MODULE 1- Understanding Diversity

INTRODUCTION

Module 1 introduced you to the

concept of diversity and why teachers should

give importance to diversity. The various sources of
learner diversity in a typical classroom are
discussed in this module. The significance of
policies and mandates supporting the challenges
of diversity.

LEARNING OUTCOMES

After working through this Module you should be able to :

a. define diversity and analyze how issues of diversity and equity are
addressed in schools and society.

b. identify and describe the sources of learner diversity

c. discuss the legal, philosophical and theoretical foundations of special

needs and inclusive education.

1|
2|
 ACTIVATE PRIOR KNOWLEDGE

The classroom is a centerpiece of a complicated

social arrangement and daunting challenges for the
teacher. Imagine yourself as the teacher of this class. Read
the article below and answer the questions that follows .

3|
 A. ANALYSIS

Answer the following questions based from the article read.

a. What types of children does Ms. Madelyn have?

b. In what types are the children diverse? Pick two and make a
comparison?

c. How would you respond to these children?

d. What will be your greatest challenge if you were Ms. Madelyn

4|
 B. ABSTRACTION

Diversity
• Simply means recognizing the group or
individual differences that we see in our
students (Eggen&Kauchack, 2010).
• It means looking at each student’s unique
profile – his biological challenges, his family
patterns, and where he stands on the
developmental ladder (Greenspan
&Weider, 1998).
• Obviously it is identified with race, gender, age and other physical
attributes. It is also identified by some less obvious characteristics like
religious and/or spiritual beliefs and social orientation.

Having children with different backgrounds and abilities in a single classroom

has its challenges. We need to consider what each child needs to learn and how
he or she can learn best. We need to discover how to get all of the children, no
matter what disabilities they have, want to learn together happily. The most
important challenge of ateacher in a diverse educational setting is to deal with
prejudices and discrimination.

Understanding diversity prepares us for:

 new culture paradigm – a mainstream culture that encourages, values and
promotes tolerance for individual differences and inclusion.

Some like to talk about diversity as having two types of dimensions. The
dimensions we cannot control (Inner sphere) and those we can (outer sphere).
First, some states of diversity we cannot control. We don’t choose our physical
abilities. (We’re either born able-bodied or not.) We don’t choose our sexual
orientation. We cannot choose the day we’re born, where we’re born and to

5|
whom (so we cannot control how old we are, our ethnicity or who our parents
are).

However, there are dimensions of diversity we might (given the right

circumstances) be able to control: education, religion, geographic location,
appearance, trade, marital status etc.
In other words, diversity may include anything and everything that sets us
apart, and not only on the external visible level but also that deeper invisible level
where beliefs and values reside.

Figure 1.Loden’s Diversity wheel

The above wheel of diversity has been adapted from Marilyn Loden’s
Implementing Diversity. The wheel was created to help ‘initiate conversations
about similarities and differences that cross societal and cultural boundaries.

‘I think diversity discussions are really about understanding our social

identities, acknowledging what is important and learning to integrate into society
so that no sub-group feels excluded or one down,’ Marilyn Loden has been
quoted as saying.

6|
SOURCES OF LEARNER DIVERSITY
Learner diversity in a typical classroom can be attributed to culture, gender,
language, socioeconomic status and learning style as shown in Figure
1.

CULTURE
Attitudes and Values
Child-Adult Interaction

SOCIOECONOMIC
STATUS
Basic Needs and GENDER
Experiences Role Identity
Parent Involvement Stereotype Threat
Attitudes and Values
Learner
Diversity

LEARNING STYLE
Visual, Audion LANGUAGE
Kinesthetic, Tactile Dialect

Figure 2. Sources of Learner Diversity in a Typical Classroom

7|
1. CULTURE – is an important consideration in understanding learner diversity. Think
about the clothes you wear, the music you like, the food you prefer.
These and your other family patterns are all part of your culture.
• Attitudes and Values
When you entered school, you brought with you a set of habits and
values learned from the home and neighborhood. At times they complement
or reinforce classroom practices. Some children bring with them a resistance
culture. These are beliefs, values and behaviors that do not conform to the
mainstream. This type of culture can challenge the management skill of the
teacher.
• Child-Adult Interaction
Another cultural dimension that can influence classroom management
is the type of child-adult interaction. Take a look at these two examples of
request:
 “Would you like to help clean the room?”
 “Help me clean the room.”
The first statement is indirect and shows a reciprocal or complementary
interaction. You have a choice whether to help or not. On the other hand, the
second statement is a worded command and exerts authority. You have no
choice but to help. The type of child-adult interaction is an important
consideration when the teacher desires to establish compliance behaviors.
Some questions to address in understanding how culture impacts on learning
are presented in Table 1.

Table 1. Cultural Considerations Influencing Learning

Dimensions Considerations
Time • How do students perceive time?
• How is timelessness regarded in their culture?
Space • What personal distance do students use in interactions with
other students and with adults?
• How does the culture determine the space allotted to boys
and girls?

8|
 Dress and • How does dress differ for age, gender and social class?
Food • What clothing and accessories are considered
acceptable?
• What foods are typical?
Rituals and • What rituals do the students use to show respect?
Ceremonies • What celebrations do students observe and for what
reasons?
• How and where do parents expect to be greeted when
visiting the class?
Work • What types of work are students expected to perform, and
at what age, in the home and community?
• To what extent are students expected to work together?
Leisure • What are the purposes for play?
• What typical activities are done for employment in the
home and community?
Gender Roles • What tasks are performed by boys? By girls?
• What expectations do parents and students hold for boys’
and girls’ achievements and how does this differ by subject
areas?
Status • What resources (e.g., study area and materials, study
assistance from parents and siblings) are available at home
and in the community?
• What power do the parents have to obtain information
about the school and to influence educational choices?
Goals • What kinds of work are considered prestigious or desirable?
• What role does education play in achieving occupational
goals?
• What education level do the family and student desire for
the student?

9|
 Education What methods for teaching and learning are used in the
home (e.g., modeling and imitation, didactic stories and
proverbs, direct verbal instruction)?
Communicatio • What roles do verbal and nonverbal languages play in
n learning and teaching?
• What roles do conventions such as silence, questions,
rhetorical questions, and discourse style play in
communication?
• What types of literature (e.g., newspaper, books) are used in
the home and in what language(s) are they written?
• How is writing used in the home (e.g., letters, lists, notes) and
in what language(s)?
Interaction • What roles do cooperation and competition play in
learning?
• How are children expected to interact with teachers?

2. GENDER – gender differences is another important consideration in

understanding diversity.
• Role Identity
We identify roles expected of girls and boys. Thus, we frown when
boys play with dolls or when girls play rough games. We assign Math and
Science to the male domain and the languages to the females. These role
identities have resulted to stereotype threats, e.g. girls playing football
because they will be called “tomboys” or boys fear to be seen alone in the
company of girls because they will be considered sissies.
• Stereotype Threats
Teachers may unintentionally reinforce gender stereotypes such as
assigning housekeeping tasks to girls and tool-using tasks to boys or give
more responsibilities to boys than girls (UNESCO, 2004). In these ways they
may be completely unaware that they treat boys and girls differently.

3. LANGUAGE
• Dialect
Your dialect can also make you different from the rest. How different
is your speech intonation, pronunciation, and rhythm from your classmates?

