REFLECTION PAPER IN MENTAL RETARDATION

Honestly, the day that mental retardation was discussed, it wasn’t familiar to me at all.
Aside from the word "mental," the concept is not. Not until it was tackled.That day, I
gained a new understanding that mental retardation is a condition characterized by
limitations in mental functioning and adaptive behavior. Individuals with mental
retardation may have difficulty performing everyday activities and learning the skills
that children of their age are able to learn. If a person has this, they will suffer from
lags and delays that will greatly impact how they manage to live their day-to-day life,
which includes how they will take care of themselves and do ordinary tasks.

This condition can range from mild to profound mental retardation and have specific
supports like intermittent support, limited support, extensive support, and pervasive
support that would meet their needs because of a variety of factors, such as genetic
factors, perinatal factors, and environmental factors. These factors may include injury
to the brain, premature birth, and malnutrition.

However, this condition will never become a reason for them to not have the same
opportunities as what others receive, such as access to quality education provided by
the necessary resources and accommodations to succeed in school and beyond. A lot
of good things can happen anytime for them; the opportunities mentioned above will
promote a positive and inclusive environment suitable for them. According to Ms.
Saida, it is important for a future educator to have a deep understanding of this type of
condition that could help her achieve lifelong goals of inclusivity. In the future, if she
ever has a student who has this condition, one of the best practices she should do is
create a healthy and positive environment, and then she should explore or observe
what type of learning or teaching style would be best suited to their capabilities, while
in that process she should show them basic etiquette in a simple way for them to
easily catch up. As someone they could rely on to succeed, she will try to become
better in this field to improve their strengths and provide support for their weaknesses.
On the other hand, according to Ms. Arlene, it is important to have a strong
understanding of people with this kind of condition. The supports that they needed
were not just expected from the classroom; rather, they should be continuously
implemented at home, where their parents are the ones who provide for their needs
and the basic skills that they should learn to function appropriately in society.
Furthermore, in the classroom, it is crucial to provide a supportive and inclusive
environment where students are thinking not just about the lessons but also the moral
aspects in order to see the essence and value in each person and have the opportunity
to learn and succeed. It is also important to individualize instruction and provide
accommodations to meet the unique needs of students with mental retardation. This
may possibly be based on the curriculum or collaborate with the special education
professionals to develop and practice interventions and strategies that are suitable for
them. It is also important to consider the emotional and social needs of the learners so
they can build up good relationships with their peers and feel a sense of belonging to
an environment where inclusivity exists. This may involve demonstrating empathy
and understanding among all students and fostering a classroom culture of acceptance
and inclusion. As stated by Ms. Deserie, in understanding individuals with mental
retardation, she learned the importance of individualized support, patience, and
empathy. Recognizing their unique strengths, fostering a supportive environment, and
employing tailored teaching strategies are crucial. Collaboration among educators,
parents, and specialists is key to addressing their diverse needs effectively. It's
essential to focus not just on academic development but also on building life skills
and promoting social inclusion.
REFLECTION PAPER IN STUDENTS WITH LEARNING DISABILITIES

As I began to reflect on the lesson we had in the morning about students with learning
disabilities, I came to the realization that if I were in their position, how would I feel?
Would specific learning disabilities end up distressing the learners? Or how would
their parents feel if their child was in this situation? To begin with, students with
learning disabilities (which is not something that we need to think about) face unique
challenges in academic settings. These individuals may struggle with processing
information, retaining knowledge, and demonstrating their understanding of a work,
which may even affect their ability to learn and communicate normally. These are the
types of learning disabilities: attention deficit hyperactivity disorder (ADHD),
dyscalculia, dysgraphia, dyslexia, dyspraxia, executive functioning, non-verbal
learning disabilities, oral and written language disorders, and specific reading
comprehension deficits that would describe the learning difficulties and the
intervention that is suitable for them. It is important to recognize that these challenges
are not indicative of a lack of intelligence but rather of a difference in the way the
brain processes and retains information.

