTION 1 (6:00-9:30PM SAT) May-Sep. 2021

“A NARRATIVE REPORT IN THE COURSE SPED 604”

Dynamics of learning for children with behavioral needs is the description of the
course SpEd 604. In here, we’re task to answer questions regarding the following topics:
differentiated instruction/learning styles, inclusive education/LSEN handbook,
learners with difficulty in mobility, hard of hearing/deafness (difficulty of hearing),
learners with difficulty in remembering/concentrating (LDRC), learners with difficulty
in performing adaptive skills, learners with difficulty in displaying interpersonal
behavior (DDIB), learners with deaf-blindness (difficulty in hearing-seeing), difficulty in
applying basic learning & applying knowledge (intellectual or learning disability) and
difficulty in communicating (speech and language impairment).

Differentiated instruction talks about its importance in the classroom, why do

we need to use it and the goal that it aims. It really helps in realizing our targets as to
give efficient and effective teaching strategies to diverse learners. Differentiated
instruction helps us fulfill our objectives in teaching diverse individuals by applying
different styles and strategies to cater their needs. On the other hand, knowing about
the different learning styles guide the teacher on the kind of learning that he/she is
going to have in the classroom or in learning. Thinking styles of a learner could be
observed through how they apply one's intellectual abilities and knowledge to a
problem. With this, I/we (the teacher) will know the learner’s capacity in accomplishing
or achieving the given task. For multiple intelligences, we learned from Howard
Gardner that we, humans have eight different intelligences. The eight are verbal
linguistic, visual- spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal,
interpersonal, and naturalist. Learners may excel in either of these areas mentioned.
While emotional intelligence talks about how we respond to our challenges, express our
emotions, and interact with others on a certain situation. On the other hand, sensory
approaches to learning incorporates the learning styles for visual, auditory, kinesthetic
and tactile learners. For this approach stimulates the brain in a variety of ways so that
each sensory system becomes more developed and higher functioning. Also, findings
for brain-based learning tells us that learning effectively improves brain functioning,
resiliency, and working intelligence that has potentially far-reaching implications for
how schools can design their academic programs and how teachers could structure
educational experiences in the classroom. I have also learned that individual’s
personality has many types. This talks about someone’s behavior or attitude towards
learning.

In inclusive education, it has been tackled there its definition itself, the
accommodations in the IE setting, the possible challenges that may hinder in the
implementation of inclusive education, the government’s overall goal for Special
Education, the great challenge that the Department of Education is facing in achieving
its goal (Education for All), the ICF Concepts, the suggested activities for LSENs, the
different processes that the school’s multi-disciplinary team considered in assessing the
LSENs, a conducive learning environment for LSENs, Specialized Facilities and
Technology needed by the LSENs, the implementation of the program, the difficulties
indicated in the handbook, the importance of the handbook to the teacher and the
learners, also the insights and learnings I’ve gain in the handbook. These enables me to
read the scope that covers about what inclusive education is. Knowing about inclusive
education gives us hope that every child will be given not just a quality education but
an equal opportunity on a non-discriminatory environment. This type of education
could be facilitated in formal or non-formal environment without regard to gender,
physical, intellectual, social, emotional, linguistic, cultural, religious or other
characteristics. Learners with special educational needs here are accommodated in
different kinds of placement in IE setting. Placement could be either in the classroom
where the LSEN attends the whole period of instruction in the regular class or,
mainstreaming where the LSEN attends the regular class in subject areas where he/she
is capable with. While the rest of the learning areas shall be delivered by a SPED teacher
in SPED resource room. It could also be self-contained where the LSEN attends a class
with Functional Curriculum that will maximize their potential for learning independent
living. For LSENs who could not benefit from academic intervention and placed in the
transition program that focuses on technical-vocational skills or in special interest area,
they are the LSENs in a “transition program”. These LSENs are envisioned to learn self-
help and possible employment skills that will enable them to become independent, self-
reliant and productive members of the society. Another kind of placement is also given
to the LSENs who are having serious health conditions or distance. This is called the
hospital/home based instruction. Implementing inclusive education is not easy. There
are challenges encountered upon its implementation, but these could further be
overcome through dedication and focus. There are also activities mentioned for LSENs
in IE setting. Some of the suggested activities include; treasure box of emoticons, the
feeling game, box of events, games of self-control, story-based discussions about
moods/emotions and many more. With these, teachers will be guided on what are the
appropriate activities to be given to the LSENs.