10 |
 No matter how hard you try to imitate a second language speaker, e.g.
English, there will always remain a trace of your mother tongue, the
language you grow up with. Language makes a Bisaya different from a
Tagalog or an Ilocano, or any other native.

4. SOCIOECONOMIC STATUS – over time, this has been considered in relation to

school performance and behavior.
• Parent Involvement
Differences in behavior are attributed to the extent parents are
involved in their child’s development.
• Basic Needs and Experiences
It refers on how basic needs
are met and the provision of
stimulating and developmentally
appropriate experiences.
5. LEARNING STYLE – if we advocate that
every child matters we have also to
pay attention to the differences in the
learning style, motivations and needs
of the students.
• Learning styles
These are the preferences individuals demonstrate in the ways in
which they concentrate, process,

11 |
 internalize and retain academic information. If we recognize the learning
styles of our students, we are given opportunities to recognize the learning
styles of our students; we are given opportunities to recognize students and
the differences in learning between them. This recognition helps us create
ways for them to become effective learners.

DIVERSITY IN THE SPECIAL EDUCATION SETTING

The classroom of children with special needs is a natural setting of diverse

needs and characteristics.
Aside from the sources mentioned previously their individual differences
can be explained in terms of the following according to Greenspan &Weider,
1998:
1. how the child reacts to sensations, processes information, plans actions,
and sequences behavior and thought.
2. the level of functional emotional, social and intellectual capacities
3. typical and necessary interaction patterns
4. family patterns

The implications for understanding learner diversity are reflected in the

provisions of legal mandates and policies spelled out by the Constitution.
Department of Education and other agencies particularly, the UNESCO.
 Education Act of 1982 and 1987 Constitution of the Republic of the
Philippines, Art. XIV, Sec. 5, par. 5
 mandates that all people regardless of sex, age, creed, socioeconomic
status, physical and mental condition, social and ethnic origin, political and
other affiliations should be given access to quality education in line with the
national goals and conductive to their full development.
The Global Movement for Education for All (1990) and Salamanca Statement
and Framework for Action (1994)
 was strongly reaffirmed by the latter in its principles and policy ensuring the
right to education for everyone regardless of individual differences.
The Philippine in a significant conference and in the Dakar Framework 2000
 inspire the Philippine Education for All 2015 National Action Plan
Philippine Education Act for All 2015 National Action Plan

12 |
  include in its goals a strong declaration to provide basic quality education
for all and eliminate gender disparities in primary and secondary education
(Philippines EFA 2015, Goal 1 and 5, 2005).

Republic Act 7277, otherwise known as Magna Carta for Disabled Persons
enacted in July 19991 and approved
in 1995 affirms the full participation
and total integration of persons with
disabilities into the mainstream of our
society. It symbolizes independence
and respect for them. As citizen, they
must also be given equal opportunities
to develop their skills and potentials.
Likewise, they must be afforded equal
access to the basic services extended
by the government.

DEPED ORDER 72, S. 2009 – No

Child Left Behind Policy
 DepEd addresses the right of the children with special needs within the
regular or “inclusive setting”.
 Inclusive Education embraces the philosophy of accepting all children in
the school community. Components:
1. Child Find
2. Assessment
3. Program Option
4. Curricular Modification
5. Parental Involvement
Each of these developments seeks to responds to DepEd’s vision for Filipino
children, both typical or with special needs, for a discrimination-free quality
education. It is difficult to establish a visible demarcation line between the sources
of diversity among typical learners and those with special needs. As human
beings, there can always be bad day and good days. They make mistakes, they
mess up. You can observe this situation not only in children with disabilities but also

13 |
among children with gifts and talents. These situations make you understand
better their developmental needs, strengths and weaknesses so you can plan
individual interventions that are more manageable on your part.

REFERENCES

Capell, B (2015). Explorations into Diversity at Inter and Intra Organizational

Levels (Doctoral Dissertation) Retrieved 9 April 2019 from
https://tesisenred.net/handle/10803/313043

Danocup B.(2010) Classroom Management: Preparing Special Education Teachers.

Lorimar Publishing.

Child and Youth WelfacreCode ,P.D. No. 603,s. 1974,UN Conventions on the Right of
Persons with Disabilities

Lou, K & Dean, B (2010) Global Diversity Puts New Spin on Loden’s Diversity Wheel.
Retrieved 9 April 2019 from: http://www.loden.com/Web_Stuff/Articles_-
_Videos__Survey/Entries/2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_
Wheel.ht ml

Lou, K & Dean, B (2010) Global Diversity Puts New Spin on Loden’s Diversity Wheel.
Danocup B. O (2010) Classroom Management: Preparing Special Education Teachers.
Lorimar Publishing.
https://www.google.com/search?q=magna+carta+for+disabled+persons&tbm=isch&

14 |
 MODULE 2- Components of Special Education
.

INTRODUCTION

This module is introduced through a

quotation that implies the EDUCATION FOR ALL
children and youth irrespective of race,
religious affiliations, socio economic status and
gender. As learned in the previous module, the
Philippine Constitution and other laws of the land guarantee education for all
children and youth.
As future teachers, you will find children with special needs in regular
schools. That is why you should know what special education is all about. How we
identify children with special needs in the regular class. The different programs
and services that are implemented for children with special needs. Preparing our
school in accommodating and modifying lessons for children with special needs.

LEARNING OUTCOMES
After working through this Module you should be able to :
a. define special education,
b. distinguish the following terms in special education; developmental
disability, impairment, disability, handicap and at risk.
c. identifies the components of special needs education
d. explains processes involved within and across these components

14 |
LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Read the case scenario

below

Mario felt like he was always hitting the

books. While his friends were meeting for
basketball games after school, he was back
home in his room reading and rereading the
same materials. But no matter how hard he
studied, he remained barely passing.
Meanwhile his friend, John, who never seemed
to study, always aced test.

B.ANALYSIS How would you react to the scenario above? Have you feel the same way?

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
__________________________

15 |
 C. ABSTRACTION

What is Special Education?

Special Education-It is an individually
planned, systematically
implemented and carefully
evaluated instruction to help
exceptional children achieve the
greatest possible personal self-
sufficiency and success in present
and future environments.
Special Education- It is a set of educational programs and services designed to
meet the particular needs of exceptional children. It is the type of education
tailored to meet the needs of children who cannot profit normally from general
education because of disabilities or exceptional abilities
 It can be differentiated from regular education by its
curriculum-some children need, intensive, systematic instruction to learn
skills that normally developing children acquire naturally. It provides
learning opportunities that are not provided in standard or regular school
curricula or by regular school services.
 The child’s individual needs dictate the curriculum. The individualized
programming that is the core of special education must provide in settings
that best meet each students special needs.
 Some exceptional children are taught certain skills to compensate or
reduce the handicapping effects of a disability.
Who:
 Exceptional children whose special needs or abilities necessitate an
individualized program of education.
 Teachers who have completed specialized training programs in
preparation for their work with students with special needs- SPED teachers
and regular teachers
 Other professionals who are members of the multidisciplinary team School
administrators, parents and other family members ,caregivers, community,
legislators and society Where:

16 |
  Schools- special and regular schools; therapy or early intervention centers;
home; vocational centers; community
How
 Use of varied teaching methods and strategies
 Employ the same set of fundamental teaching skills- pacing content
 Special educators should be skilled in the procedures for systematically
designing, implementing and evaluating instruction
The Exceptional Child
The term exceptional child is difficult to define for the term represents
many different medical, psychological, and educational groupings of
children.
Essentially, the exceptional child is one who deviates from the average child:
(1) mental characteristics,(2) in sensory abilities, (3) in neuromuscular or
physical characteristics, (4) and in socialor in multiple handicaps to such an
extent that modification of school practices or special education services
are required in order to develop him to his maximum capacity. ( Kirk,1972)

Who needs SPED?