These kinds of disabilities hinder the potential that a person has, as most students
enjoy their school life to the fullest and can communicate socially and express
themselves in a creative way. Meanwhile, students who have any kind of learning
disability may have a chance not to develop their potential. Based on Ms. Arlene's
statement, on becoming a teacher, it is critical to be open-minded about the
differences among learners in acquiring basic skills or knowledge before putting
ourselves in the position of dealing with students with learning disabilities. When we
are on the path of becoming teachers, we must face different circumstances
professionally, and before educating others, we must be educated first. So that when
we are in a position to handle students with learning disabilities, we can apply our
learnings from the process to real-life situations. Because she believes it is crucial to
create a classroom where inclusivity, positivity, and meaningful learning occur. This
can be achieved through differentiated instruction, where lessons are tailored to meet
the diverse needs of all learners. Furthermore, the classroom functions should not just
focus on the use of one sense and one domain; they should be flexible to make the
lesson engaging to achieve its agenda or objective. Additionally, breaking down
complex tasks into manageable parts will help the students adjust to and understand
the concept. It is also important to foster a growth mindset that emphasizes the unique
talents and abilities of each student. Moreover, Ms. Deserie said she had learned that
learning disabilities can affect various areas, including reading, writing, math, and
attention. Individualized support, tailored teaching strategies, and a positive learning
environment are crucial to helping these students overcome obstacles and succeed in
their education. In accordance with Ms. Saida's words, she may not have any
acquaintances who suffer from learning disabilities, but she knows that this can be
hard for those who have them. However, in this period of time, some individuals and
agencies give importance to people who have special needs in a certain area. So they
have a chance to acquire the same opportunities, but changes may take a while.
And as a future educator, if ever she will have a student with learning disabilities,
here are some of the strategies that I think can benefit my students in the future:
breaking down complexes into smaller and easier parts that can be suitable to their
capabilities, widening my understanding and patience, providing suitable technology
in teaching, letting them engage in real-life activities that can enhance their motor
skills, and lastly, creating a positive classroom environment so that they cannot feel
uncomfortable when learning.
 REFLECTION PAPER INSTUDENTS WITH INTELLECTUAL
DISABILITIES

All this time, I thought special children were similar, but not until I entered the second
year of this course. Luckily, I have the subject that tackles special needs education,
where there are different types, factors, and supports that students with disabilities
have. Then, when students with intellectual disabilities were discussed, I actually
realized that they had the same characteristics of mental retardation. According to the
definition, students with intellectual disabilities are formerly labeled as having
“mental retardation,” which is defined by the Individual with Disabilities Education
Act (IDEA) as significantly sub-average intellectual functioning. The condition
manifests itself before the age of 22 and has significant limitations in performing
different skills that could be used in everyday activities.

Students with intellectual disabilities may face challenges that impact both their daily
lives and their learning experiences. In daily life, these challenges can manifest in
various ways, affecting communication, social interactions, and adaptive
skills.Imagine when you don't have the ability to survive independently on a deserted
island. That might be the same for those who suffer from intellectual disabilities.
Intellectual disabilities may manifest and develop during pregnancy, which can
greatly impact their educational performance in the future. They will have limitations
in taking care of themselves; they can have problems with social judgment and even
reading and writing.

Based on Ms. Saida's statement, she realizes that intellectual disabilities are not a
joke and have a great impact on her. That may be the reason why her mother, since
she was a kid, has always told her to never make fun of those people who seem
different in our eyes. She was shocked when Ma'am Jocelyn told us that someone who
has Down syndrome, which is one of the types of intellectual disabilities, has
limitations in living, meaning they have a shorter lifespan. But it will never stop them
from doing what they love because most of them have a talent for art. Another one is
cerebral palsy; she heard that individuals who have this have strong language and
thinking skills. See, now she realizes that it's not because you have special needs that
you can't have capabilities in a certain area that can make you special.

