Denia O. Tarnate EPS, SPED Focal: Accommodation & Teaching Strategies For Learners With Disability/Difficulty

ACCOMMODATION & TEACHING STRATEGIES FOR
LEARNERS WITH DISABILITY/DIFFICULTY
DENIA O. TARNATE
EPS, SPED Focal
Delivered and developed by Dr. Denia O. Tarnate, DepEd CAR Teaching with IMPACT Course for Master Teachers
Program Accreditation No. PTR-2022-390-2379
DEPARTMENT OF EDUCATION 1
Objectives
After the session, participants will be able to:
1. Determine the accommodations that will support the learners with Special
Educational Needs (Learners with Disabilities);
2. Identify the appropriate teaching strategies and activities in teaching
learners with special educational needs;
3. Realize the importance of focusing on the learners’ abilities instead of their
disabilities/difficulties;
4. Apply appropriate accommodation/consistently effective strategies for
learners with special educational needs to encourage them to be
successful citizens within the changing local and global environments;
and
5. Express commitment in helping learners with special educational needs to
be successful
Delivered and developedcitizens
by Dr. Denia within the changing
O. Tarnate, DepEd local
CAR Teaching with and
IMPACT global
Course environment
for Master Teachers
and a mentor to fellow teachers.
Classifications
Time to play!
Name the Pictures as Many as You Can!
▪ The pictures will be shown for 3 seconds. Look at

them and try to remember as many pictures as you
can.
▪ Get a paper and name the pictures by listing them
down for 1 minute.
▪ Whoever has the most number of pictures
remembered and written wins.
Name the Pictures as Many as You Can!
▪ Write/Name the pictures in 1 minute in your notebook.

▪ Whoever has the most number of pictures remembered
and written wins.
Option 2: Remember Me
https://www.helpfulgames.com/subjects/brain-training/memory.html
https://interacty.me/projects/6931e63bab5e25cb
Questions to Ponder
1. How did you try to recall things shown or flashed in the activity?
2. Are there times in your life that you forget things or events
that are important to you? What happened when you
forgot those things or events? How do you think a learner
would feel if this happened to him/her?
3. Have you observed this characteristic of learners in your
class?
4. How did you address the learning needs of the learners?
DEPARTMENT OF EDUCATION
Learners with Disabilities
refers to learners in the general early and basic

education system who require addition support and
basic services and adoptive pedagogic method due to
their short- or long-term physical, mental, intellectual
or sensory impairments which in interaction with
various barriers may hinder their full and effective
participation in society on an equal basis with others to
develop them to their maximum capacity (RA 11650)
Learners with Difficulties
learners who manifest difficulties in particular activities (e.g.,

cognitive, communication, mobility, hearing, seeing, etc.)
required for daily lessons, as determined through observation
and/or informal assessments, and who have not undergone
a medical assessment conducted by a licensed medical
specialist. The difficulties must be manifested to such
extent that the learners "require modification of school
practices, or special educational services to develop to
maximum capacity/ (Education Act of 1982) stated in DO NO.
42, s. 2021
Special Education Needs
a restriction that makes learning challenging to a person

with physical, sensory, mental, social, or learning disability,
or other conditions (COT-RPMS for S.Y. 2020-2021).
Classifications
Learners with Disabilities Learners with Difficulties/Manifestations
Visual Impairment Difficulty in Seeing
Hearing Impairment Difficulty in Hearing
Learning Disability Difficulty in Applying Knowledge
Intellectual Disability Difficulty in Remembering, Concentrating,
Paying Attention and Understanding
Autism Spectrum Disorder Difficulty in Applying Adaptive Skills
Emotional-Behavioral Disorder Difficulty in Displaying Inter-personal Behavior
Orthopedic/Physical Handicap Difficulty in Mobility (walking, grasping,

climbing)
Orthopedic/Physical Handicap Difficulty in Communicating
Speech/Language /Disorder
Cerebral Palsy
Special Health
Delivered andProblem/Chronic Disease
developed by Dr. Denia O. Tarnate, DepEd CAR Teaching with IMPACT Course for Master Teachers
Multiple Disabilities
PRINCIPLES OF CHILD DEVELOPMENT AND LEARNING
 Children develop best when they have secure relationships
 Development and learning occur in and are

influenced by multiple social and cultural contexts
 Development and learning advance when children are

challenged
 Play is an important vehicle for developing self-regulation

and promoting language, cognition, and social competence
 Children learn in a variety of ways
 Children’s experiences shape their motivation and

approaches to learning
Accommodations to Support Learners
1. Instructional Accommodation
a. Simplified instruction
b. Flexible time/schedule
c. Multi-sensory activities
d. Use pictures and mnemonics for memory
e. Offer choices
f. Provide adaptive materials to cater different learning
styles (e.g. use calculator in computing)
g. Token economy system
h. Provide more assistance
i. Group them in small group discussion/instruction.

