Sned 1 - Laboratory For Physical Education: Mehara A. Magarao

SNED 1 – LABORATORY FOR
PHYSICAL EDUCATION
MEHARA A. MAGARAO
1
Course Overview
This laboratory module is designed for you to practice what you learned in the lecture module. In
this module you will create different learning activities for students with special needs. You will also
develop instructional materials aligned with your adapative games. This module will help you apply the
concepts you learned and learnd practical skills.
This module can also be accessed online through learning management system to deliver a
flexible learning modality to all learners regardless of their status in terms of access to technology and
other digital applications. This is to ensure that all students should continue to learn and grow in
knowledge even in the midst of pandemic.
This laboratory module is categorize per activity:
Laboratory No. 1 Special and Inclusive Education

Laboratory No. 2 Diversity in the Classroom
Laboratory No. 3 Legal Foundations of Special and Inclusive Education
Laboratory No. 4 Typical and Atypical Development
Laboratory No. 5 Gifted and Talented Learners
Laboratory No. 6 Learners with Difficulty in Seeing
Laboratory No. 7 Learners with Difficulty in Hearing
Laboratory No. 8 Learners with Difficulty in Communicating
Laboratory No. 9 Learners with Difficulty in Walking/Moving
Laboratory No. 10 Learners with Remembering and Focusing
Laboratory No. 11 Learners with Difficulty in Self-Care
Laboratory No. 12 Basic Filipino Sign Language
Laboratory No. 13 Basic Braille Reading and Writing
Laboratory No. 14 Orientation and Mobility
At the completion of this course pack, learners should be able to:
▪ Create visual representation of special and inclusive education

▪ Conduct an informal observations on your school or environment; and
▪ Express your own reflections on the issues and concerns
▪ Photograph events and places that represents the implementation of the laws related to inclusion
▪ Identify appropriate educational placements for a learner
▪ Construct adaptive activities and materials for Learners with Special Needs;
▪ Performs the manual alphabet, numbers 1-10, and colors in ASL and FSL
▪ Identify the alphabet and numbers in reading and writing braille
▪ Perform basic cane techniques in Orientation and Mobiliy for Blind
To maximize experiential learning in this course, please exercise academic honestly and integrity
with all the activities and exercises prepared for you. You can study with your peers through text
2
TABLE OF CONTENT
Course Overview ................................................................................................................................... 2
Laboratory No. 1 Special and Inclusive Education ............................................................................. 4
Laboratory No. 2 Diversity in the Classroom ...................................................................................... 8
Laboratory No. 3 Legal Foundations of Special and Inclusive Education ...................................... 11
Laboratory No. 4 Typical and Atypical Development ....................................................................... 14
Laboratory No. 5 Gifted and Talented Learners ............................................................................... 16
Laboratory No. 6 Learners with Difficulty in Seeing ......................................................................... 20
Laboratory No. 7 Learners with Difficulty in Hearing ....................................................................... 24
Laboratory No. 8 Learners with Difficulty in Communicating.......................................................... 28
Laboratory No. 9 Learners with Difficulty in Walking/Moving ......................................................... 32
Laboratory No. 10 Learners with Remembering and Focusing ....................................................... 36
Laboratory No. 11 Learners with Difficulty in Self-Care ................................................................... 40
Laboratory No. 12 Basic Filipino Sign Language ............................................................................. 44
Laboratory No. 13 Basic Braille Reading and Writing ...................................................................... 49
Laboratory No. 14 Orientation and Mobility .................................................................................... 53
3
Laboratory No. 1
Special and Inclusive Education
Objectives:
a) Explain special and incluve education;

b) Create visual representation of special and inclusive education; and
c) State the importance of special and inclusive education in Physical Education.
Introduction:
Welcome to our laboratory number 1, in your lecture you learned about the essential concepts
of special and inclusive education. In this activity you will explain the concepts based on what you learned
and how you understand it. You will also state its importance
Task I. Explain Concepts
▪ Explain concepts of “Special and Inclusive Education”.
Special Education Inclusive Education
Special Education is a special Inclusive Education in the broader sense

