Name: Stiffany M.

Mulla Date: April 27, 2023

Subject: SNEd 1 - Foundation of Special and Inclusive Education
Section: EDM3

Module IV: Learners with Special Education Needs

Lesson 1: Gifted and Talented Learners

Application
1. Design an instructional activities for a specific topic and grade/year level for
students with giftedness and talent and apply all the insights that you have gained in
this module.
FORMAT:
Grade/year: Grade 3
Topic: Writing numbers through 100 000 in symbols and in words.
Objectives: At the end of the period, the students will be able to:
 write numbers through 100 000 in symbols and in words.
Activity:
a. Write the underline number in words.
1. Mr. Go sold 1560 coconuts on the first day.
2. On the second day. He sold 2564 coconuts.
3. On the third day. He sold 7876 coconuts

b. Write the underline numbers in figures

1. three thousand, eight hundred ninety-two pairs of ladies shoes
2. seven thousand, five hundred pairs of men shoes.
3. two thousand, six hundred ten pairs of girls shoes
2. Read and analyze the case. What issues are being presented in the case?
Case Study:
Mico recently turned 5 and attends a kindergarten program in Davao City. He is
curious and highly motivated to learn. He is an extremely smart boy but he is very
disruptive in class. He is always clowning around and distracting other students.
Mico:
Mr. John’s classes are so boring! He expects me to sit up straight and just listen as
he drones on and on. I used to really like English but now I really dread going to the
class. Whenever he ask a question he tells me to be quiet. It's very frustrating.
Somebody needs to lighten up the class! At my old school we were encouraged to
work independently and to think for ourselves but here I’m just expected to sit
passively. How can I ever learn anything if he doesn’t let me think? Sometimes I feel
really depressed about the class.
Mico’s Teacher: Mr. John:
I get really angry with Mico sometimes. I always tell him to be quiet and listen to me
if he wants to learn. He always wants to question everything. The frustrating thing is
that he’s a very fast learner and is very talented at reading, writing and solving
problems and always gets an ‘A’! I have to admit that Mico is a charming boy, with a
good sense of humor. Sometimes he makes jokes to make his friends laugh. He gets
well with his classmates too. I just wish he’d listen to me. After all, I’m the expert.”
1. Do you think Mico has emotional issues or could he be a gifted student?
Why?

Mico's aptitude for learning and processing complicated knowledge quickly

makes me believe he is a gifted student. He is a quick learner and clever. He
dislikes being a couch potato in class. He constantly seeks clarification to fully
comprehend the concepts. Mico is an exceptional reader, writer, and problem-
solver, according to what his teacher indicated.

2. Pick out 5 behaviors that might belong to a student with emotional issues and
5 behaviors that might belong to a gifted student.
5 behaviors that might belong to a student with emotional issues
 Hyperactivity (short attention span, impulsiveness)
 Aggression or self-injurious behavior (acting out, fighting)
 Withdrawal (not interacting socially with others, excessive fear or
anxiety)
 Immaturity (inappropriate crying, temper tantrums, poor coping skills)
 Learning difficulties (academically performing below grade level)
 5 behaviors that might belong to a gifted student
 Surprising emotional depth and sensitivity at a young age
 Strong sense of curiosity
 Quirky or mature sense of humor
 Creative problem solving and imaginative expression
 Absorbs information quickly with few repetitions needed

3. Why do you think Mico is bored in Mr. John’s class as shown from the case
above.
I think Mico is bored in Mr. John's class because he dislikes his teacher's
teaching methods. He does not want to sit and simply listen while the
instructor is delivering the teachings because he finds it aggravating when he
is quiet all the time. Mico believes that if he is merely a passive student in the
classroom, he will not be able to learn the lessons.
4. What implication does it have in the child’s learning?

The ability to interact, assess, and resolve academic problems will be made
easier for learners who possess this kind of gift. He or she will find school life
to be simpler. The student cannot participate in activities that regular learners
can, which is a drawback.

5. What should be the role of the teacher in teaching learners with giftedness
and talent?

It is the responsibility of the teacher to impart to gifted and talented pupils the
knowledge they have learned over the past year so they can understand
concepts more thoroughly. Assist and direct them along the way to make sure
they accomplish the objectives of the students they planned to acquire and
have. In conclusion, the teacher is in charge of all exceptional student
performance in the classroom.
 Name: Stiffany M. Mulla Date: April 27, 2023
Subject: SNEd 1 - Foundation of Special and Inclusive Education
Section: EDM3

Module IV: Learners with Special Education Needs

Lesson 2: Learners with Difficulty in Hearing

Application

Practical Skills 1: Video yourself Finger spelling your name. Watch the video for
example. Post the video clip on your respective group chats.

STIFFANY M. MULLA

S T I F F A N Y

M.