j. Use charts or songs to recall or review academic concepts
in different core subjects.
k. Incorporate arts
l. Involve them in extra-curricular activities such as:
sports, clubs, and scouting.
m. Provide equal opportunities among the learners.
n. Give frequent short quizzes rather than long exam.
o. Give clear instructions to the learners.
p. Ask simple questions.
q. Provide readily-available handouts.
r. Use cues to denote important items; written directions or visual
cues for verbal directions.
s. Display work sample (this will help learners realize expectations
and plan accordingly).
t. Encourage note sharing (this helps learner who have difficulty
taking notes to concentrate on presentations).
u. Provide additional practice.
v. Use assignment substitutions or adjustments.
w. Allow longer oral response time.
x. Encourage appropriate voice in the classroom.
y. Help the learner reduce instance of yelling or throat clearing.
z. Reduce thedeveloped
Delivered and amount of background
by Dr. Denia O. Tarnate, DepEd CARnoise.
Teaching with IMPACT Course for Master Teachers
2. Environmental Accommodation
a. Carefully consider and monitor seating arrangement in the
classroom.
b. Visual daily schedule
https://www.pinterest.ph/pin/printable-visual-schedule-cards--
429601251962629587/
https://www.3dinosaurs.com/wordpress/index.php/daily-visual-school-schedule/
c. Arrangement of non-distracting
material.
https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt- https://autismclassroomresources.com/behavior-room-
attention-and-learning-in-young-children.html design/
d. Structure activities to foster interaction.
https://www.canva.com/learn/interactive-classroom-ideas/
https://raisingchildren.net.au/autism/school-play-work/play-learning/structured-play-asd
e. Provide prominent area where to post calendar or activities,
daily schedules, and assignments.
https://www.teachstarter.com/gb/blog/5-simple-ways-develop-routines-classroom-gb/
f. Where possible reserve, an area for reading/study free
activity.
g. Clearly label in pictures or written words the areas or
things to make it easy for learners to access materials.
Instructional Strategies
✔ techniques used to help students become

independent, strategic learners
✔ become learning strategies when students

independently select the appropriate ones and use
them effectively to accomplish tasks or meet goals
Instructional Strategies
motivate learners help them focus attention
organize information monitor and

for understanding assess learning
and remembering
1. Cognitive Behavior Modification
✔analyzes the thinking process involved in performing a

task
a. Instruction by another person - an adult model
(teacher) performs a task while talking out loud to
himself.
b. Overt self-instruction - the child verbally instructs
himself or whispers instructions to himself.
c. Covert self-instruction - the child performs the task by
guiding his performance through private speech.
2. Modelling
Modelling approach- gain and practice appropriate
behaviors by observing and imitating others - recall and retain
routines in the class (Pressley & Harris, 1990)
https://hexagrammbooks.com/blogs/just-good-teaching/bringing-the-workshop-model-to-the-
screen-split-live-and-recorded-teaching
3. Multisensory Method
✔ based on the
premise that some
learners learn best
when content is
presented in several
modalities
✔ also known as
VAKT (visual-
auditory-
kinesthetic-tactile)
https://novoleaders.com/2021/06/09/how-can-we-help-a-kinesthetic-learner-succeed/
4. Behavior Modification Technique
a. Positive Reinforcement
Sensory stimulation may include lights, sounds, music,
tastes, smells – preferred activities, favorite foods and drinks.
Social reinforcers include attention, approval, praise, hugs
4. Behavior Modification Technique
b. Fading
Positive reinforcement must not be stopped
abruptly but gradually tailed off.
 promote independence
 ways to gradually remove prompts/

reinforcers
 behavior contracts
 extinction
 withholding reinforcers
5. Peer Learning/Tutoring
✔ involves pairing a competent student with a student who has
difficulty in a particular academic area
✔ also used to improve social skills
 behavior difficulties become lesser, learners motivate each
other, boost their concept of responsibility
6. Projective Techniques
✔may be used by the teacher to encourage students to

project or express their feelings and emotions
✔Creative activities:
provide an opportunity for the
⮚role playing learners to express feelings and
reduce frustrations with few
⮚puppetry constraints
https://www.facebook.com/pinoyhistory/posts/416676145210094:0
7. Group Learning
Learners often do better when they are in a group

because behavior difficulties become lesser and learners
motivate each other. Giving them tasks to accomplish
boost their concept of responsibility.
https://www.pasaliphilippines.org/respect-education-program
https://www.csrwire.com/press_releases/39665-global-filipino-schools-program-employs-ict-
to-uplift-quality-of-philippine-education
8. Play-Based Learning
✔use to teach them cognitive skills while playing
https://resilienteducator.com/classroom-resources/play-based-learning/
9. Task-Analytic approach (subtask the activity)
• breaks down a complex task into simple sub-tasks

