Names: Maglaqui, Mark Rainier M.

Professional Education F/TC4

Miranda, Ashley M. Section: BPed 201
Morales, Lawrence T.
Santiago, Jhessie V. Jr.

“14 CATEGORIES OF DISABILITIY ACCORDING IDEA LAW”

“Every student can learn, just not on the same day, or in the same day”
-John Evans

AUTISM
-Autism is a condition that affects the way a person's brain works. People with autism
may have difficulty with social interactions and communication. They might also have special
interests or do things in a repetitive way. However, their senses like hearing and vision are
usually okay.
Teaching Strategy
When teaching a student with autism, it's important to be patient and use clear
communication. Here are some strategies
➢ Use visual aids: Use pictures, charts, or written instructions to help them understand
better.
➢ Stick to routines: Try to keep a daily schedule or routine, so they know what to expect.
➢ Give clear instructions: Use simple and direct language when giving directions or
explaining tasks.
➢ Encourage social interactions: Help them practice making friends and understanding
emotions.
Example:
Strategy: Use clear instructions and routines.
When teaching a student with autism about a daily schedule, create a visual chart with
pictures for activities like "morning routine," "lunchtime," and "homework time." Stick
to this schedule every day.
DEAF-BLINDNESS
- Deaf-blindness is when someone has both a hearing impairment (deafness) and a vision
impairment (blindness). This means they cannot see or hear well or at all. It can be challenging
for them to communicate and understand the world because they rely on other senses like touch
or smell.
Teaching Strategy
Teaching a student with deaf-blindness may require extra support for their unique needs.
Here are some strategies
➢ Use tactile communication: Use touch and hand signals to communicate. Learn
Braille if needed.
➢ Provide a quiet and consistent environment: Reducing noise and distractions can
help them focus.
➢ Offer sensory experiences: Explore the world through touch, taste, and smell.
➢ Use a support person: A teacher or aide can help with communication and safety.
Example:
Strategy: Use tactile communication and a quiet environment.
When teaching a student with deaf-blindness about shapes, create tactile shapes they can
feel with their hands. Do this in a quiet room with minimal distractions, so they can focus
on the shapes.