M U L L A
Name: Stiffany M. Mulla Date: April 27, 2023
Subject: SNEd 1 - Foundation of Special and Inclusive Education
Section: EDM3

Module IV: Learners with Special Education Needs

Lesson 3: Learners with Difficulty in Seeing

Application
Let’s test your practical skills!
Practical Skills 1: Write your name on the space provided below. Under each letter
of your name, write its corresponding braille character using the Braille System
Alphabet as shown in the abstraction. If you don’t have slate and stylus download
application in the internet for braille writing just attach a screenshot of your braille
name.
STIFFANY M. MULLA

⠎⠞⠊⠋⠋⠁⠝⠽ ⠍ ⠍⠥⠇⠇⠁
S T I F F A N Y M. M U L L A

Practical Skills 2: Create a learning plan with application of universal design for
learning. After creating the learning plan make a simple classroom structure with
considerations for students with visual impairment.
Learning Plan with Universal Design for Learning (UDL) Principles:
Subject: Mathematics
Grade Level: Grade 2
Topic: Dividing Two-Digit Numbers by a One-Digit Number without Remainder
Learning Objectives:
At the end of the lesson, the pupils will be able to:
 follow the steps in dividing 2 digit numbers by a 1 digit number;
 solve 2 digit numbers by a 1 digit number without remainder;
  appreciate the value of sharing in one’s own life; and
 perform the operation of division.
UDL Guidelines:
Principle I. Provide Multiple Means of Representation
 Guideline 2: Provide options for language, mathematical
expressions, and symbols
Checkpoint 2.1 – Clarify vocabulary and symbols
 Pre-teach vocabulary and symbols, especially in ways that promote
connection to learners’ experience and prior knowledge
 Provide graphic symbols with alternative text descriptions
 Highlight how complex terms, expressions, or equations are
composed of simpler words or symbols
Principle II. Provide Multiple Means of Action and Expression
 Guideline 5: Provide options for expression and communication
Checkpoint 5.1 – Use multiple media for communication
 Use social media and interactive web tools (e.g., discussion forums,
chats, web design, annotation tools, storyboard, comic strips,
animation presentations)
 Compose in multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, film, music, visual art,
sculpture, or video.
 Solve problems using a variety of strategies
Principle III. Provide Multiple Means of Engagement
 Guideline 9: Provide options for self-regulation
Checkpoint 9.3 – Develop self-assessment and reflection
 Offer devices, aids, or charts to assist individuals in learning to
collect, chart and display data from their own behavior for the
purpose of monitoring changes in those behaviors
 Use activities that include a means by which learners get feedback
and have access to alternative scaffolds (e.g., charts, templates,
feedback displays) that support understanding progression a
manner that is understandable and timely
Classroom Structure for Students with Visual Impairments
A visually impaired student can succeed in a typical classroom environment by
making a few adjustments to the surroundings. Place the student at a seat that is
close to the board and near the front of the room. Light sensitivity is difficult for
students who have vision impairments. It will be easier for them to see the board and
concentrate when you place them in a seat away from windows and bright lights.
The addition of sufficient space all around the classroom is another modification.
Ample space should be left between the desks, tables, cupboards, and other
classroom furnishings. Keep the furniture in the same locations in the classroom so
that visually impaired pupils may get used to the layout and can move around freely
without running into things.
Another piece of advice for teachers is to keep the walls clear of clutter. Only hang
the most important posters and teaching aids. If at all feasible, hang class projects
and crafts from the ceiling to prevent visually impaired students from bumping into
them and knocking them down. Do not post posters or photographs with small print
on them. To help pupils who are blind or visually impaired find things like paper,
pens, or a pencil sharpener, introduce them to objects on the wall or in the
classroom. As a result, their daily activities will be a little safer and simpler for them
to do.

Practical Skills 3:
Close your eyes tightly for few hours. Better still, cover them with an eye shade or a
piece of dark cloth so that you cannot see anything at all. Then, walk around the
house and look for familiar things that you see every day in the bedroom, bathroom,
living room and kitchen. Next, do the usual activities you engage in every day such
as cleaning the house, cooking, changing your clothes and others.
Questions:
1. How well did you do the usual activities?

When we have a vision impairment, it is more difficult to perform simple self-

care tasks or bring some objects inside our homes. Apart from navigation,
blind people can do almost anything sighted people can do, including cooking,
dressing, putting on makeup, and just being independent. Blind persons can
be independent with the use of products or technologies that are accessible
and their strength of will.

2. How did you solve them?

I can resolve that by being familiar with the tasks. Although it is really difficult
to do because I cannot see anything, I  can nevertheless manage to do it
thanks to my instinct.
 3. What did you feel about the whole experiences?

I find it challenging and am quite anxious about the whole thing.