For learners with difficulty in mobility, we were asked as to think on what the
possible causes of such difficulty are. How to classify its characteristics and to cite some
example of physical features that help us identify about the difficulty. The hardest part
that I took and think hard, was to be asked as to how I feel upon seeing somebody or an
individual having such difficulty. From there or with that question, I ponder for a little
while imagining myself to be in their situation. Oh, I can’t even think on what to do
with my life if I am them. I praise God for giving me the privilege to enjoy life without
having those mentioned difficulties. Before, these individuals may find it difficult to
move and transfer from one place to another but nowadays, there are ways that help
them lessen the difficulty they’re bearing. This is with the help of medical therapists
and some assistive device like wheelchair, canes and crutches that aids their difficulty.
Talking about deafness or hard of hearing, it comes from the following causes;
congenital, acquired, pre-lingual, post-lingual, conductive and sensorineural. This
difficulty has accommodations to cater the needs of its learners. In the classroom, these
learners can be accommodated by putting the learner close to the teacher to have better
sound reception and visual clues. Reduce auditory distractions and get the learners
attention before starting the class. There are also assistive technologies to support these
learners like; hearing aids, frequency modulation, teletypewriter, telecommunications
device for the deaf and speech therapist. For parent’s awareness, home visitation should
be conducted, psycho education seminars, information dissemination during barangay
assemblies, advertisements (television, radio, pamphlets, flyers), reading/listening
success stories, and attending to counseling. As teachers, we must observe some
strategies to assist these types of learners. Here are some teaching strategies that help us
cater learners who find it hard to hear; using real objects, materials, picture exchange
communication system (PECS), total communication (using ASL and spoken language).
Suggested activities include; groupings, film viewing, role paying, manipulating objects
and hands on activities. These information, materials and activities really help in
making teaching a success that learners might learn through a simultaneous process.
Knowing all this information about this difficulty gave me an idea on how to handle a
learner having such difficulty in the future. I might not be needing this information this
time, but I know someday I would be thankful for having all this knowledge that I
could somehow apply to my learners. I know how hard it is being somebody who
cannot hear sounds from the surroundings that’s why let us all be united in supporting
these individuals. With the help of the team created by the Department of Education,
these individuals can now do better things through the given accommodations,
modifications and interventions.

For learners with difficulty in remembering and concentrating (LDRC) or

previously known as learners with intellectual disability, I gave the instructional
strategies in teaching this kind of learners. I also gave some examples of Multi-Sensory
materials and activities that support the learning of LDRC. Description of the
characteristics that these learners have and the accommodations to support their needs.
But to some up with what I learn about LDRC, instructional strategies that help learners
become independent and strategic learners were also mentioned. For instructional
strategies could motivate learners, helped focus their attention and organize
information for understanding and remembering monitor and assess learning. There
are also accommodations mentioned to cater the needs of thee individuals. These
accommodations are divided into three, the instructional accommodation,
environmental accommodation and the assessment accommodation or test taking.
Examples of multi-sensory materials that support the learning of LDRC are being
mentioned. This is for the following reasons; to stimulate visual reasoning and learning,
to stimulate tactile learning, to stimulate kinesthetic learning and to stimulate auditory
learning. Each learning areas have different activities and materials to be used to cater
the needs of these types of learners. Though these individuals appear normal in their
looks, but their attitude and behavior will show that they have this kind of difficulties.

Learners with difficulty in performing adaptive skills manifests their

characteristics in three areas; conceptual, social and practical life skills. Conceptual
skills include reading, money, numbers, time and communication skills. Social skills
include; getting along with others, understanding and following social rules and
customs, obeying rules and policies, and detecting the motivation of others to avoid
victimization & deception. Practical life skills cover daily living skills, occupational
skills, and navigational skills. But for them to work effectively in doing their tasks, there
are suggested activities that guide us on what to do to accommodate them in their
needs. These activities are in accordance to what skill are they having difficulty with.
For example, in reading under conceptual skills the suggested activities include;
mnemonics for phonics, picture-letter charts and word families. For numbers, we must
provide manipulatives that we can be used for counting and work out math problems.
For money, we must let the child experience the real-life opportunity on money skills.
An example is to ask the child to calculate his or her change when paying for
lunch in the school cafeteria. Teaching time is also very important because we
always observe time anywhere; at home, in school at work and wherever we are
and whatever we do. So, to practice time, we must teach them at a young age.
Whenever we need to know the time, ask the child to look at the clock for you.
In that way the child can now practice telling time even he/she is not in school.
For communication skills, always have an interaction with the child. May it be
at home or outside doing something. Ask the child what he/she is doing and
teach you how to play when the child is at play. Ask him/her how he/she feels
to practice communication. Let him/her tells you on anything he/she did in a
day. If the child is experiencing social difficulty in which he finds it hard to get
along with others, we have to support the learner in participating in class and
not to discriminate. Important things to learn also are to develop their daily
living skills that include keeping oneself-clean and doing some household
chores. They should also learn occupational skills that enhance their abilities
in doing crafts as part of their livelihood. And not just that, navigational skills
are also essential for them to know directions of objects and places/buildings
in the community. This is important so that they can follow directions and can
go to places on their own. As teachers of a learner having difficulty in
performing adaptive skills, we must know about these strategies so we could
have an idea on how to assist the child if we encounter one in the future.