DEAFNESS
- Deafness is when a person cannot hear at all or has a significant hearing loss. Deaf
people might communicate using sign language or by reading lips. They can see and understand
things, but they can't hear sounds like music or voices.
Teaching Strategy
When teaching a student with deafness, it's crucial to focus on visual and written
communication. Here are some strategies
➢ Learn sign language: Learning sign language can help you communicate more
effectively.
➢ Use visual aids: Use pictures, videos, and written materials to support learning.
➢ Face the student when speaking: Make sure they can see your face to read your lips.
➢ Encourage participation: Encourage them to ask questions and participate in class
discussions.
Example:
Strategy: Learn basic sign language and use visual aids.
If you have a student with deafness, learn a simple sign like "hello" or "good morning" in
sign language. Greet the student with the sign every day, and use pictures or flashcards to
help them associate the sign with the word.
DEVELOPMENTAL DELAY (DD)
Developmental delay refers to a significant lag in a child's physical, cognitive, social, or
emotional development when compared to typical developmental milestones for their age. These delays
can occur in various areas and may manifest differently in different children. Developmental delays can
be caused by a wide range of factors, including genetic conditions, medical issues, environmental factors,
or a combination of these
➢ Motor Delays: These involve difficulties with physical skills, such as crawling, walking, or
holding objects.
➢ Cognitive Delays: These relate to intellectual and thinking abilities, such as problem-solving and
language development.
➢ Communication Delays: These refer to delays in speech and language development.
➢ Social and Emotional Delays: These involve difficulties in understanding and managing
emotions and interacting with others.
➢ Adaptive Delays: These refer to challenges in performing daily self-care tasks, such as dressing
or feeding.
Teaching Strategy
Teaching individuals with developmental delay disabilities requires a tailored and patient approach.
➢ Individualized Education Plan (IEP): Create a unique IEP in collaboration with the patient's
family, educators, and therapists. This plan ought to include explicit objectives, measures, and
considerations for the person's advantages and disadvantages.
➢ Visual Supports: People with developmental delay problems can benefit greatly from visual aids
like pictures, charts, and schedules. They can communicate, understand concepts, and understand
and follow instructions with the aid of visual assistance. A visual timetable, for instance, can be
used to describe daily activities and facilitate transitions.
➢ Use Multi-Sensory Teaching: Use a variety of senses to enhance learning. Use tactile sensations,
visual aids, auditory clues, and hands-on activities to reinforce learning. Use tangible items or
manipulatives for a hands-on approach, for instance, when teaching a math concept.
➢ Maintain Consistency: Establish and maintain consistent routines and expectations.
Predictability can reduce anxiety and confusion. Keep the environment as consistent as possible
to create a sense of stability.
➢ Patience and Empathy: Above everything, exercise patience and compassion. Recognize that
learning new skills may take longer for people with developmental delay issues and that progress
may be sluggish. Demonstrate compassion and offer emotional support.
Example:
Strategy: Visual support
When the child with DD struggles in learning in a specific topic, put some visuals for him/her so that
it can help the child focus and it can assist him in learning. Putting a visual to a child with DD will
help him to learn a little bit faster.
EMOTIONAL DISTURBANCE (ED)
A variety of emotional and behavioral difficulties in kids and teenagers fall under the
special education category known as emotional disturbance, often known as emotional
disturbance (ED) disability or emotional and behavioral disorder (EBD). Students who have
emotional disturbances struggle severely and persistently to control their emotions and conduct,
which has a substantial negative impact on their capacity to learn, socialize, and perform well in
educational environments.
➢ Inappropriate Behaviors: Students who are experiencing emotional distress could act
in ways that are inappropriate for their circumstances and age. Aggression,
impulsivity, disobedience, withdrawal, or excessive anxiety are examples of this.
➢ Mood Swings: The learning process and social relationships might be hampered by
emotional disturbance, which can appear as sudden and unpredictable mood swings.
➢ Depression and Anxiety: Depression and anxiety symptoms might hinder a student's
ability to learn and participate in class activities if they are experiencing emotional
disturbances.
➢ Frequent Outbursts: Outbursts of anger, frustration, or other strong emotions may be
common, leading to disruptions in the classroom environment.
➢ Impulsivity: Impulsive behaviors, such as acting without thinking, can be a
significant challenge for these students.
Teaching Strategy
➢ Emotion Vocabulary: Teach pupils how to recognize and communicate their feelings
utilizing a language of emotions. This may improve their capacity to express their
demands and feelings.
➢ Emotional Regulation Techniques: Teach the pupil specific methods for controlling their
emotions, such deep breathing, mindfulness, or self-awareness. They can use these
techniques to control their powerful emotions and curtail disruptive conduct.
➢ Behavioral Support Plans: Create tailored behavior intervention plans (BIPs) that detail
preventative and remedial measures for disruptive behaviors as well as their triggers.
Work together to develop efficient BIPs with the special education team and behavioral
specialists at the school.
➢ Positive Reinforcement: Use a system of positive reinforcement to reward and motivate
appropriate behavior. Reward systems can include tokens, praise, or small incentives
➢ Parent Involvement: Maintain open communication with parents or caregivers to ensure
consistency between home and school environments. Include them in the development
and implementation of support strategies.
Example:
Strategy: Positive reinforcement
Use a positive reinforcement for the child with ED, with positive approach the child will