Exceptional People- refer to individuals who differ

from societal or community standards of normalcy;
some exceptionalities are obvious while others are
not; exceptionalities may be beneficial (ex. Gifted
or talented) or may be a significant problem (ex.
mental retardation)
Disability- refers to the inability of an individual to do something in a certain way;
an incapacity to perform as other individuals due to
impairments in sensory, physical, cognitive and other
areas of functioning
- refers to the loss or reduced function of a
particular body part or organ
- Synonymous to impairment
- It limits the ability to performs certain tasks
Handicap- refers to the problems that an individual with a
disability encounters as he or she attempts to functional
or interact in his or her environment; this term is used
when explaining the consequences or impact imposed on the individual by his
or her disability

17 |
 Developmental Delay- because of the adverse effects of labeling, young
children with special needs are sometimes identified as being developmentally
delayed or at-risk for future problems in school.
- Children do not have to be identified with any
disability label. However, they are considered to have
a high probability of developing a disability; use a
generic category – ex. Children with disabilities,
children with special needs, developmentally delayed
and at-risk

At-Risk – Children who have not been formally

identified as having a disability but who may be developing conditions that will
limit their success in school or lead to disabilities.
The term at-risk is often used with the very young who, because of negative
conditions surrounding their birth, nurturing or environment, may be expected to
experience developmental problems.

Factors Placing Young Children At-Risk For

Developmental Problems
• Maternal alcohol and drug abuse
• Children born to teenage mothers or women over 40 above
• Home environmental lacking adequate stimulation
• Maternal diabetes hypertension
• Exposure to rubella
• Chronic poverty
• Primary caregiver is developmentally disabled
• Infections such as encephalitis or meningitis
• Oxygen deprivation
• Child abuse and neglect
• Accidents and head trauma
• In adequate maternal and infant nutrition
• Genetic disorders such as down syndrome
• Family history of congenital abnormalities
• Exposure to radiation
• Prematurity
• RH incompatibility
• Low birth weight
• Ingestion of poisons and toxic substance by the child

18 |
 • Prolonged or unusual delivery

DISABILITY CATEGORIES (IDEA 2004)

• Autism (ASD)
• Deaf-Blindness Deaf
• Hearing Impairment
• Intellectual Disability
• Specific Learning Disability
• ADHD
• Orthopedic Impairment
• Speech and Language Impairment
• Developmental Delays
• Behavioral Disorder

NORMAL AND EXCEPTIONAL DEVELOPMENT

1. Jeremy is by far the biggest boy in the kindergarten. He looks like a seven-yearold,
yet behaves like the young five-year-old that he is.
2. Aki, by age three, was fluent in three languages, by age four, she was reading in
two of the languages.
3. The twins, Jennifer and Jeffrey, began talking soon, after their first birthday. At the
same time, they develop a private language of their own, incomprehensible to
others.

Each of these children can be viewed as a normal child, yet each is also
atypical, different from others of the same age.

WHAT IS NORMAL OR TYPICAL DEVELOPMENT?

Normal, or typical development, implies in on-going process of growing,
changing, and acquiring a range of complex skills. Beginning in earliest infancy,
the process moves along a developmental continuum according to a
predictable pattern common to most children of the same age. However, the
term normal development has long been the subject of dispute. What is normal
for one child may be quite abnormal for another.

19 |
In addition to culturally defined differences, there are individual differences
among children. No two children grow and develop at the same rate. Even within
the same culture or family.
Some children walk at eight months; others not until 18 months. Most children
begin walking somewhere in between. All children within this range, and even a
bit on either side of it, are normal with respect to walking. Typical development
shows great variation and significant differences among children.

WHAT IS ATYPICAL OR EXCEPTIONAL DEVELOPMENT?

In a cohesive definition, atypical development is referred to those children
who exhibit behaviors that fall outside of the normal, or expected, range of
development. These behaviors emerge in a way or at a pace that is different from
their peers.
In the not too distant past, individuals who were noticeably different were referred
to as “crippled” or “retarded”. Society provided “homes for crippled children”
and “institutions for the feeble-minded”-common term in those days.
The term handicapped is becoming unacceptable. The term children with
special needs provides a better perspective. The language makes it clear that
children with disabilities are different only because “they need environments that
are specifically adjusted to minimize the effects of their disabilities and to promote
learning of a broad range of skills”.

Developmental Disabilities and Delays (IDEA 2004)

A developmental disability is a chronic problem resulting from mental or physical
impairments, or both. People with developmental disabilities may find it difficult
to perform major life activities such as moving, learning, communicating with
language, taking care of themselves and living independently. A developmental
delay, on the other hand, refers to the fact that a child is not meeting expected
milestones, such as the ability to roll over, sit up independently, walk, speak,
interact, etc., within the broad range of what is considered normal for his age.

20 |
21 |
 MODULE - Making Schools Inclusive

INTRODUCTION

The definition of inclusive school

impinges on human rights, dignity and
equalization of opportunities.The 2000
Agenda for Sustainable Development
further built on these principles and
the on Education and the Education
2000 Framework for
Action emphasize Education for All as a
way to conceptualize inclusive
education, and make a pledge to “leave no one behind”. Education for
All takes into account “the needs of the poor and the most disadvantaged,
including working children, remote rural dwellers and nomads, ethnic and
linguistic minorities, children, young people and adults affected by conflict,
HIV/AIDS, hunger and poor health; and those with special learning needs”.
DepEd order 72, S. 2009,addresses the right of the children with special
needs within the regular or “inclusive setting”. Inclusive Education
embraces the philosophy of accepting all children in the school
community.

LEARNING OUTCOMES

After working through this module you should be able to :

a. explain the concept of Inclusive Education

b. demonstrate inclusive values
c. shares salient features of Inclusive Education
d. describe ways on how to accommodate learners with disability in the
inclusion program.
e. Identify curriculum instructions for learners with exceptionalities.

22 |
LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Please watched the animated video by clicking the link below.
https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education
- Education Equity Now
https://www.youtube.com/watch?v=6SnXBKEfr2s

B. ANALYSIS
Describe the pictures using the three words EQUALITY,EQUITY and LIBERATION.
Explain your answers

C. ABSTRACTION
Concepts and Definition of inclusive education
The definition of inclusive school impinges on human rights, dignity and
equalization of opportunities. Inclusion describe process by which a school
attempts to respond to all pupils as individuals by reconsidering its curricular
organization and provision. Through this process, the school builds capacity to
accept all pupils from the local community who wish to attend and in so doing,
reduces the need to exclude pupils.
Inclusion is a right, not a privilege for a select few( Oberti vs. Board of
Education in Clementon School District). Usually families, professionals and
advocacy groups would initiate the move for inclusion.