I just learned about the learners with difficulty in displaying interpersonal

behaviors (DDIB). All I know about is the emotional or behavioral disorder (EBD).
They have the same manifestations as mentioned, it’s just that DDIB’s indicators are
more specific than in EBD. Characteristics of a learner with EBD are divided into two,
the internal and external dimensions while in that of a DDIB are given in a specific
manner like; bullying and threatening classmates and others, initiating physical fights,
having little empathy for others and a lack of appropriate feelings of guilt. These are
just some of the manifestations of a learner with DDIB. But like other difficulties,
learners with DDIB also have interventions and accommodations. The recommended
accommodations mentioned aim to establish an adequate instructional environment,
establish a supportive social-emotional climate, and to institute a systematic
identification and intervention. Unlike other difficulties that can be seen physically,
DDIB characteristics can’t be seen without observing their actions and manifestations,
because it is in their behavior towards others or onto something. That is why as a
teacher, we need to be keener in observing each of the characteristics that our learners
have shown. In that way, we can give the right accommodation that they need.
Especially that this difficulty is not very visible but instead needs an observation. I am
grateful that I learn something new about more difficulties that our learners might be
manifesting. At least this point, I can review and reread these manifestations that would
somehow guide me in the future if everything will be back to normal, as a face-to-face
class. But I think some of the manifestations shown here are also visible to learners
having physical disabilities. So, these needs could also be catered to other disabilities
who are manifesting almost the same characteristics of a learner having a difficulty in
displaying interpersonal behaviors.

Most of the learners with difficulty in seeing/hearing (deaf-blind) can easily be

determined because we can visibly see them in their appearance if their eyes have
something wrong. Some blind also can easily be distinguish because they walk in a
queue holding the shoulder of the person in front of them. Some also used canes to
know if something’s blocking ahead of them. Looking at these individuals make me
realize how blessed and lucky I am for having a good condition and taking a great
privilege to live life without these difficulties. But if I feel pity to those who are having
eye difficulties, how much more those who are suffering multiple disabilities like being
deaf and at the same time being blind or what we called deaf-blind. These individuals
find it hard to see things and hear sounds. Worst case would be they cannot totally see
and hear even using an assistive device for hearing. But still these individuals strive
hard in life so they can live like what do normal individuals do. Still like any other
difficulties, there are accommodations and modifications for these types of learners.
Teaching strategies and activities are also designed for the deaf-blind. One best teaching
strategy is using tactile sign language as their way of communication. It is done by
putting the learner’s hand over the signer’s hands to feel the shape, movement, and
location of the signs. Objects being taught must also be touched by the learner after
touching/feeling its sign name so they can easily identify the object’s name being
taught. Some signs and facial expressions need to be modified by using fingerspelling
for better understanding. Because there are signs that are quite difficult and confusing
to understand. Conversation in this type of learners can be done by setting next to the
child or tapping and touching gently. This strategy really works for hearing impaired
and deaf-blind learners in doing their activities. Another strategy used for activities is
anticipation or calendar system. It’s a series of meaningful symbols that are arranged in
sequential order to let the child know what happens next. It provides a structured way
in which to refer events in a child ‘s day. It also provides a way to make the beginning,
middle and end of an activity, as well as time concept such as before, during, and after
of symbols representing different activities. Truly handling deaf-blind learner needs to
have more time and effort. Extending our patience and being diligent in teaching is the
key for them to learn.

Learners with difficulty in applying basic learning and knowledge

(intellectual or learning disability) is another difficulty characterized as having
difficulty in reading, writing, counting and calculating, and spelling. Each dimension of
difficulties has different characteristics. Here are some characteristics manifested by
learners having difficulty in reading; frequently adds and/or letters in a word, word
reversal such as tip for pit, letter reversal such as d for b, confusing small words such as
at and to, difficulty learning connections between letters etc. For writing, some
characteristics are; cramped fingers or unusual grip on writing tool, odd wrist, body
and paper position, excessive erasures, inconsistencies, unfinished words or letters, etc.
For counting and calculating, some characteristics are; has trouble learning to count and
skips over numbers long after kids the same age can remember numbers in right order,
struggles to recognize patterns, such as smallest to largest or tallest to shortest, has
trouble recognizing number symbols, doesn’t seems to understand the meaning of
counting (when asked for five blocks, she just hands you an armful, rather than
counting them out), has difficulty learning and recalling basic math facts, such as 2 + 4
= 6, etc. For learners who have difficulty in spelling, here are the characteristics
manifested; bizarre spelling and disconnect between the letters and the words they
make, reversal of letter, syllables or omission and additions, grammatical and spelling
interruptions are severe, and timing issues (slow speed (e.g. most learners can spell it in
seconds, but for learners with might take it for five to ten minutes). The
accommodations also differ in each type of difficulty. There is a different
accommodation for reading, for writing, for counting and calculating, and for spelling.
They also differ in teaching strategies used and activities given.