instruction that answers the unique is the right of education of children with
needs of students with diverse needs. disabilities in a regular classroom a form
This a set of services provided to those of education provided for those students
students with exceptional learning who are not achieving, or are not likely to
needs and is provided also in a variety achieve through ordinary educational
of educational settings who have provisions. In addition, Inclusive
Individualized Education Program (IEP). education means all children in the same
In addition, Special Education refers to classroom, in the same schools. It
a range of services that can be provided means real learning opportunities for
in different ways in different settings. Its group who have traditionally been
tailored to meet the needs of students excluded not only children with
with disabilities. Special Education disabilities, but speakers of minority
focuses on helping kids with disabilities language too.
learn.
4
Task II. Explain Concepts
▪ Create visual representation of special and inclusive education.
Task III. State the importance of special and inclusive education in Physical Education.
Inclusive education take account the different needs of all students in order to create
an inclusive learning environment. Inclusive education is a term used to describe a
type of schooling where all students regardless of ability or disability, have access to
quality education that meets their specific needs. This can be done in a variety of ways,
depending on the school and the community. As a student of Physical education, I am
aware that all individuals are unique. Physical education course is not only
accommodating students but also students with special needs because we do believe
that student with special needs possess talents that we normally students have. The
most important is to allow students equal access to the general education curriculum
regardless of their abilities or disabilities. This approach helps all students reach their
full potential by providing necessary support they need to succeed.
5
IV. Rubrics for Visual Presentation
Criteria Completed, with Most important Some of the Minimal

allcomponents components of important understanding or
clearly project comPleted components effort is
demonstrating with noticeable addressed, but with demonstrated
indepth effort and noticeable lack of
understanding and understanding. complete
effort. understanding or
effort.
▪ Creativity ofWork exceptionally Work generally Work somewhat Work is not
Pattern and unique, detailed, unique, detailed, unique, detailed, or unique, detailed,
Design and interesting. and interesting. interesting. Shows or interesting.
Explore several Explores some minimal risks taken.
different options different options
and takes many and take some
creative risks. creative risks.
▪ Neatness and Piece is complete Piece is complete Minimaleffort. Piece Piece is sloppily
Effort/Depth with substantial with good effort at is carelessly rendered with
of effort beyond that presentation of presented with little smudge marks
involvement required. Extra piece carefully effort at rendering a andlor tears and
effort in rendering a rendered. Student clear clean image. wrinkles.
clean clear has met all
composition requirements
suitable for disolav.
Checked by: SUNSHINE S. CALIG-ONAN, LPT
6
Laboratory No. 2
Diversity in the Classroom
Objectives:
a) Understand diversity using Loden’s Diversity Wheel

b) Conduct an informal observation on your school or environment; and
c) Express your own reflections on the issues and concerns.
.
Introduction:
Welcome to our laboratory number 2, in your lecture you learned about the Diversity in the
Classroom. In this activity you will explain the concepts based on what you learned and how you
understand it.
Task I. Explain Concept of Diversity

Based on what you understand of diversity explain it using Loden’s Diversity Wheel.
7
It means understanding that each individual is unique and recognizing our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual,
orientation, socio-economic status, age, physical abilities, religious beliefs, political

beliefs, or other ideologies. In addition, it helps initiate conversations about similarities
and differences that cross societal and cultural boundaries.
Task II. Conduct Observations

Conduct and informal observations in you school or simply observe your surrounding if there is
an application of “GENDER-SENSITIVE LANGUAGE”.
• Based on what I have observed in our campus, mostly I observe that some
students apply the gender sensitive language. However, sometimes I do heard
students that they are still not aware about gender equality most specifically the
language sensitivity.
Task III. Thinking Out Loud

As a teacher candidate, what are the ways in which you acknowledge and appreciate diversity
in the classroom. Express yourself in the call-out below.
As a teacher candidate, I can suggest some ways in which diversity can be