In addition, she often visited a SPED school and observed that students with Down
syndrome frequently smile and are friendly with others and do things that normal
students always do, like dancing and playing outside. It moves her heart to see them
happy and content with their lives—an innocent being, she will say. And as a
FUTURE educator, tailoring broad instruction will not be able to help; instead,we
need to be specific with guidance and let them engage and grow in a new experience.
And of course, expanding our own understanding of them will be a great help when
implementing our own strategy and creating an inclusive learning environment. On
the other side, Ms. Deserie believed that intellectual disabilities can influence a
person's ability to independently perform routine tasks, make decisions, and engage in
activities that others may find routine.In the context of learning, intellectual
disabilities can result in slower cognitive development, making it more challenging
for these students to grasp academic concepts, solve problems, and acquire new skills.
They may require additional time, support, and individualized instruction to navigate
the academic curriculum.Socially, students with intellectual disabilities may
encounter difficulties forming friendships, understanding social cues, and
participating in group activities. Creating inclusive environments, fostering peer
support, and implementing social skills training are crucial to enhancing their social
interactions and overall well-being. Moreover, as believed by Ms. Arlene, having a
thorough understanding of the students with intellectual disabilities involves
recognizing challenges with these conditions and also acknowledging their unique
strengths and abilities. One thing that she mostly recognizes in students with
intellectual disabilities like cerebral palsy is that it affects the movement and posture
of a person with this condition, which makes it more difficult to acquire knowledge.
But the good thing is that, with the help of special needs education, they have
programs that would meet the needs of the students who have cerebral palsy and
intellectual disabilities. And as a future educator, we can support the needs of students
with intellectual disabilities by tailoring the specific needs of the learners, providing
extra time, space, and support for their learning, and making use of the different
technologies to assist learning. With the help of collaboration between teachers,
parents, and special education professionals, it can be ensured that students with
intellectual disabilities receive the support they need to succeed academically and
socially.
REFLECTION PAPER IN STUDENTS WHO ARE GIFTED AND TALENTED

While preparing for this reflection, I actually explored different websites that
discussed students who are gifted and talented to widen my understanding of this
topic. Though it was explained by our instructor, I still had some questions that
weren’t yet answered. "What if there are students who are gifted and talented but also
have low self-esteem because of the fear that they couldn’t meet someone’s standard?
Gifted students have extraordinary intellectual disabilities. Children who are gifted
can demonstrate potential in one or more specific areas, such as puzzles, riddles,
sudoku, etc. On the other hand, talented students have exceptional skills and abilities
in a specific area, such as art, music, science, and many more. A student with this
kind of ability may excel over other students.

At school, students who are gifted and talented should be given the opportunity to
express their skills and knowledge in a specific area to widen their exceptional
capabilities in a simulated learning environment. And possibly, they can be a role
model for other students who lack confidence and support their hidden capabilities.

Ms. Saida said that students who are gifted and talented differ from students who're at
the average level; having an exceptional ability compared to others may bring a lot of
opportunities for them, but it may also bring a lot of challenges for them little by little.
Students who are gifted and talented may feel alone as they will have difficulty
communicating socially with peers and other people; they may feel bored and become
self-centered with their environment; and some may drop out of school because of
stress and pressure. Having an exceptional and extraordinary ability has a double side
of reality; people may think weird about you, and some may praise you. That is why
stress might overcome a student who has a vulnerable heart.