have a consistent happy/good emotion. Giving tokens or rewards will also do when the child
participates in an activity.
HEARING IMPAIRMENT
Hearing impairment, often known as hearing loss or hearing disability, is a condition in
which a person's capacity to hear sounds is reduced partially or entirely. This handicap may be
acquired later in life or present at birth, and its severity can range from minor to severe. A
person's speech, social interactions, and possibilities for school or employment can all be
impacted by hearing impairment.
➢ Conductive Hearing Loss: This kind of hearing loss happens when sound waves are
stopped or prevented from reaching the inner ear. It frequently results from problems
with the middle ear or ear canal.
➢ Sensorineural Hearing Loss: Damage to either the auditory nerve or the inner ear
(cochlea) results in sensorineural hearing loss. It can be caused by a number of things,
including as heredity, aging, exposure to noise, or medical disorders, and is frequently
permanent.
➢ Mixed Hearing Loss: This type involves a combination of conductive and
sensorineural hearing loss.
Teaching Strategy
➢ Use Sign Language or Cued Speech: In order to facilitate communication, make sure a
skilled interpreter is present if the student communicates using sign language or cued
speech. If necessary, familiarize yourself with fundamental indications or signs.
➢ Caption or Subtitle Videos: Provide captions or subtitles for videos or multimedia
materials used in the classroom. This benefits both students with hearing impairment and
those without.
➢ Provide Written Instructions: Give written directions or tasks in addition to spoken
instructions to emphasize important points and assure understanding.
➢ Use Clear and Expressive Communication: Speak slowly and with clarity. To keep eye
contact, make sure you are facing the student. Avoid shouting or speaking too loudly
since this can muddle communication and make lipreading more challenging.
➢ Be Patient and Flexible: Recognize that individuals with hearing impairment may need
extra time to process information and participate in discussions. Be patient and adapt
your teaching methods accordingly.
Example:
Strategy: Using of Sign Language and putting a subtitle
When the child with EI struggles in learning, use a sign language for him/her so that it will
help him to understand more. If the child sits in my class although I'm talking, I also use sign
language and If I am showing a video, I'll make sure to put a subtitle.
INTELLECTUAL DISABILITY
A neurodevelopmental syndrome called intellectual impairment, formerly known as
mental retardation, is characterized by considerable restrictions in intellectual performance and
adaptive behavior. These limits can affect a person's capacity to learn, communicate, solve
issues, and carry out daily activities. They frequently become apparent during the formative
stage. Intellectual disability is frequently identified in childhood and is classified as mild,
moderate, severe, or profound depending on its severity.
Individuals with intellectual disability have below-average intellectual functioning, typically
indicated by an IQ (intelligence quotient) score below 70. However, IQ scores alone do not
solely determine an intellectual disability diagnosis.
Intellectual disability is often categorized into different severity levels based on IQ scores and
adaptive functioning. These levels include:
➢ Mild: IQ between 50-70, capable of acquiring practical skills for daily life with
appropriate support.
➢ Moderate: IQ between 35-49, may require considerable support for adaptive behavior.
➢ Severe: IQ between 20-34, often need significant support in various aspects of daily life.
➢ Profound: IQ below 20, necessitating intensive support and assistance for most aspects
of daily functioning.
Teaching Strategy
➢ Individualized Education Plan (IEP): Create and implement an IEP that specifies
precise objectives, modifications, and support services that are suited to the needs of the
individual. Review the plan frequently and make necessary updates.
➢ Scaffolded Instruction: Divide difficult topics or actions into smaller, more achievable
steps. As the person moves through each phase and gradually develops independence,
offer support and advice.
➢ Use Visual Aids: Charts, diagrams, photographs, and schedules are examples of visual
aids that can improve comprehension and communication. Visual aids can make
instructions clearer and serve as a guide for procedures and standards.
➢ Structured Routine: Maintain a consistent daily routine with clear transitions between
activities. Predictability and structure can reduce anxiety and facilitate learning.
➢ Patience and Flexibility: Be patient, understanding, and flexible in your approach.
Recognize that progress may be gradual, and be open to adjusting strategies as needed.
Example:
Strategy: Visual aids and having Patience and Flexibility
If a child with ID struggles in learning, use visual aids for him/her like charts, photographs,
etc. It will help him to increase its learning and also it will guide him/her for a clearer
instruction. While applying this strategy I will also be patient and flexible be because
teaching with a child with special needs requires more effort and understanding.
MULTIPLE DISABILITIES
A child who has more than one disability is said to have multiple disabilities. This refers
to a combination of disabilities causing severe educational needs that require providing a special
education program designed to address the educational needs that arise from all of the child’s
disabilities, not just one.
Teaching Strategy
To guide in helping these special children grow and develop new skills for independence.
➢ Provide positive reinforcement: Praise, rewards, and opportunities to make choices can
help students feel empowered and confident in their abilities.
➢ Use real-world examples: Using concrete examples and hands-on experiences can help
students apply what they learn to the world around them.
➢ Break down tasks into smaller steps: Multiple disabilities may affect a student's
executive function, making it difficult to process information and complete complex
tasks.
Example
Strategy: Believe in them!
They can do it. This sounds easy, but it can be challenging when you have tried lots of things
that haven’t worked. Hang in there and always remember that yes, they can! My biggest initial
failures often end up being my greatest successes in the long run.