23 |
 Inclusion also means providing all students within the mainstream
appropriate educational programs that are challenging yet geared to their
capabilities and needs as well as any support and assistance they and/or their
teachers may need to be successful in the mainstream. But inclusive school is
a place where everyone belongs, is accepted and is supported by his peers
and other members of the community in the course of having his or her
educational needs met (Stainback&Stainback, 1990).
D. Conceptualization of Integration, Mainstreaming, and Inclusion

Integration was the term used for the past last forty years for the program
that allowed children and youth with disabilities to study in regular classes and
learn side by side with their peers. At present, when it is no longer unusual to
find blind, deaf and even mentally retarded students participating in regular
class activities at certain periods of the school day, the preferred term is
mainstreaming.
In mainstreaming, children who have moderate or severe forms of
disabilities are mainstreamed (not officially enrolled) in regular classes in non-
core subjects.
On the other hand in inclusion, children with disabilities are enrolled in
regular classes and may recite in non-core subjects or in all subjects.
Below are the concepts that summarize the framework of inclusive education.
Inclusive education is a flexible and individualized support system for
children and young people with special educational needs (because of a
disability or for the other reasons) It forms an integral component of overall
education system and it is provided in regular schools committed to an
appropriate education for all.
Inclusive education preferably takes place in regular class, in the student’s
nearest regular school. Separation from the regular class environment,
weather partially, or in exceptional cases, fully occurs only where there is
evidence that education in a regular class, accompanied by supplementary
support and services, fails to meet the student’s educational, emotional and
social needs.
Inclusive education recognizes and responds to the diversity of children’s
needs and abilities, including differences in their ways and places of learning
This requires a fundamental change both in educational practice and in the
design of educational services. This reality is that inclusion involves changes in
philosophy, curriculum, teaching strategy and structural organization.

24 |
 E. SALIENT FEATURES OF INCLUSIVE EDUCATION

Inclusive school is described as one that embraces diversity with the

following features:

First, inclusion means implementing and maintaining warm and

accepting classroom communities that embrace diversity and honor
differences.

25 |
 Teachers who are concerned with creating classroom in which all students
are accepted take active steps to understand individual differences and
create an atmosphere of respect.

Second, inclusion means implementing a multi-level, multi-modality

curriculum.

A broader curriculum which include multi-modality, child-centered,

interactive and participatory activities make inclusion easier. The trend is
moving away from rigid use of textbooks and basal-driven frontal teaching
to cooperative learning.

Third, inclusion means preparing and supporting teachers to teach

interactively.

The classroom model for one teacher trying to meet the needs of an entire
group of children single-handedly is being replaced by structures in which
students work together, teach one another and actively participate in their
own and their classmate. Students in the classroom do not compete with
each other but learn with and from others.

Fourth, inclusion means providing ongoing support for teachers in the

classroom and breaking down barriers of professional isolations.

The hallmarks of inclusion include co-teaching, team teaching,

collaboration and consultation and other ways of assessing skills and
knowledge with support from colleagues. A more cooperative atmosphere
that prevents isolation of professionals is thus achieved.

Fifth, inclusion means involving parents in the planning process in

meaningful ways.

Parental involvement becomes a key feature in inclusive school. It relies

heavily on input of parents for their child’s education. In fact, the whole
family is part of the educative process.

4 A’s” of inclusive education

1. Availability: whether educational system is physically there
2. Accessibility: fees, regulations, location (transport, safety); limitations
deciphering whether child can access education

26 |
 3. Acceptability: quality of education, acceptably meeting educational
needs
4. Adaptability: ability to adapt to relevance and needs of child

F. POTENTIAL BENEFITS OF INCLUSION

Some teacher’s pupils often expressed concerns before experiencing
inclusion, those familiar with inclusion indicated that not disabled students
actually benefited from the relationship with children with special needs.
Below are identified positive themes:
1. Reduced fear of human differences accompanied by increased comfort
and awareness

Students in inclusive schools attributed their reduced fear of people who

looked or behaved differently to having had interactions with individuals with
disability. In addition to feeling more accepting of others, children also learn
to value the contributions that individuals make.
2. Growth in social cognition
Nondisabled students learned to be more to tolerant of others as they became
more aware of the needs peers of peers with disabilities. Students
demonstrated more positive feelings about themselves after spending time
helping classmates with disabilities. They also learned skills to enable them not
only to communicate more effectively but also to be more supportive of
disabled persons in their daily interactions.
3. Improvement of self-concept
Many nondisabled students have experienced an increase in self-esteem as
result of their relationship with individuals with disabilities. Teachers reported
that students who act as buddy/peer tutor give them a sense of belonging.
4. Development of personal principles
Many non-disabled students experienced a growth in their commitment of
personal, moral and ethical principles as a result of their relationship with
students with disabilities. Parents also reported that their children showed less
prejudice towards people with disabilities.
5. Warm and caring friendship

Students who act buddies/peer tutors to disabled children develop friendship

with their buddies or tutees. They are friends not only in school but in the
community as well.
ADDRESSING CONCERNS ON CLASSROOM INSTRUCTION OF
CHILDREN WITH SPECIAL NEEDS

27 |
 The essential features for effective teaching include providing classroom
conditions that encourage learning of all pupils; seeing differences between
pupils and respecting their individuality; and responding to each pupil’s
learning needs successfully. For children with special needs in the regular
classes, these features include: proper classroom setting, modifications or
adaptations of curricular instructions and activities and program
modifications.

A. PROPER CLASSROOM SETTING

The teacher needs to organize the learning environment to ensure that the
child with special needs will be truly involved in any classroom activities and
accepted by his/her classmates.
1. Build a positive class climate
Personal relationship between the child with special needs and his/her
teacher is very important. The teacher should show a genuine concern for
the child’s feeling at the same time demonstrate control over his/her
behavior. The child with special needs has to behave from the start in the
most relaxed and friendly environment.

In the classroom, what matters most is the kind of relationship and

interaction that occur and the teacher has always to model the
appropriate attitudes toward the child with special needs. This relationship
has considerable potential in influencing other children to view the child
with special need as one of them.

2. Position the pupil’s seat for inclusion

The child with special needs has to be grouped with the class like everyone.
This type of arrangement will foster friendship and acceptance. If he/ she is
separated from the group, there must be a good reason for it. Perhaps,
he/she can’t concentrate and can be easily distracted when other
children are around, or even requires an extra space for extra equipment
or to maneuver a wheelchair. These are the things to be addressed.

3. Build opportunities for friendship

The teacher should ensure that there are classroom activities that involve
working and playing together. In this way, each one will discover the needs
and potentials of each and will learn how to provide assistance.

28 |
 4. Make instructions clear, and equipment and materials accessible
A pupil with hearning impairment might miss the instruction on what to do
and where things are at the start of an activity along with 45 hearing
students. Teachers should form the habit of writing instructions on the board
as well as saying them. These strategy is helpful for all students.

A pupil with intellectual disability may find it harder to remember where

things are kept in the room. Teachers could use picture or color code for
the boxes, trays and equipment found in the room.

5. Supply the pupil with the standard books and equipment

Even a pupil with very severe developmental delay will probably be aware
if he/she does not have a reading book like the others do.

6. Involve the pupil in all class activities possibilities

No matter what the skill level or disability of a pupil, he/she can always be
involved in some ways in class activity. This is not only better for the pupil’s
learning but it means the pupil feels included, that he/she is really a
member of the class.