• help frustration level down and enable learning to take place
https://sites.google.com/site/usminfosys/hci/task-analysis
Other Strategies
- Teach about emotions.
- Use different materials whenever, wherever possible to
stimulate interest.
- Ask the learner on a 1-1 basis to explain a process.
- Model the correct speech, emphasizing the correct mouth
formation.
-Use assistive devices (pencil grips), assistive technology and
computers.
-Use real things in the learner’s experience to help connect
learning.
-Use favorite things for the same purpose.
Other Strategies
-Use a multi-sensory approach such as gestures, facial

expression, practical demonstration and written
examples and verbal explanations.
-Don’t compare the performance of the learner/s with
disabilities with other learners in the class.
-Help the learner handle disappointments through positive
re-assurance like ”it will be better next time”.
My Learner
1.Recall a learner you think has learning

disability/difficulty.
2. In your notebook (or the activity sheet), write the

characteristics of this learner in the first column
while accommodations or strategies on the second
column appropriate for him or her.
3. Participants will be called to share their outputs.
My Learner
Characteristics of My Learner Accommodation/
Strategies
1. Poor memory Use pictures and mnemonics
2. Difficulty in drawing shapes Use multi-sensory activities
3.
4.
5.
Skill/Talent:
Reflection:
Reflection…
Listening with
Your heart the heart is not
is the most a mysterious or
important complicated
organ in the process. It
deep does however,
listening require
process commitment
Program Accreditation No. PTR-2022-390-2379 and practice.
When we only focus on the behavior,
we stop
seeing the learner
and only look
with an intent
to judge whether
we need to reward or punish
When we look behind
the behavior, we
see that
struggling human,
who needs our
help with something
“Before, I thought that….
Now, I have realized

that….”
The SPED Mantra: Regional Level
SERVICE WITH THE HEART
Reminders…
*Utilize on the strengths to

encourage expression
rather than the
disability
*“Make/Turn the
Disability to
ABILITY”
*They too have ABILITIES
like their peers/
age-mates…
*Let’s HELP the learner
overcome their
DIFFICULTIES…
References
⮚ Handbook for Learners with Special Educational Needs
⮚ RA 11650
⮚ Power Point Presentations during the National Training of
Grade 5 and Senior High School Receiving Teachers in Subic
Bay, Olongapo City
⮚ COT-RPMS for S.Y. 2020-2021
⮚ RPMS Phase II Performance Monitoring and Coaching Form
⮚ https://www.youtube.com/watch?v=vUAaHkGpJy8 (Ken Lee)
⮚ https://www.youtube.com/watch?v=rkRyetRMrjQ (Every Child
is Different)
Thank You Very Much!!!

Denia O. Tarnate EPS, SPED Focal: Accommodation & Teaching Strategies For Learners With Disability/Difficulty

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ACCOMMODATION & TEACHING STRATEGIES FOR

LEARNERS WITH DISABILITY/DIFFICULTY

▪ The pictures will be shown for 3 seconds. Look at

▪ Write/Name the pictures in 1 minute in your notebook.

refers to learners in the general early and basic

learners who manifest difficulties in particular activities (e.g.,

a restriction that makes learning challenging to a person

Orthopedic/Physical Handicap Difficulty in Mobility (walking, grasping,

 Development and learning occur in and are

 Development and learning advance when children are

 Play is an important vehicle for developing self-regulation

 Children learn in a variety of ways

 Children’s experiences shape their motivation and

i. Group them in small group discussion/instruction.

✔ techniques used to help students become

✔ become learning strategies when students

motivate learners help them focus attention

organize information monitor and

✔analyzes the thinking process involved in performing a

 ways to gradually remove prompts/

✔may be used by the teacher to encourage students to

Learners often do better when they are in a group

✔use to teach them cognitive skills while playing

• breaks down a complex task into simple sub-tasks

-Use a multi-sensory approach such as gestures, facial

1.Recall a learner you think has learning

2. In your notebook (or the activity sheet), write the

3. Participants will be called to share their outputs.

Now, I have realized

SERVICE WITH THE HEART

*Utilize on the strengths to

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