ORTHOPEDIC IMPAIRMENT
A physical disability, such as paralysis, poor muscle control, difficulty with speech
production, or the loss of a limb, which limits one's ability to perform daily living activities, is
considered an orthopedic impairment.
Teaching Strategy
The key is to identify individual needs and then tailor instruction that adequately meets
those needs. A welcoming learning environment goes a long way in helping students with
orthopedic impairments succeed.
➢ Incorporate Assistive Technology: This may include technological devices, devices to
assist with mobility, or computer programs to learn and practice.
➢ Visual Aid: Using visual aids like pictures, diagrams and videos help students with
orthopedic impairments understand better.
➢ Accommodate Learning: Create ways to accommodate the student’s learning needs such
as providing extra time on tests and assignments, notes of key topics, and aids like
calculator etc.
Example
Strategy: Classroom Organization
Make sure to arrange the classroom in such a way as to promote the participation and learning of
the student. For example, having the student at the front of the class or providing various seating
options.

OTHER HEALTH IMPAIRMENT

Means having limited strength, vitality or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness with respect to the educational
environment, that is due to chronic or acute health problems.
Teaching Strategy
By implementing these and other accommodations and modifications, teachers can
support full participation and success for students with other health impairments.
➢ Breaks and Movement: Allow students with other health impairments frequent breaks or
opportunities to move around to help manage their symptoms.
➢ Collaborative Learning: Encourage collaboration with peers to provide additional
support and facilitate inclusion.
➢ Emphasize Strengths: Focus on individual strengths and abilities, rather than solely on
limitations or challenges.
Example
Strategy: Clear Communication:
Use clear language and provide visual aids to help students with other health impairments
understand the material.

SPECIFIC LEARNING DISABILITY

A Specific Learning Disability (SLD) is a neurological disorder that affects an
individual's ability to acquire, process, or use information effectively, particularly in the areas of
reading, writing, and mathematics. SLD is a broad category that includes various subtypes, the
most common of which are:
➢ Dyslexia: A reading disability characterized by difficulties in recognizing and decoding
words, often resulting in poor reading comprehension.
➢ Dysgraphia: A writing disability that affects the ability to write legibly and coherently.
➢ Dyscalculia: A mathematical disability that leads to difficulties in understanding and
using mathematical concepts and operations.
Teaching Strategy
➢ Multisensory Instruction: Use a multisensory approach to teaching. This means
incorporating different sensory modalities (visual, auditory, kinesthetic) to present
information. For example, when teaching a student with dyslexia to read, you might use
programs that involve seeing, hearing, and writing words simultaneously.
 ➢ Explicit Instruction: Be explicit and clear when teaching. Break down complex concepts
or skills into smaller, manageable steps, and provide step-by-step instructions.
➢ Differentiated Instruction: Recognize that students with SLD may have varying
strengths and weaknesses. Differentiate your instruction to cater to their individual needs.
Provide additional support or alternative approaches for areas in which they struggle.
➢ Provide Visual Aids: Visual aids, like charts, diagrams, and graphic organizers, can help
students with SLD understand and remember information.
Example:
Strategy: Multisensory Instruction
Introduce a multisensory reading program that combines visual, auditory, and kinesthetic
elements. use color-coded letters and sound cards to help people with this kind of disability
associate letter sounds with their visual representation. For instance, the letter "b" is
associated with the color blue, and person with specific learning disability practices tracing
the letter while saying the sound "buh."

SPEECH OR LANGUAGE IMPAIRMENT

A Speech or Language Impairment is a communication disorder that affects a person's
ability to understand, use, or produce spoken language effectively. This impairment can manifest
in various ways and may involve difficulties in one or more aspects of communication, such as:
➢ Speech Sound Disorders: Difficulty pronouncing sounds, words, or sentences correctly.
This can include articulation disorders or phonological disorders.
➢ Language Disorders: Challenges in understanding and using words, sentences, and
grammar appropriately. Expressive language disorders involve difficulty in putting words
together to form coherent sentences, while receptive language disorders affect the
understanding of spoken language.
➢ Fluency Disorders: These include stuttering, which is characterized by disruptions in the
flow of speech, such as repeating sounds or words.
➢ Voice Disorders: Conditions that affect the quality, pitch, or volume of a person's voice.
This may result in hoarseness, breathiness, or other voice-related issues.
➢ Pragmatic Language Disorders: Difficulty in using language for social communication,
which can involve problems with understanding and using nonverbal cues, taking turns in
conversation, or appropriately adjusting language based on the situation.
Teaching Strategy
➢ Visual Supports: Use visual aids like picture cards, charts, or diagrams to support
communication. Visual cues can help students understand and express themselves more
effectively.
➢ Modeling and Imitation: Model correct speech and language patterns. Encourage
students to imitate correct pronunciation, grammar, and language use. This helps them
learn through observation.
➢ Structured and Predictable Routines: Establish structured routines in the classroom.
Predictable routines can reduce anxiety and make it easier for students to anticipate and
participate in classroom activities.
 ➢ Positive Reinforcement: Use positive reinforcement to encourage effort and
improvement. Praise the student's progress and use a rewards system to motivate them.
➢ Scaffolded Instruction: Gradually increase the complexity of tasks or language skills.
Start with simpler tasks and build upon them as the student becomes more proficient.
Example:
Strategy: Visual Supports
Use picture cards with images and labels for words that a person with speech or language
impairment finds challenging to pronounce. These visual cues help him better understand and
articulate words.