7. Affirm the pupil

Teachers have to highlight the pupil’s strengths when an opportunity arises.
Be sure to draw attention and praise his/her achievements rather than the
disability.

8. Set rules and routines

Rules and routines have to made clear so that less disruptions occur in the
classroom and activities will conducted smoothly.

POSITIVE WAYS TO HELP CHILDREN IN THE INCLUSIVE CLASSROOM

 Encouraging young children to practice writing in the sand using two
fingers not one.

 Use a highlight to color text when displaying a lesson on overhead.

 When the child has made a spelling mistake e.g. “tryed” change the
mistake by using a color marker.
 So the correction will look like this:

29 |
 tryed becomes tried
 So this way the child still has gained some achievement of success and
this is a more positive way to encourage a child with spelling.
DISPLAYING THE LESSON
 At the beginning of the lesson have the schedule of the lesson displayed
either on the blackboard or with an overhead where everyone can see it.
 The alternative is to provide a copy of the lesson. Although these
suggestions seem time consuming think about how many times you have
to stop teaching because a child says
"What did you say was next"?
“Could you repeat what I was to do after page 5"?
"Did you say I had to do from page 5 to 9?
Or was it pages 5 and 9"?
 Also at the end of a lesson you will be left 5 to 10 minutes where you can
get the whole class to verbally summarize the lesson, this can be a great
enforcer for those who were not sure if they understood everything.

EXAMPLES ON HOW YOU MIGHT TALK TO CHILDREN IN YOUR CLASSROOM

Learn how to change your commands
to increase the chances of getting children to comply

CHANGE THIS…
 Please sit down. I'm going to start
now.
 Please be quiet. It's time to begin.
 I'm not going to line you up until
everyone is quiet.
 Don't talk out. Raise Your hand.
 Turn your Homework in on time or
you'll get a lower grade.
TO THIS…
 I'll begin as soon as you are
seated.
 I'll be glad to start as soon as you
show me that you are ready.
 I'll be lining people up as soon as it is
quiet.
 I'll listen to people
 I'll give full credit for papers turned
in on time.

30 |
 How to begin…
 START SMALL: try a differentiated task for a small block of time
 GROW SLOWLY BUT GROW: take notes so you can see what works and
what doesn’t for various learners; assess before you teach a new topic
and use results to guide the differentiation
 ENVISION IN ADVANCE HOW AN ACTIVITIY WILL LOOK: write out
procedures for yourself and directions for the students, think about what
might go wrong, plan alternative options
 STEP BACK AND REFLECT: ask yourself questions like – were all students
engaged in learning? did grouping (size, arrangements) work? Note what
to keep as wellas what requires modification.

31 |
 REFERENCES
K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early
Childhood Education.
Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and
participation in schools.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to
Special Education. Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED Division
Handbook in Special Education SPED Division
https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education - Education
Equity Now
https://www.pinterest.com/pin/475903885594757807/

32 |
 MODULE - Learners with Additional Needs
Learners who are Gifted and Talented

INTRODUCTION

This module covers the central concepts on giftedness

and talent, the theories and definition of human intelligence
with an expanded presentation on the multiple intelligences.
The ground work for a lifetime of intelligence traces the
essential concepts on the development of the brain and the
man’s intellectual capacity. The emerging paradigms and
various definitions of giftedness and talent, the
characteristics of the gifted and the talented persons, assessment procedures
and instructional system are presented as well.

LEARNING OUTCOMES

After working through this module you should be able to :

a. compare and contrast the definition of giftedness and talented
b. enumerate and discuss the multiple intelligence
c. enumerate the characteristics of gifted and talented
d. describe the assessment procedure, curricular program and instructional
systems for gifted and talented students.

LEARNING APPROACH

33 |
 A. ACTIVATE PRIOR KNOWLEDGE
Is it a myth or a fact?

_______ 1. Children with gifts and talents are represented in

all cultural, ethnic, and socioeconomic groups.
_______ 2. Gifted students come from white middle- and
upper-class families.
_______ 3.Some gifted students are also learning disabled.
_______ 4.Children with gifts and talents are represented in all cultural,
ethnic, and socioeconomic groups.
_______ 5. Gifted kids are good at everything they do.

B. Analysis

After finding out the fact and myth about gifted and talented. What is your notion
about giftedness and talented learners?

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
__________

C. Abstraction

• Definition of Gifted and Talented

The Gifted and Talented Children’s Act of 1978 defined gifted and
talented children as those ”possessing demonstrated or potential abilities
that give evidence of high performance capability in such areas as
intellectual, creative ,specific, academic or leadership ability, or in the
performing or visual arts and who, by reason thereof require service or
activities not ordinarily provided by the school”

34 |
 Renzulli’s Three-Trait- stated that giftedness results from the
interaction of: 1.above-average general abilities 2.a high level of task
commitment and 3. Creativity.
• Piirto’s 1999 definition states that the gifted are ”those individuals
who, by the way of having certain learning characteristics such as superior
memory, observational powers, curiosity, creativity and the ability to learn
school-related subject matters rapidly and accurately with a minimum of drill
and repetition, have a right to an education that is differentiated according to
those characteristics”.
Characteristics of the Gifted and Talented Children
The giftedness and talent are a complex condition that covers a wide
range of human abilities and traits. That is why it must be clearly
understood that giftedness and talent vary according to social contexts.
Some students may excel in the academic subjects but may not show
special talents in the arts. On the other hand students who show
outstanding talent in sports and athletics, visual and performing arts or
those with leadership abilities may show only average or above average
performance in academic subjects.

Highly gifted students, according to Silverman’s studies (1995) have IQ

scores 3 standard deviations or greater above the mean. The IQ score is
greater than 145, or 35 to 55 points more or even higher than the average
IQ scores of 90 to 110. Among American children, there is only 1 child in
1,000 or 1 child in 10, 000.

Characteristics of the Gifted and Talented Children

• Keen powers of observation.
• Learned or read very early, often before school age.
• Reads widely and rapidly.
• Well developed vocabulary-takes delight in using unusual and new words.
• Has great intellectual curiosity.
• Absorbs information rapidly - often called sponges.
• Very good memory - can recall information in different circumstances.
• Have the ability to concentrate deeply for prolonged periods.
• Very good powers of reasoning and problem solving.
• Have intense interests.
• Have a great interest in "big" questions, e.g. the nature of the universe,
the problem of suffering in the world, environmental – issues.
• Very sensitive perhaps getting upset easily.
• Very concerned about rights and wrongs, concerned about injustices.
• Possess unusual imagination.

35 |
 Bright Child vs Gifted Learner

• Knows the answer * Asks the questions – sometimes

• `Top group
• Absorbs information
• Learns with ease
• Is pleased with own learning
• Enjoys school
 Completes assignments
deep, probing, abstract
questions
• * Beyond top group
* Manipulates information
* Already knows
* Is highly self-critical – can be
perfectionistic to the point of
tantrums when young
* Enjoys learning – but may hate
school
* Initiates projects

Gifted students generally have unusual talent in one or occasionally two

areas. Below are six areas where we will find giftedness. No child will be gifted in
all six, but some may be in more than one area. Within specific academic
ability, students again usually have one or two subjects that they are best in and
passionate about.
• Creative Thinking
• Leadership
• General Intellectual Ability
• Psychomotor
• Specific Academic Ability
• Visual/ Peforming Arts
•

36 |
37 |
 Assessment of Gifted and Talented Children

Similar to the screening and location and identification and assessment of

exceptional children, the following processes are employed:
1. pre- referral intervention
Exceptional children are identified as early as possible.
Teachers are asked to nominate students who may possess the
characteristics of giftedness and talent through the use of a Teacher
Nomination Form.