For learners with difficulty in communicating (speech and language

impairment) characteristics, it is categorized as speech sound errors, articulation
disorders and fluency disorder. These characteristics has also sub categories, for speech
sound disorders are; distortions, substitutions, omissions and additions. For articulation
disorder; child cannot produce a given sound physically, sound is not in his/her
repertoire of sounds, example Yeh me yuh a da wido (Let me look out the window),
make multiple sound errors, make errors consistent with a phonological process (e.g.
that sound deletion). For fluency disorder are; stuttering and cluttering. The
accommodations to support learners with communication disorder should be in
collaborative consultation with; the speech-language pathologist, speech therapist,
speech clinician, speech teacher, interactive approaches, operant conditioning,
incidental teaching, augmentative and alternative communication. There are some
strategies and methods used in teaching speech reading that includes; jena method,
meuller-walle method, nitchie method, kinzie method and bruhn method. There are
also some assistive technologies for learners with difficulty in communication like; for
students with speech and language impairments, they will have an array of computer
software packages available to develop their speech and language skills. They may also
use augmentative or alternative communication (AAC). AAC is the use of symbols,
aids, strategies, and techniques to enhance the communication process. It may also
include sign language and various communication boards, both manual and electronic,
that are used by individuals with impaired oral motor skills. So nowadays, it is not so
difficult to cater the needs of these type of individuals if we have these kinds of assistive
technologies with us. And, we need to know and learn how to manage teaching these
learners using the given guidelines.

Learning the guidelines on how to make an IEP (Individualized Education Plan)

is not easy. But since it is considered as the blue print of special education, I need to
learn this as a teacher. Making an IEP is quite a struggle for me because looking at some
sample plans online or on what I’ve learned from my college years were different. Some
IEP’s focused on the short-term objectives then followed by the activities that needs to
work on. There are also some IEP’s that focuses on a yearly objective or annual goals.
Well, it’s on the design or the format that differs much but the content and the goal that
it aims were the same. It’s just that some were written as a whole or the general goal for
the child. And some were designed as a task analysis, wherein the exact activities for
the child were stated in a step-by-step manner.

Based on my understanding about BIP (Behavior Intervention Plan), it’s more

focus is on the shaping of the child’s behavior. May it be positive or negative, it must be
stated in this plan so the teacher can arrive at the right strategies and activities for the
child. It is accordingly designed to stop problem behaviors by rewarding good
behaviors. The baseline data for this plan is important because it allows the team to
compare the behavior before and after the implementation of the behavior plan to
determine if the interventions are working. This could truly help us teachers to
minimize and later eliminate the negative behavior of the child being manifested.

Co-teaching for me is mostly applied to schools having limited classrooms but of

many students. In here, the teachers will be sharing space in a classroom. They work
together with group of students sharing with the planning, organization, delivery, and
assessment of instruction. Co-teaching has five methods namely; team teaching, parallel
teaching, station teaching, one teach one support and alternative teaching. Each method
has different purpose and way of teaching but of the same goal only. I think co-teaching
is fun because you can have somebody to agree with on the decisions and the planning
inside the classroom. You can have somebody to consult with whether your plan is
right or not. Your co-teacher serves as your buddy in the classroom. So, co-teaching is
interesting.

Writing all these; the description of the difficulties mentioned here makes me
ponder and learn on the background about what truly special education is all about. It
gives me refreshment on what are the things about special education. The
characteristics of each difficulties, the causes, the accommodations, interventions,
teaching strategies’, and the suggested activities needed in teaching diverse individuals.
Difficulties mentioned here were different from the ones I have learned before.
Categories here are more specific compared to the previously identified types of
difficulties. It is not easy to be with these type of individuals in the field. Sometimes
you’ll be hesitant on how to handle them and what to do to cater their needs especially
when you’re new in a real-life setting with these individuals. That’s why as a teacher,
we also need to learn about them by reading some articles that gives information about
these learners. We need to be extra careful in handling them and on how we react
towards their behavior. Truly, patient is a virtue that we need to have always while we
are with them. I have learned a lot while making this portfolio. I just learned about the
difficulties that I haven’t encountered yet and didn’t think that it is existing.