In addition, the reason she says this is because she's experienced some of it, but she's
neither gifted nor talented. She's been learning how to read and write earlier than her
peers, and when she was starting her school life, people called her smart, but she’s
truly not. Being surrounded by people who praise her a lot puts pressure on her
shoulder to become better, but not for herself but for others. If a person is fed by
praise every day, they will become vulnerable. She lived in such a small world;
however, little by little, until she reached her current age, she learned that the world
she once knew was so vast that now she begins to think that she needs to fill the gap
she created with her own; she needs to become better for herself because she believes
that when she treats herself better first, the result will then become a way for her to
treat others with kindness. She lived in such a small world, and the reason why she
related the lesson to herself is that she felt the same pressure and stress that a gifted
and talented student experiences. And so, as a FUTURE educator, she believes that if
ever she has the chance to have a student who is gifted and talented, letting them
explore the world on their own and engaging them with new experiences will help
them to develop and explore their interests while she provides guidance and support
as they walk their path in the right direction.
On the other hand, the statement of Ms. Arlene wasn’t that far from the goal of Ms.
Saida. According to Ms. Arlene, as a future educator, we should apply freedom of
expression when it comes to the knowledge and skills of the students through the
activities at school or during class. This will encourage students to engage in the
activity, gain knowledge, and use their creativity inside the classroom.Moreover,
collaborate with parents and specialized educators to cater to each student's unique
strengths and needs. Creating meaningful learning without regretting the value of
collaboration, respect, and values within while providing interaction and collaboration
in the class And according to Ms. Deserie, she had learned that students who are
gifted and talented often display exceptional abilities, high intellectual potential, and a
keen aptitude for specific areas such as academics, the arts, or leadership. In their
daily lives, this can lead to unique experiences and challenges.In terms of learning,
gifted students may quickly grasp concepts, require less repetition, and seek more
advanced, challenging material. They might demonstrate a strong sense of curiosity
and a deep passion for certain subjects. Providing them with opportunities for
enrichment, independent projects, and advanced coursework can enhance their
learning experience.However, these students may also face social and emotional
challenges. Gifted individuals may feel a sense of isolation due to differences in
interests or accelerated learning needs. Emotional sensitivity and perfectionism can
contribute to heightened stress levels. Creating a supportive environment that fosters
peer connections, addresses social-emotional needs, and offers outlets for their
interests is crucial for their well-being.
 REFLECTION PAPER IN STUDENTS WITH EMOTIONAL BEHAVIORAL
DISORDER

When we are out of control on something, we end up making the wrong decision in
life because of our uncontrollable emotions. That’s the one thing I realize when I
make this reflection about the students with emotional and behavioral disorders. Even
though we are not stated or diagnosed as having this kind of disorder, we can identify
with or relate to its impact on the people who experience it or the people who witness
this kind of behavior. What more if it is the student diagnosed with this one? How
would their parents handle their situation? How do they build up relationships with
others? Are there any interventions in this case? Emotional and behavioral disorders
are conditions that manifest through significant challenges in regulating emotions and
behaviors.There are characteristics where students with emotional and behavioral
disorders manifest such as emotional instability, disruptive behavior, difficulty
forming relationships, academic struggle, and low self-esteem that could impact their
ability to learn and thrive in a traditional classroom setting and also they cannot
control their aggressiveness that sometimes they could hurt others and their
ownselves.

. These characteristics can be seen in students such as attention deficit hyperactivity

disorder, autism spectrum disorder, oppositional defiant disorder, conduct disorder,
bipolar disorder, obsessive-compulsive disorder, and anxiety disorder.

Individuals with EBD often struggle with maintaining good relationships with their
peers or people , can’t handle their emotions properly, and have difficulty functioning
in everyday life. Students who have this condition require a comprehensive approach
that takes into account individual struggles and needs. It is also important to recognize
that EBD is not simply a result of a lack of discipline but rather due to a variety of
factors, such as genetic factors, environmental factors, and psychological factors.

Ms. Saida conclude that Sometimes even us don't have the ability to control what we
feel and can cause problem with others but people who have Emotional and
Behavioral disorder suffer more than we do, worst it will affect their academic
performance. Having no control over your own behavior and emotion may impact or
worst may let you suffer more, it may affect how a person see themselves, they will
struggle in forming bond with others so they might feel secluded from others.
However she think there's still an opportunity for them to engage and explore new
experiences with proper guidance and patience they might have a little changes
especially in their academic performance. As a future educator she now realize the
weight of being a second parent, it might be hard just realizing it today, but with a
proper discipline with herself and practice, may become a way for her to create an
effective method to help students in the future. Aside from that , according to Ms.
Arlene , As a future educator, it is our responsibility to create a learning environment
that meets our standards. This involves implementing strategies that support well-
being, both emotional and behavioral, while also adapting the curriculum for their
learning. Also invest in the patience , it is the essential things that educators have
asides from the commitment and love for the job. Collaborating with the parents,
mental health professionals, and other educators to address and highlight the essential
aspects of the students will ensure that they receive the care they need.Also, teaching
them specific skills such as self-regulation, the essence of handling emotions, and
empathy will help them manage their emotions and behaviors effectively.
Additionally, providing consistent support as well as positive reinforcement can
create predictability for these students. Addition of Ms. Deserie words ,she have
learned that Students with Emotional and Behavioral Disorders (EBD) face challenges
that can significantly impact both their daily life and learning experiences. EBD
encompasses a range of conditions, including but not limited to anxiety disorders,
mood disorders, conduct disorders, and oppositional defiant disorder.In daily life,
these students may struggle with regulating their emotions and behaviors, leading to
difficulties in forming and maintaining relationships, managing stress, and navigating
social situations. Emotional and behavioral challenges can affect their overall well-
being and influence interactions with peers, family, and teachers.In the learning
environment, students with EBD may exhibit disruptive behaviors, have difficulty
concentrating, and face challenges in completing tasks. These issues can hinder their
academic progress and create additional stress for both the students and educators.
Tailoring teaching strategies, implementing positive behavior interventions, and
providing a supportive and structured classroom environment are essential to address
these challenges.Socially, students with EBD may experience isolation and encounter
difficulties in communication and collaboration. Building a positive and inclusive
school culture, fostering social-emotional skills, and providing counseling support
contribute to their social development and overall success.
 REFLECTION PAPER IN STUDENTS WHO ARE BLIND OR HAVE LOW
VISION