acknowledged and appreciated in the classroom, such as: Celebrating diversity:
Celebrate the differences among students by acknowledging and learning about
their cultures, backgrounds, religions, and languages. This can be done by
organizing cultural festivals or inviting guest speakers to share their experiences.
Another is an Inclusive curriculum: Including a diverse range of perspectives and
cultures in the curriculum can help students learn about and appreciate different
cultures while developing empathy and understanding. Moreover, Creating a safe
space: Ensure that students feel safe and respected in the classroom, regardless of
their background or identity. This can be done by setting expectations for behavior
and language and addressing any discriminatory behavior immediately.
Encouraging dialogue: Affirming and encouraging dialogue in the classroom may
allow for students to be open and candid about their culture and identity. This can
through activities like small group discussions or partner activities. Furthermore,
Teaching cultural competency: Promote the development of cultural competence
among students by fostering mutual understanding, respect and exploration of
differences, raising awareness of social injustice, examining biases and examining
power, and identifying ways students can contribute to promoting diversity, inclusion
and equity in their classroom and community.
8
Task IV. Reflection
Express your own issues on the issues and concerns of social inclusions.
Social inclusion is a process where individuals feel valued, respected, and equally able
to participate in society. Some of the key issues and concerns related to social
inclusion include: Discrimination: Discrimination refers to treating individuals unfairly
or differently due to their race, gender, age, ethnicity, sexuality, religion, or other
identity factors. This can lead to exclusion and marginalization, preventing individuals
from fully participating in society. Income inequality: Unequal distribution of wealth is
a major issue that can impact social inclusion. Lack of access to resources and
opportunities limited to certain classes can negatively impact individuals’ abilities to
successfully participate in society. Access to education: Education is essential for
personal and professional growth and is often a powerful factor for social mobility.
Limited access to education due to lack of resources, location, disabilities,
discrimination, and other factors is a major constraint on social inclusion. Limited social
support: Limited social connections can lead to isolation and low self-esteem, making
it challenging for individuals to participate in society. This can also lead to different
forms of mental illness like depression, anxiety, and other illnesses and lastly Ability
bias: Prejudice towards individuals differently abled or differently empowered due to
physical, mental, or cognitive differences, can limit their ability to fully participate in
society, often referred to as ableism.
9
Laboratory No. 3
Legal Foundations of Special and Inclusive Education
Objectives:
a) Identify the legal basis of inclusive and special needs education;

b) Photograph events and places that represents the implementation of the laws related to
inclusion; and
c) State own reflections on impementation of the laws related to inclusion.
Introduction:
Welcome to our activity; in your lecture, you learned about the Legal Foundation of Special and
Inclusive Education, which was discussed by your teacher; in accordance with the lesson, you are tasked
to first create or draw your classroom that depicts or describes what you have learned about the legal
foundation. Second, you are tasked to photograph events that show the implementation of laws and
legislation that promotes inclusion and finally, you are tasked to reflect on the inclusion.
Task I. Legal Basis of Inclusive and Special Needs Education
Draw your own design of classroom based on the components of legal basis of inclusive and
special needs education.
10
Task II. Implementation of Inclusion
Photograph events, places, buildings or infrastructure that represents the implementation of the
laws related to inclusion.
Republic Act:
NO CHILD LEFT BEHIND ACT IN 2001
Caption:
An act called for schools to be

accountable for academic performance
of all students, whether or not they had
disabilities.
Task III. Reflection

State own reflections on implementation of the laws related to inclusion.
The implementation of laws related to inclusion requires the cooperation and collective
efforts of multiple stakeholders including the government, educational institutions, civil
society organizations, community groups, and individuals. Here are some steps that
can be taken to implement laws related to inclusion effectively: Awareness creation: A
key step in implementing laws related to inclusion is creating awareness among
stakeholders at every level. The media, government agencies, and non-governmental
organizations can play a crucial role in raising awareness about the importance of
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inclusive practices and breaking down barriers to social inclusion. Next is Policy
making: Governments at federal and sub-national levels must develop and implement
policies to address issues related to inclusion and
promote a more inclusive and diverse society. This includes ensuring special
provisions for people with different abilities, minorities, and vulnerable groups. In
addition, Allocation of resources: Ensuring adequate resources are allocated to
implement laws related to inclusion can often make the difference in improving lives
of marginalized and underserved individuals and communities. These resources can
be used to improve access to education, health care, jobs, and housing, among other.
Moreover, Training and capacity development: Providing training to educators, social
workers, and policymakers on issues related to inclusion can increase their
understanding and capacity to implement related laws. This can lead to more inclusive
policies and practices. Another is Effective monitoring and evaluation: Effective
monitoring and evaluation of laws related to inclusion is critical to determine whether
they are achieving their intended results. This includes identifying gaps in
implementation and making necessary adjustments. Furthermore, Engaging
stakeholders: Engagement of relevant groups and individuals, community-based
organizations, and all stakeholders related can provide important feedback on the
effectiveness of inclusive practices laid out in laws and support needed to extend their
successes.
Laboratory No. 4
Typical and Atypical Development
Objectives:
At the end of the session, the students are expected to:
▪ Differentiate Impairment, Disability and Handicap.