Practical Skills 4: Demonstrate the following orientation and mobility in assisting

learners with difficulty seeing below. If you don’t have canes just use bamboo stivk or
any stick you can around you. Just make sure that the height is at the level of your
armphit. Attach a picture as an evidence or you can submit a video of your
performance.

1. Walking with the learner in a narrow space

2. Walking with the learner and taking turn to avoid road block
3. Passing through a door

4. Ascending and Descending in a Stair

Name: Stiffany M. Mulla Date: April 27, 2023
Subject: SNEd 1 - Foundation of Special and Inclusive Education
Section: EDM3

Module IV: Learners with Special Education Needs

Lesson 4: Learners with Difficulty in Communicating

Application
READ AND RESPOND. Find out how much you have learned about the learners
with difficulty in communicating by answering these following questions.

1. Define speech and language.

 Speech is making the sounds that become words—the physical act of
talking. Language is our system of using words to communicate. The
most effective and nimble means of human communication is speech
and language.
2. Differentiate expressive from receptive language.
 Receptive language refers to how your child absorbs the language,
whereas expressive language refers to how your child uses words to
express himself or herself.
3. Describe one communication disorder.
 Communication disorders affect a person’s ability to detect, receive,
process, and comprehend the concepts or symbols necessary for
communication. It can affect hearing, language, and speech. One type
of communication disorder is Speech disorder. Speech disorders affect
a person’s ability to articulate speech sounds. These conditions can
affect fluency, meaning the rate, rhythm, and flow of speech, or voice,
meaning the pitch, volume, or length of speech.
4. Cite 3 development milestone in language for each stage of child’s
development.
 Birth to 6 months
• First form of communication is crying
• Babies make sounds of comfort, such as coos and gurgles
• Babbling soon follows as a form of communication
• Vowels are produced
• No meaning is attached to the words heard from others

 6-12 months
• The baby’s voice begins to rise and fall while making sounds
• Child begins to understand certain words
• Child may respond appropriately to the word “no”
• Child may perform an action when asked
• Child may repeat words said by others

 12-18 months
• Child has learned to say several words with appropriate meaning
• Child is able to tell what he or she wants by pointing
• Child responds to simple command

 18-24 months
 There is a great spurt in the acquisition and use of speech
 Begins to combine words
 Forming words to simple sentences

 2-3 years
 The child talks
 Ask questions
 Vocabulary for about 900 words
 Participates conversation
 Child can identify colors
 Use plurals
 Tell simple stories
 Use consonant sounds

 3-4 years
 Speaks rapidly
 Ask questions to obtain information
 Sentences are longer and varied
 Can do simple analogies

 4-5 years
 Average vocabulary of over 1,500 words
 Sentences average 5 words in length
 Can modify speech
 Define words
  Use conjunctions
 Recites poems and sing songs from memory

5. How is language different from speech?

 Speech involves the generation of a sound, the nature of the sound
quality, and the rhythm and flow of the sound. Speech is the sound of
spoken words. The words we use and the way we use them to express
ideas and achieve our goals make up language.
Name: Stiffany M. Mulla Date: April 27, 2023
Subject: SNEd 1 - Foundation of Special and Inclusive Education
Section: EDM3

Module IV: Learners with Special Education Needs

Lesson 5: Learners with Difficulty in Walking and Moving

Application
Make a chart or a graphic organizer that lists and describes the different types and
causes of physical disability.
2. Read the scenario and fill up the form below of a student with musculoskeletal
condition. Determine what intervention and type of support needed: accommodation,
modification or strategy intervention then explain.

Liamm, a grade 4 student with muscular dystrophy, often experience muscle

stiffness, pain and physical fatigue. He is a highly motivated student and excels
academically. His language arts, science, and mathematics teachers typically assign
homework that requires access to the textbook used in each of these classes.
Because his teachers realize that carrying heavy textbooks home each night is
difficult for Liamm, they implement several types of support to help him complete his
assignment.

Name: Liamm

Type of Disability: Muscular Dystrophy

Problems/Challenges: Often experience muscle stiffness, pain and physical fatigue

Intervention Types of Support Explanation

Walking Mobility aids Many persons who have

muscular dystrophy
eventually require
assistance with mobility.
Mobility aids can sometimes
make it easier to continue
walking, and in some
situations, they can also
lower the danger of falling.

Swallowing Proper medications or Dysphagia, a term used to

 swallowing therapy describe difficulty
swallowing, can occasionally
occur in people with
muscular dystrophy. A
specialist or therapist may
help to overcome these
difficulties.

Muscle coordination Physical therapy People with all varieties of

muscular dystrophy are
advised to have physical
treatment and occupational
therapy, both of which aid
with daily living activities.
Exercises that can help to
strengthen and stretch
muscles afflicted by
muscular dystrophy may be
advised by doctors.