TRAUMATIC BRAIN INJURY

A Traumatic Brain Injury (TBI) is a type of brain injury that occurs when an external
force, such as a blow or jolt to the head, causes damage to the brain. TBIs can vary in severity,
and they can lead to a wide range of physical, cognitive, emotional, and behavioral impairments.
Some common causes of TBIs include car accidents, falls, sports-related injuries, and violence.
TBIs are classified into three main categories based on their severity:
➢ Mild TBI (Concussion): This is the most common form of TBI and is often referred to as
a concussion. Symptoms may be relatively mild and include headache, confusion, and
short-term memory problems.
➢ Moderate TBI: In this category, individuals typically experience a more significant loss
of consciousness and more pronounced cognitive and physical impairments.
➢ Severe TBI: Severe TBIs involve a prolonged loss of consciousness and can lead to long-
term or permanent disability. These injuries often require intensive medical intervention
and rehabilitation.
Teaching Strategy
➢ Individualized Education Plan (IEP): Collaborate with the student's IEP team, including
special education professionals, therapists, and the student's family, to develop a
personalized plan that addresses the specific challenges and goals of the student.
➢ Structured Environment: Create a structured and predictable classroom environment
with clear routines and schedules. Consistency can help students with TBI better
understand and navigate their daily activities.
➢ Chunking Information: Break down information into smaller, more manageable chunks.
Provide step-by-step instructions and use visual aids like checklists or graphic organizers
to help the student organize and remember information.
➢ Frequent and Repetitive Practice: Encourage frequent practice and repetition of key
concepts and skills to reinforce learning and memory.
➢ Multisensory Learning: Engage multiple senses in the learning process. For example,
use visual aids, hands-on activities, and auditory cues to reinforce learning and
understanding.
➢ Regular Breaks: Allow for short, frequent breaks during tasks to prevent cognitive
fatigue and enhance focus and concentration.
 ➢ Clear Communication: Use clear and concise language when delivering instructions or
explanations. Encourage the student to ask for clarification if needed.
Example:
Strategy: Multisensory Learning
Use visual aids, interactive activities, and audio recordings to engage multiple senses in the
learning process, making it easier for people with TBI to grasp and remember the content.

VISUAL IMPAIRMENT, INCLUDING BLINDNESS

Visual impairment, including blindness, refers to a condition where an individual's vision
is significantly compromised, making it difficult or impossible for them to see and interpret
visual information in the same way as someone with normal vision. There are different levels
and types of visual impairment:
➢ Blindness: Total blindness refers to the complete absence of vision, where a person
cannot perceive light or any visual stimuli. Legal blindness, on the other hand, is a
specific classification that varies by country but generally means having vision that is so
impaired that it cannot be corrected with glasses or contact lenses, or having a very
limited field of vision.
➢ Low Vision: This category includes individuals with partial sight or significantly reduced
vision, even with corrective devices like glasses or contact lenses. People with low vision
may still have some useful vision, which they can use for daily tasks, though they often
require various forms of assistive technology and adaptations.
Teaching Strategy
➢ Braille Instruction: For students who read Braille, provide access to Braille materials
and instruction. A certified Braille instructor can help students learn Braille for reading
and writing.
➢ Tactile Graphics: Use tactile graphics and raised-line drawings to represent visual
information, maps, diagrams, and illustrations.
➢ Audio Materials: Utilize audiobooks and other audio resources, including textbooks and
learning materials, to make written content accessible through screen readers or other
audio devices.
➢ Adapted Learning Materials: Adapt traditional classroom materials to make them
accessible, including embossed or large print texts, raised-line materials, and tactile
labels.
➢ Verbal Descriptions: Use detailed verbal descriptions of visual content, such as images,
graphs, or objects, to provide context and understanding for students.
Example:
Strategy: Braille Instruction
Provide them with Braille textbooks and learning materials, and make sure that the classroom
is equipped with a Braille embosser for creating additional materials.