▪ Identify appropriate educational placements for a learner.
Task I. Infograph
Create an infograph that describes or Differentiate Impairment, Disability and Handicap.
Task II. Situational Analysis.
Consider a situation where you are a teacher-adviser of a sixth grade class. Your school is the
SPED center in your district and you have one student who has ADHD mainstreamed in your classroom.
Let us assume, that he cannot keep still in his seat, bullies his seatmate, and runs around the room at
12
any time. You are planning to have a collaborative work among your students on your next lesson. How
will you deal with this particular student and make sure he participates in the group activity?
• I will put the child in the resource room for an hour in which he/she will achieve
outcomes and to obtain the same benefits as students. It will provide help where
needed while letting the student generally remain with the mainstream in which
he/she can also participate in the group activity later on. For the student who
bullied one of my students, I will take an action by having a one-on-one talk with
them and with their parents in order for them to be enlightened on their action
that it is not appropriate to have that such kind of behavior.
Task III. What is the importance of Educational Placement in Special Education to you as a
Physical Education Teacher?
Educational placement becomes very important when a child is transfer from a school
or country that has different educational system. Educational placement is putting a
child into the school or level within the school that is best for him. It includes streaming
and sporting areas in the school. It is needed because of the new educational policy
today.in addition, educational placement options include education setting, special
education placement, self-contained educational placement, and out of district
placement. It is helpful to understand the types of placement that exist and how they
work so that you can better participate.
13
Laboratory No. 5
Gifted and Talented Learners
Objectives:
1. Explain the needs of Gifted and Talented Learners;

2. Construct adaptive activities and materials for Gifted and Talented Learners;and
3. Display professional commitment in handling Gifted and Talented Learners.
Task I. Designing Instructional Activities
Develop Adaptive Games for Gifted and Talented Learners
Goal
It enhances their social behaviors, fitness, motor skills, and sport and lifetime activity
skills. In addition, it provide effective learning paths that will account their individual
abilities, knowledge, and the pace at which they learn material.
14
Procedures
1. The class will be divided in to 2 groups

2. There are 5 stages, in which each stage has a picture puzzle to solve.
3. A team that will finish the puzzle first will kick the can which is located at the center line
of the room.
4. After that they must state the answer that describes in the picture that they puzzled.
5. The team who got 3 points will consider as a winner.
Task II. Materials Development
Construct instructrional materials use for Adaptive Games in developing Gifted and Talented
Learners
List of Tools and Materials
• EMPTY CAN
• PICTURE PUZZLES
Picture of Instructional Materials:
Marking Guide for Instructional Materials
3 2 1
ITEMS TO RATE Definitely Moderately Not at all
1. It is big enough that can be seen by the farthest learner.
2. Colors for the material are realistic and pleasant.

3. It facilitates learning.
4. It can stand several uses.
15
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs, problems and experiences of

the target learners.
9. It has originality.
10. It develops curiosity and a sense of discovery in the learners.
Completed by: _______________________________________________
16
Laboratory No. 6
Learners with Difficulty in Seeing
Objectives:
1. Explain the needs of Learners with Difficulty in Seeing;

2. Construct Adaptive Games and materials for Learners with Difficulty in
Seeing;and
3. Display professional commitment in handling Learners with Difficulty in Seeing.
Develop Adaptive Games for Learners with Difficulty in Seeing
GOAL
Being able to find a common characteristic among different shapes. A great way to practice
problem solving skills.
PROCEDURES
• Match the shape to the correct hole on a shape sorter cube and let each piece drop into
the hole
17
• Open the lid to tip the block out and start all over again.
• Sort all the green blocks together regardless of the shape
• Sort all the round blocks together regardless of color.
Construct instructrional materials use for Adaptive Games in developing Learners with
Difficulty in Seeing
• Scissors
• Card board
• Construction paper
• Glue
• cutter
18
REFERENCE: MAKE DIY SHAPE SORTER BY NESS (SEPTEMBER, 27, 2019)
3 2 1


Completed by: _______________________________________________
19
Laboratory No. 7
Learners with Difficulty in Hearing
Objectives:
1. Explain the needs of Learners with Difficulty in Hearing;