2. Multifactored evaluation
Informations are gathered from a variety of sources using the
following materials:
 Group and individual intelligence test
 Performance in the school-based achievement tests
 Permanent records, performance in previous grades, awards received
 Portfolios of student work
 Parent, peer, self-nomination

Strategies for Teaching

Gifted and Talented Students

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be
interested in completing for credit.
• If possible, involve students in academic competitions in your area.
• Create tiered assignments, which have different expectations for different
levels of learners.

Five Ways to Support Gifted Students in Your Classroom

Do you struggle to support the needs of gifted children in your classroom?

Teachers often find it difficult to understand the specific needs of gifted students,
which means they often don't get the support they need in the classroom. Find
out how you can better support the gifted students in your classroom below!

1. Learn how gifted students think.

If you want to support gifted students in your classroom, it's important that you
make an effort to learn how they think and learn about the different struggles they
face. Understanding that gifted students have special needs, requirements, and

38 |
trends in behavior will help you meet their needs and better support them in the
classroom.

2. Created tiered assignments for students.

Tiered assignments can help you meet the needs of all students. Choose the basic
standard objective and design an assignment on that standard to make the
middle tier. Once the middle tier is finished, you make the other tiers by adding
support for at-risk children and adding challenge for gifted students. Here are two
simple ways you can add challenge to assignments:

 Give gifted students more complex numbers in a math assignment or a

more difficult text to read.
 Add a second component to assignments, such as having them apply the
skill they've learned to a real-world situation or asking them to write an
explanation of their thinking.

3. Include a variety of levels in your classroom library.

Make sure your classroom library has a variety of texts to support the reading
ability and interests of gifted students. You can also encourage students to bring
reading materials from home, but make sure the materials they bring challenge
them to learn new words and increase their reading skills.

4. Utilize their talents and interests.

Gifted students are often asked to do busy work when they finish assignments
ahead of others. Instead of taking that approach, try utilizing gifted students'
talents and interests to further explore a skill. For example, students could write or
draw something related to the assignment/skill or they could act out solutions to
the problem or project.

5. Explore real-word application.

Gifted students understand math algorithms, science concepts, and grammar

rules very quickly. You can encourage them to move beyond the skill they're
learning by applying it in the real world. For example, they can explore how area
and perimeter affect an architect's design or how scientists use animal
classification to understand animal life and how it functions.

Create a differentiation strategy for your classroom with the educational materials
and resources available in our Elementary section.

39 |
REFERENCES

K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early
Childhood Education.
Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and
participation in schools.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to
Special Education. Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED Division
https://lifelearners.ng/myths-and-facts-about-gifted-children/

https://files.eric.ed.gov/fulltext/EJ914587.pdf

40 |
 MODULE - Learners with Additional Needs
Learners with Difficulty Remembering and Focusing.
(Learners with Learning Disability and AD/HD)

INTRODUCTION

A number of students in regular classes have mental

ability within the average range or may even have above
average level that do not learn the skills in the basic
education curriculum who are suitable to their chronological
ages and age levels. These students receive need special
education services. The department of education reported
the poor performance of elementary and high school
students in the National Achievement Tests. Filipino students learn only half or
even less of the skills and competencies in the basic education curriculum that
their teachers teach them. While there are many causative factors in the field
of learning disabilities, the poor performance of students in National
Achievement Tests is a significant indicator that learning difficulties do exist in
the classroom.
There are other conditions that are related to learning disabilities Attention Deficit
Disorder and Attention Deficit Hyperactive Disorder (ADD and ADHD) respectively
like inattention, hyperactivity, and impulsivity.

LEARNING OUTCOMES

After working through this Module you should be able to :

a. define the term learning disabilities

b. define Attention Deficit/Hyperactivity Disorder;
c. explain the causes or etiology of learning disabilities;
d. discuss the assessment procedures in identifying students with learning
disabilities and AD/HD
e. enumerate the learning characteristics of learners with LD and AD/HD
f. enumerate and describe the accommodation and modification of class for
learners with LD and AD,HD

41 |
 ACTIVATE PRIOR KNOWLEDGE

Do you know
these
famous

42 |
 A. Abstraction

Learning Disabilities
The generic term that refers to a
heterogeneous group of disorders
manifest by significant difficulties in
the acquisition and use of listening,
speaking, reading, writing, reasoning
or mathematical abilities.
These disorders are intrinsic to the
individual and presumed to be due
to central nervous system
dysfunction.
Learning disabilities may occur within
the life span. The symptoms and characteristics can be manifested
immediately after birth, during infancy, through the school years, and
adulthood.

Three Criteria in Determining the Presence of Learning Disabilities

The following Criteria must be present when assessing children to have learning
disabilities:
1. Severe discrepancy between the child’s potential and actual achievement
Learning disabilities is present when mental ability test and standardized
achievement test results show discrepancy between general mental ability
and achievement in school.
2. Exclusion or absence of mental retardation, sensory impairment and other
disabilities
The exclusion criterion means that the child has significant problems that
cannot be explained by mental retardation, sensory impairment like low vision,
blindness, hearing impairment, emotional disturbance or lack of opportunity
to learn.
3. Need for special education services
Teaching the child with learning disabilities involves strategies that are unique,
uncommon and of unusual quality. The strategies supplement the

43 |
 organizational and instructional procedures used with majority of the children
in regular schools. This criterion is meant to keep children who have not had
the opportunity to learn from being classified as learning disabled.

Learning and Behavior Characteristics of Children with Learning Disabilities

Results of studies (1999) show that there are at least ninety-nine separate
characteristics of children with learning disabilities. More than half a million
combinations of cognitive or socio-emotional problems associated with the
condition are possible. The large number of learning characteristics makes it
difficult to interpret research findings that can provide the basis for
recommending effective teaching strategies. Learning disabilities may occur
within the life-span. The symptoms and characteristics can be manifested
immediately after birth, during infancy, through the school years, and
adulthood.
1. Reading poses the most difficult among all the subjects in the curriculum.
It may be recalled that the facets of communication are listening, speaking,
reading, and writing. Thus, reading problems are ushered in by deficiencies in
language skills especially the
phonological skills. These skills
develop the ability to understand
the rules of how various sounds go
with certain letters to make up
words called grapheme-phoneme
correspondence. The difficulty in
breaking words into their
component sounds results to
difficulties in reading and spelling.
Dyslexia refers to a disturbance in
the ability to learn in general and
the ability to learn to read in
particular.

44 |
 2. Written Language poses severe problems in one or more of the
following areas:
handwriting, spelling,
composition and
writing which is illegible
and slow. Studies show
that these children are
not aware of the basic
purpose of writing as
an act of
communication. They
approach writing as a
test taking task. Their writing lacks fluency. They write shorter sentences and
stories. They do not use writing strategies spontaneously. Their written work show
lack of planning, organizing, drafting and editing.