It is important for our senses to function accordingly and perform daily activities.
They are united to function well, and with the absence of one sense, we will
experience struggles in life where we may not be able to see amazing things that God
made, we can’t be able to see the happy faces of our loved ones, and we also can’t see
our reflection in the mirror whenever we feel different emotions, checking our outfits,
etc. How about the students who are struggling to use their sight in learning, or as
their parents saw in their children the challenges that they go through, or the child
might have a little hope that one day they can see our world in a meaningful scenario,
not just through their dreams but with their own beautiful eyes? Students who are
blind or have low vision may face unique challenges in their educational journey.
These challenges may include accessing learning materials and participating in the
classroom. To become familiar with vision-related concepts will be a great support for
me in creating strategies to be effective when meeting students who are blind or have
low vision. This concept will not only help us to be good planners; it will also help us
to widen our understanding and knowledge about the nature of vision impairment.

According to Ms. Deserie, students who are blind or have low vision navigate unique
challenges that can significantly influence both their daily lives and learning
experiences.In daily life, individuals with visual impairments may encounter obstacles
in mobility, accessing information, and engaging with their surroundings. Tasks that
sighted individuals take for granted, such as reading printed materials or navigating
physical spaces, can be more complex. Assistive technologies, mobility training, and
accessible environments play a crucial role in facilitating independence and
inclusivity.In the learning environment, students with visual impairments may require
accommodations such as Braille materials, auditory resources, or tactile learning
tools. Accessing visual information presented on a chalkboard or in printed textbooks
can be challenging, necessitating alternative methods of instruction and assessment.
Collaborative efforts between educators and specialists in visual impairment are
essential to ensure that these students receive the necessary support to participate fully
in academic activities. Students with visual impairments may face challenges in
forming connections, understanding non-verbal cues, and participating in visually-
oriented activities. Encouraging peer support, providing social skills training, and
fostering an inclusive school culture contribute to their social development and well-
being. Aside from that, Ms. Ssaida said,Having a vision impairment will limit a
person's ability to see the world as it is, but it will not limit their ability to learn and
explore their interests in the world that exists in their mind. Though they can
experience a lot of challenges as they venture into their lives, we may feel empathy
towards them, but it will not help them to succeed. Deep understanding and providing
support when meeting them will be a better way for them to know that there are
people who understand them. She believes that individuals who have this condition
can really feel kindness more than anyone; they might not see it, but they can feel it. It
may be a way for them to connect to the world.
Furthermore, when she was in elementary school, we often had a visit to SPED
school. She saw some of them communicate really well with their peers, and with the
help of technology suitable for them, they became familiar with their environment and
also responded to sound more. They may not have a full vision of the world, but that
will never be the reason for them to explore it and become familiar with it. As a
FUTURE educator, searching for ways to meet the needs of our students, becoming
familiar with their needs and traits, and tailoring an environment that they can easily
adapt to is what she believes she needs to do and practice to help her future learners
and students.