2. Construct Adaptive Games and materials for Learners with Difficulty in Hearing;
and
3. Display professional commitment in handling Learners with Difficulty in Hearing.
Develop Adaptive Games for Learners with Difficulty in Hearing
Goal
It develops their cognitive ability and might help stimulate expressions of the people
around them.
Procedures
Just rely on body language and facial expressions to make up for the words. You just
need to pay attention to body language and new ways of expressing themselves
when interacting with someone who is deaf/hard of hearing
20
3 2 1


Completed by: _______________________________________________
21
Laboratory No. 8
Learners with Difficulty in Communicating
Objectives:
1. Explain the needs of Learners with Difficulty in Communicating;

2. Construct instructional activities and materials for Learners with Difficulty in
Communicating; and
3. Display professional commitment in handling Learners with Difficulty in
Communicating.
Develop instructional activities for Learners with Difficulty in Communicating
Goal
This is a great exercise to help people understand that we all hear and interpret things
differently, even if we are given the exact same information
Procedures
• Give one sheet of standard sized paper to each student.

• Tell your students that you will be giving them step-by-step instructions on how to fold
their piece of paper into origami shape.
• Inform the class that they must keep their eyes and mouths closed as they follow
instructions, they are not allowed to look at the aper or ask any clarifying questions.
22
• Once the instructions have all been given, have everyone to open their eyes and compare
their shape with the intended shape.
Construct instructrional materials to develop Learners with Difficulty in Communicating
• Colored paper (standard sized)
Technical Discription
3 2 1
ITEMS TO RATE Definitely Moderately Not at
all
8. It is related to the specific needs, problems and experiences
of the target learners.
10. It develops curiosity and a sense of discovery in the
learners.
23
Laboratory No. 9
Learners with Difficulty in Walking/Moving
Objectives:
1. Explain the needs of Learners with Difficulty in Walking/Moving;

2. Construct instructional activities and materials for Learners with Walking/Moving;
and
3. Display professional commitment in handling Learners with Walking/Moving.
Develop instructional activities for Learners with Walking/Moving.
Goal
To help them to identify different kinds of emotion.

Procedures
• The teacher will provide cards with printed emotions on each student.
• The teacher will choose one emotion and act it.
• The students will now pick the emotion card that corresponds to what the teachers act.
Construct instructrional materials to develop Learners with Walking/Moving
24
• Emotions cards
3 2 1


Completed by: _______________________________________________
25
Laboratory No. 10
Learners with Remembering and Focusing
Objectives:
1. Explain the needs of Learners with Difficulty in Remembering and Focusing;

2. Construct instructional activities and materials for Learners with Remembering and
Focusing; and
3. Display professional commitment in handling Learners with Remembering and
Focusing.
Develop instructional activities for Learners with Remembering and Focusing.
Goal
This pass the ball game is an incredibly fun classroom game that can be used with any lesson
and any target language. Kids especially love this pass the ball activity.
Procedures
• Simply play the video in class.

• While the music is playing the student should pass the ball around the class.
• When the music stops, the students with the ball must answer the question from the
teacher.
Construct instructrional materials to develop Learners with Remembering and Focusing
26
• Speaker for music
• Soft ball
3 2 1


Photo Documentation
Completed by: _______________________________________________
27
Laboratory No. 11
Learners with Difficulty in Self-Care
Objectives:
1. Explain the needs of Learners with Difficulty in Self-Care;

2. Construct instructional activities and materials for Learners with Self-Care; and
3. Display professional commitment in handling Learners with Self-Care.
Develop instructional activities for Learners with Self-Care.
Goal
This will practice students to be more mindful of their bodies.

Procedures
• Much like Jenga

• Students have to be very mindful of their movements and practice body control in Don’t
break the ice .
• Using too much force can cause all of the ice to break
• Practice this one with student who a little extra time to learn how to be mindful of their
bodies.
28
Construct instructrional materials to develop Learners with Self-Care
• Ice
• timer
3 2 1