Dysgraphiais a specific learning disability that affects a person’s handwriting

ability and fine motor skills.
3. Spoken language poses problems on the mechanical uses of language
in syntax or grammar, semantics or word meanings and phonology or the
breakdown of words into their component sounds and blending individual
sounds to compose words.

Developmental Aphasia is a condition characterized by loss of speech

functions, often, but not always due to brain injury.

4. Pragmatics or social uses of language poses problems on the ability to

carry on a conversation. Conversations are marked by long sentences and
inability to respond to the other person’s statement or questions. They tend to
answer their own questions before the other person has the chance to respond.
They also tend to make irrelevant comments that make the other person
uncomfortable.
(Language-based learning disorder (LBLD) refers to a spectrum of difficulties
related to the understanding and use of spoken and written language.LBLD can
affect a wide variety of communication and academic skills. These include
listening, speaking, reading, writing and doing math calculations. Some children
with LBLD can’t learn the alphabet in the correct order or can’t “sound out” a

45 |
spelling word. They may be able to read through a story but can’t tell you what
it was about. Children with LBLD find it hard to express ideas well even though
most kids with this diagnosis have average to superior intelligence.)
5. Mathematics problems are recognized as second to deficiencies in
reading, language and spelling.

Dyscalculia a specific learning disability that affects a person’s ability to

understand numbers and learn math facts.

6. Dyspraxia has problems with motor tasks, such as hand-eye

coordination that can interfere with their learning.

7. These children tend to fail and be retained in a grade level. The level of
academic achievement tends to decrease progressively as the grade level
increases.
8. Behavior problems remain consistent across grade levels both in school,
in the community and at home. The common behavior problems are
inattention, impulsivity and hyperactivity.
9. In general, social acceptance is low, but some can be popular.

Perceptual, Perceptual-Motor, and General Coordination Problems

1. Children with learning disabilities exhibit visual and /or auditory perceptual
disabilities. The problem is not lack of acuity or sharpness in vision or audition in
responding to visual and auditory perceptual stimulation. The disturbance is in
organizing and interpreting visual and auditory stimuli. Thus, they have problems
in seeing and remembering visual shapes that lead to reversals of b and d.
2. They have difficulty with physical activities that involve gross and fine motor
skills. Thus, they tend to drop things, as though they are “all thumbs” or have two
left feet.
3. They have problems with attention and hyperactivity.
Etiology of Learning Disability
There are likely to be different causes but in most cases, the cause of
child’s learning disability is unknown.
Four suspected causal factor are: brain damage, hereditary,
biochemical imbalance, and environmental causes.

46 |
 Assessment of Children with Learning Disability
Learning disabilities is a complex condition. Therefore, a battery of three to
five tests are used to identify students who may have learning disabilities. These
are norm-referenced tests, process tests, informal reading inventories, criterion-
referenced tests, and direct daily measurement of learning.
The National Achievement Test, the Regional Assessment Test and the School-
based Achievement Test are examples of norm-referenced tests. The assessment
tests are all designed to measure how many of the skills in each learning area –
English, Filipino, Mathematics, Science and Makabayan – have been learned or
mastered.
One area of difficulty that students with learning disabilities experience is in
processing information. The specific perceptual problems are in visual perception,
auditory perception and visual-motor coordination. Two widely used tests are the
Illinois Test of Psycholinguistic Abilities (ITPA, Kirk, McCarthy and Kirk, 1968) and the
Marianne Frostig Developmental Test of Visual Perception (Frostig,Lefever, &
Whittlesey, 1964).
Criterion referenced tests in specific subjects such as Reading, Language
and Mathematics are used to determine the mastery level of a predetermined
criterion that the student should be capable of achieving.
Specialists recommend that children in regular classes who have learning
disabilities be identified as early as possible through appropriate assessment
procedures. Then, an individualized educational plan or IEP can be prepared
based on the learning and behavior characteristics found in the assessment
results. A special education teacher should assist the regular teacher in teaching
children with learning disabilities. Studies show that many of their learning
problems can be lessened through direct and systematic instruction. Behavior
modification techniques can decrease their undesirable behavior of inattention,
impulsivity, and hyperactivity.
In the absence of qualified school psychologists or guidance counsellors,
the school principal can initiate a screening program to locate these children in
the regular classes. Inquiries on assessment and early intervention can be
addressed to the Department of Education Bureau of Elementary Education,
Special Education Division. Early location, assessment and identification
of these children has the potential to prevent or reduce the occurrence of
future learning problems.
Taken from the fourth edition of the Diagnostic and Statistical Manual Text Revised (DSM-IV-TR) published by the
American Psychiatric Association (APA) in 2000

47 |
 What is Attention Deficit Hyperactivity Disorder (AD/HD)
Attention-deficit/hyperactivity disorder (ADHD)
is one of the most common mental disorders
affecting children. ADHD also affects many
adults. Symptoms of ADHD include inattention
(not being able to keep focus), hyperactivity
(excess movement that is not fitting to the
setting) and impulsivity (hasty acts that occur in
the moment without thought).
Affected children commonly experience
academic underachievement, problems with
interpersonal relationships with family members
and peers, and low self-esteem.
ADHD often co-occurs with other emotional,
behavioral, language, and learning disorders.
• The diagnosis of ADD/ADHD normally
comes after age six, or after formal schooling
has begun. This occurs for a number of reasons:
• The diagnostic criteria for ADD/ADHD indicate that behaviors/symptoms
must be present in at least two environments.
• Young children are often excitable and can become agitated when
routines are disrupted. Overly active children do not necessarily have
ADD/ADHD.
• Children reach milestones at different ages making it difficult to measure
development delays.
• The “terrible twos” can greatly resemble ADHD.

There are three groups of symptoms:

1. Inattention 2.Hyperactivity 3.Impulsivity

Get the facts on all of them, and learn examples of behaviors that can come
with each.

Inattention
You might not notice it until a child goes to school. In adults, it may be easier to
notice at work or in social situations.
The person might procrastinate, not complete tasks like homework or chores, or
frequently move from one uncompleted activity to another.

48 |
They might also:

 Be disorganized
 Lack focus
 Have a hard time paying attention to details and a tendency to make
careless mistakes. Their work might be messy and seem careless.
 Have trouble staying on topic while talking, not listening to others, and not
following social rules
 Be forgetful about daily activities (for example, missing appointments,
forgetting to bring lunch)
 Be easily distracted by things like trivial noises or events that are usually
ignored by others.

Hyperactivity
It may vary with age. You might be able to notice it in preschoolers. ADHD
symptoms nearly always show up before middle school.
Kids with hyperactivity may:

 Fidget and squirm when seated.

 Get up frequently to walk or run around.
 Run or climb a lot when it's not appropriate. (In teens this may seem like
restlessness.)
 Have trouble playing quietly or doing quiet hobbies
 Always be "on the go"
 Talk excessively

Impulsivity

Symptoms of this include:

 Impatience
 Having a hard time waiting to talk or react

The person might:

 Have a hard time waiting for their turn.

 Blurt out answers before someone finishes asking them a question.
 Frequently interrupt or intrude on others. This often happens so much that it
causes problems in social or work settings.
 Start conversations at inappropriate times.