Completed by: _______________________________________________
Laboratory No. 12
Basic Filipino Sign Language
29
Objectives:
1. Identify the manual alphabet, numbers 1-10, and colors in ASL and FSL;
2. Performs the manual alphabet, numbers 1-10, and colors in ASL and FSL; and
3. State the importance of proper execution of manual alphabet, numbers 1-10, and
colors in ASL and FSL.
Task I. Manual Alphabet, Numbers 1-10, and Colors in ASL And FSL
American Sign Language
Numbers
30
31
32
Filipino Sign Language
33
Task 2: Perform the manual alphabet, numbers 1-10, and colors in ASL and FSL
34
35
36
37
Task 3. Reflection
State the importance of proper execution of manual alphabet, numbers 1-10, and colors in ASL
and FSL.
• Sign language is the bridge that connects us to the world of those who have an
impaired hearing or verbal ability. An array of gestures made using hands,
fingers, arms, head and facial expressions besides symbols constitute a sign
language. It helps the deaf and the dumb to communicate with the people
around them and vice versa. It enables them to understand the world around
them through visual descriptions and in turn, contribute to the society. he
process of learning a sign language requires a lot of patience and practice. It is
learnt by the deaf themselves, the family members of the deaf, teachers who
deal with children who are disabled as well as by newsreaders who convey the
news to the deaf viewers using sign language. Besides them, the deep sea
divers also use sign language to communicate under the deep waters where
speaking is not possible. The experience of communicating words or feelings
through hands, finger spells, facial expressions is quite amazing and thrilling.
se of sign language has proved to be a great boon for the autistic children who
find it difficult to express themselves verbally. Research proves that such
children, when trained using sign language along with verbal communication,
tend to become more receptive and learn to express themselves easily.
Training in sign language helps them speak faster and more coherently as the
sign language activates the same part of the brain that the verbal language
does. Eventually, as the autistic children start expressing themselves
effectively, their social interaction is augmented. This further reduces the
instances or the possibility of emotional as well as behavioural outbursts and
lowers their frustration levels.
Laboratory No. 13
Basic Braille Reading and Writing
Objectives:
1. Identify the alphabet and numbers in reading and writing braille;

2. Transcribe handouts in braille; and
3. Expresses own views in learning braille.
Introduction:
“Reading and writing braille unwraps the written word and brings independence.” – Jeff Frcho
38
Braille code enables blind and partially sighted people to read and write through touch. People
often mistake braille as a language of its own. But, the fact is, braille is a system of reading and writing
in a specific language without the need for sight. It’s produced in several languages including English,
French, Spanish, Chinese, German, Arabic, Italian, and Hebrew.
Task 1. Familliarizing with Braille Alphabet

Thoroughly familiarize yourself with the alphabeth letters by brailling from A-Z. (attach the
picture below)
English Braille Alphabet
Filipino Alphabet
39
Task 2. Braille Words- Practice the letter by brailling the following words below
Word Braille
physical ⠏⠓⠽⠎⠊⠉⠁⠇
Movement ⠠⠍⠕⠧⠑⠍⠑⠝⠞
Sports
⠠⠎⠏⠕⠗⠞⠎
EDUCATION ⠠⠑⠠⠙⠠⠥⠠⠉⠠⠁⠠⠞⠠⠊⠠⠕⠠⠝
niño ⠝⠊⠕
SARANGGOLA ⠠⠎⠠⠁⠠⠗⠠⠁⠠⠝⠠⠛⠠⠛⠠⠕⠠⠇⠠⠁
Task 3. Braille your complete name
⠠⠙⠠⠑⠠⠉⠠⠊⠠⠃⠠⠑⠠⠇ ⠠⠭⠠⠊⠠⠁ ⠠⠉. ⠠⠉⠠⠕⠠⠗⠠⠃⠠⠕
DECIBEL XIA C. CORBO
Task 4. Braille Numbers
Using your slate and stylus, write braille numbers from 1-10
40
Task 5. Transcribe braille numbers
Number Braille
10
40
77
Task 6. Read the following word. Transcribe braille qoutes and write it in the given space below.
The less we see with our eyes

The more we see with
Our heart
41
Completed by: DECIBEL XIA C. CORBO BPED 2
42
Laboratory No. 14
Orientation and Mobility
Objectives:
1. Identify concepts in orientation and mobility;

2. Perform basic cane techniques; and
3. Demonstrate respect in doing activities.
Introduction:
Orientation and Mobility is that part of a blind and visually impaired child’s education that prepares him/her for
more independent travel. Orientation refers to an awareness of one’s self in relation to the physical environment, as well
as having an understanding of the many objects one encounters in their environment. It is for this reason that Orientation
& Mobility specialists stress the area of concept development, particularly body image concepts, spatial orientation and
environmental concepts. Mobility is the ability to travel safely, efficiently, and as independently as possible. Put simply, it
is the ability to walk in a safe manner and know where you are going.
Activity: Perform the following activities and attach a picture of your performance
Perform Lower Arm
43
Perform Upper Arm
Perform Lower Arm and Upper Arm
ACTIVITY 4- Perform Trailing
44
Perform Squaring –off
Perform Making Contact
Perform Grip
45
Perform Stance
Perform Changing Sides
Perform Narrow Spaces
46
Perform Turning back
Perform Passing through a door
Perform Ascending and Descending Stairs
47
Perform Seating
Perform Sitting at the Table
Perform Dining
48
Perform Grip
Perform Arm position
Perform Midline position
49
Perform Wrist Movement
Perform Arc
Perform Rhythm
50
Completed by: DECIBEL XIA C. CORBO
51

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SNED 1 – LABORATORY FOR

Laboratory No. 1 Special and Inclusive Education

At the completion of this course pack, learners should be able to:

▪ Create visual representation of special and inclusive education

Course Overview ................................................................................................................................... 2

Laboratory No. 1 Special and Inclusive Education ............................................................................. 4

Laboratory No. 2 Diversity in the Classroom ...................................................................................... 8

Laboratory No. 3 Legal Foundations of Special and Inclusive Education ...................................... 11

Laboratory No. 4 Typical and Atypical Development ....................................................................... 14

Laboratory No. 5 Gifted and Talented Learners ............................................................................... 16

Laboratory No. 6 Learners with Difficulty in Seeing ......................................................................... 20

Laboratory No. 7 Learners with Difficulty in Hearing ....................................................................... 24

Laboratory No. 8 Learners with Difficulty in Communicating.......................................................... 28

Laboratory No. 9 Learners with Difficulty in Walking/Moving ......................................................... 32

Laboratory No. 10 Learners with Remembering and Focusing ....................................................... 36

Laboratory No. 11 Learners with Difficulty in Self-Care ................................................................... 40

Laboratory No. 12 Basic Filipino Sign Language ............................................................................. 44

Laboratory No. 13 Basic Braille Reading and Writing ...................................................................... 49

Laboratory No. 14 Orientation and Mobility .................................................................................... 53

a) Explain special and incluve education;

Task I. Explain Concepts

▪ Explain concepts of “Special and Inclusive Education”.

Special Education Inclusive Education

Special Education is a special Inclusive Education in the broader sense

▪ Create visual representation of special and inclusive education.

Criteria Completed, with Most important Some of the Minimal

Checked by: SUNSHINE S. CALIG-ONAN, LPT

a) Understand diversity using Loden’s Diversity Wheel

Task I. Explain Concept of Diversity

orientation, socio-economic status, age, physical abilities, religious beliefs, political

Task II. Conduct Observations

Task III. Thinking Out Loud

As a teacher candidate, I can suggest some ways in which diversity can be

Checked by: SUNSHINE S. CALIG-ONAN, LPT

a) Identify the legal basis of inclusive and special needs education;

Task I. Legal Basis of Inclusive and Special Needs Education

An act called for schools to be

Task III. Reflection

Checked by: SUNSHINE S. CALIG-ONAN, LPT

At the end of the session, the students are expected to:

▪ Differentiate Impairment, Disability and Handicap.

Task II. Situational Analysis.

At the end of the session, the students are expected to:

1. Explain the needs of Gifted and Talented Learners;

1. The class will be divided in to 2 groups

Task II. Materials Development

List of Tools and Materials

Picture of Instructional Materials:

Marking Guide for Instructional Materials

1. It is big enough that can be seen by the farthest learner.

2. Colors for the material are realistic and pleasant.

6. It is light and easy to manipulate.

8. It is related to the specific needs, problems and experiences of

10. It develops curiosity and a sense of discovery in the learners.

Completed by: _______________________________________________

Checked by: SUNSHINE S. CALIG-ONAN, LPT

At the end of the session, the students are expected to:

1. Explain the needs of Learners with Difficulty in Seeing;

Task II. Materials Development

List of Tools and Materials

1. It is big enough that can be seen by the farthest learner.

2. Colors for the material are realistic and pleasant.