Impulsivity can lead to accidents, like knocking over objects or banging into
people. Children withADHD may also do risky things without stopping to think

49 |
about the consequences. For instance, they may climb and put themselves in
danger.
Many of these symptoms happen from time to time in all youngsters. But in
children with the disorder they happen a lot -- at home and school, or when
visiting with friends. They also mess with the child's ability to function like other
children who are the same age or developmental level.

ASSESSMENT

• No simple test such as a blood test exists to determine if a child has this
disorder
• Diagnosing AD/HD is complicated-like putting together a puzzle
• Assessment should be conducted by a well-trained professional-
developmental pediatrician, psychologist, psychiatrist, neurologist, SPED
diagnostician) who knows about AD/HD and all other symptoms similar to
those of AD/HD
• Diagnosis is based on observable behavior symptoms in multiple settings

An assessment must include the following:

• Thorough medical and family history
• Physical examination
• Interviews with parents, the child and the child’s teacher(s)
• Behavior rating scales completed by parents and teacher(s)
• Observation of the child
• A variety of psychological tests to measure IQ and social and emotional
adjustment as well as to indicate presence of specific learning disabilities

Accommodating and modification of class for children with learning

disabilities and AD/HD

Once a child has been formally tested and diagnosed with a learning
disability, it is imperative for the parent to request accommodations for that
child’s specific needs within the classroom. Appropriate accommodations
should be written into a student’s IEP. Listed below are some suggested ways
to aid students with learning disabilities.

Testing

1. Conduct a class review session before the test – Teachers can provide the
student with a study guide with key terms and concepts as well as model the
answers for the student.

50 |
2. Oral testing: Tests can be read out loud to the student or provided pre-
recorded on audio version. The student can also be allowed to give the
answers orally.

3. Read the instructions for the test out loud: Before beginning the exam it would
be beneficial to make sure that the student understands what to do on each
part of the exam.

4. Unlimited time: Students with learning disabilities may need extra time
completing tasks The student can come in before class, return after school or
use study periods to finish a test.

5. Fill in the blank test questions: Students with learning disabilities may have a
difficult time remembering new words and may be nervous about spelling these
words correctly. The vocabulary words can be listed at the top of the exam or a
list of possible answers can be printed on the test.

6. Multiple choice questions: The volume of reading required for a multiple

choice question test is overwhelming for a student with learning disabilities. If
possible this type of testing should be avoided.

7. Essay Questions: The teacher can let the student know the main idea of the
question the day before the test. This gives the student an opportunity to begin
organizing information for the question at home. The essay portion can be
corrected on content and content alone. Spelling errors, grammatical errors
and writing mechanics can be ignored.

8. Test Booklets – Students may be permitted to record answers directly into the
test booklet instead of recording answers on a separate sheet.

9. Grade on Content – Teachers can ignore spelling mistakes on all types of

testing and grade on content only, not mechanics.

The BESTtype of testing for a student with a learning disability is to draw a line
from the question to the answer.

Weekly Spelling Tests

51 |
For those students struggling with spelling, these tests should not be graded. The
student can complete their spelling homework and take the test along with the
rest of the class but the teacher might want to put either a smiley face or a
stamp on the test and leave it ungraded.

Oral ReadingFor students struggling with reading, they should not be forced to
read out loud in front of the class. This will cause extreme embarrassment for the
student. If the student raises their hand and wants to read – then of course the
student can be given that opportunity.

For students who read below expected levels, audio books, talking books,
educational videos and films can help provide the general information that the
student is unable to acquire from the textbook.

Homework: Teachers can accept dictated homework. On assignments that

require a lot of writing (summaries, book reports, essays, projects, etc.) students
can dictate and the parents can act as a scribe.

Note taking: For Students with memory problems or difficulty taking notes, a
fellow student might share notes; the student might tape the lesson; or the
teacher might provide a copy of the lesson outline.

Technology: The student should be allowed to use any technology tools that
the parent is willing to buy to work around their challenge areas.

For students with short-term memory problems (e.g., the student understands
math processes, but has short term memory problems that interfere with
remembering math facts) a table of facts or a calculator could be provided.

For students whose handwriting is slow, illegible and includes many reversals an
audio recorder or a computer with word processing software could be used for
written work.

Seating:

Place the student close to the teacher, whiteboard, or work area and away
from distracting sounds, materials, or objects.

CORRECTING LETTER REVERSALS

52 |
 The following techniques are suggested for “letter reversals” through writing
instruction.
1. Thumbs Up. When a learner makes a b/d reversal, ask the learner to put up
his/her thumbs. Balling the fingers together with the thumbs extending upward
does this. The two hands are pushed together with the “balls” touching and
the thumbs on each end. The visual of the bed made by putting the thumbs
up helps to show the shape of the letters b and d. In addition, for learners who
have the auditory discrimination skills to hear the sounds, the b is first, the d last,
corresponding to the initial and final consonant sounds of b and d in the word
bed. Thumbs down can assist with distinguishing the p form the q (visual only,
not auditory).
2. Clay Tray. Use children’s clay to line a shallow rectangular shaped box. The
size of the box depends on whether you are working on single letters, words, or
sentences. The learner uses a broken pencil or item of similar size and strength
to drag the letters through the clay. The kinesthetic feedback coupled with
auditory guidance from the teacher adds an additional modality. Encourage
the learner to verbalize the steps for forming the letter.
3. Tactile Impressions. Tactile impressions of troublesome letters can be made
quickly and cheaply. Obtain medium grade sandpaper or screening. Tape the
sandpaper/screening to heavy cardboard. Lay a piece of writing paper on
the sand paper/screen. Using a waxy crayon, draw the letter(s). The learner
then has a model to trace for tactile input. The rough side of masonite board
also provides a good surface for making tactile letters. Whole troublesome
words may also traced (e.g., was, saw, dog).
4. Chalkboard Exercises. Writing on the chalkboard is helpful because it
involves large arm movements and work can easily be erased. Be sure to
include verbal prompts as letters are formed. For instance, in making the letter
b, you might say, “First the bat, then the ball on the right. “ A small group of
learners can work in pairs, with the one who does not reverse guiding the one
who does

Teaching strategies for teaching children with Learning Disabilities

Research continues to confirm that we can teach students with learning

disabilities to “learn how to learn”. We can put them into a position to complete
and hold their own

Teachers may introduce various techniques, such as the following to help the
students succeed:

1. During a test, allow students to block distractions with earplugs.

2. Use a large-print version of a test or novel.

53 |
 3. Make use of assistive technology.
4. Use graphic organizers to present information.
5. Repeat written instructions aloud.
6. Allow students to take parts of a test separately.
7. Break down parts of a project into smaller assignments.
8. Use teacher notes and outlines of lectures, sequential information, visuals,
and alternative exam formats.

Teaching Methods and Strategies for Children with AD/HD

• Provide an advance organizer.

• Review previous lessons.
• Set learning expectations.
• Set behavioral expectations.
• State needed materials.
• Explain additional resources.
• Simplify instructions, choices, and scheduling.

REFERENCES
K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early
Childhood Education.
Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and
participation in schools.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to
Special Education. Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED
Division:https://pridelearningcenter.com/2010/11/06/classroom-
accommodations-for-students-with-learning-disabilities/
https://www.webmd.com/add-adhd/childhood-adhd/attention-deficit-
hyperactivity-disorder-adhd

54 |
55 |