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    Section 5 Chapters 121314

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    Cindy Flores

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    © All Rights Reserved
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    SECTION 5 Learners with Difficulty Remembering and Focusing Section Intended Learning Outcome (SILO Develop an dP applying tie prnedieles cued strategies dn touching Imeem with a/enny a remembering and focusiag. Chapter 12 Types, Characterisiles, and Identification of Learners with Difficully Remembering and Focusing ‘This chapter provides an orlemation on wo disabilities of learners with difficulty temembering and focusing: lenrning disabilities and attention-deficit hyperactivity disorder, which make neademies particularly chollenging for learners even Jf they are provided with adequate and appropriate instructian and despite having generally average level of imelligence. ‘The various ways In which these two disabilities are defined are discussed. Moreover, information on their different types, characteristics, and causes arc given. The common ways in which learners with difficulty zemembering and focusing are {dentified and assessed are described. Tools which teachers can casily use to determine students who may be having these disabilities. I ee Anolyze the different types, identifications, etiofagles, assessment, ond chorocteristics of earners with difficulty remembering and focusing. Blovcact {EARNING DISABILITIES learning Disabilities have been given different definitions, The Individuals with psusiisies Edueation Act (IDEA) defines specific learaing dicabilicy as 2 disabiliry in so! Dore ef the basic psychological processes involved fs underscanding or In using scrayt, whether spoxen or written, that may manifest ta terms of imperfect ability SEE think, speak, read, write, spell, of to perform mathematical calculations. This aces perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and Ssrigpmental aphasia. It does nor include problems thar are primarily the result of vastl bearing, or motor disabilities, of mental retardation, of emotional disturbance, stot ecvironmental, cultural, or economic disadvantage. The following criteria are sunly considered: (1) severe discrepancy between one's intellecrsal ability end sczdenic wcottment; (2) the learner's difficulties are not the result of another lnown condition 2x cause learning problems; and (3) there is a need for special educetional services Heward, Alber-Morgan, & Konrad, 2017). On the other hand, the National Joint Commission on Learning Disabilities (CLD) defines learning disabilities as a general term referring to a heterogeneous rrp of disabilities manifested by significant difficukies in acquiring and using lixening, sealing, reading, writing, reasoning, or mathematical abilities. These disabilities are eberent to the individual and are caused by dysfunction in the central nervous system #2: is present during one's life span. Along with learning disabilities, one may also have eblems in terms of self-regulation, social perception, and social interection. Althaugh me may have leaming disability together with other handicapping conditions such as scary impairment, mental retardation, and emotional disturbance, as well as other stuences such as culmural differences, and inadequate or inappropriate instruction, these ezditions of influences are not the direct cause of leaming disability (Heward et al., nin. ‘The definition of the American Psychiatric Association (APA) is usvally used in tzical and diagnostic settings. Instead of learning disabilities, it uses the term learning sésorders. Specific learning disorder {s defined as a neurodevelopmental disorder that sE=ders one from learning academic skllls, Learners diagnosed with specific leaming sorder perform below average in terms of reading, writing, or mathematics (Heward et (4, 2017). fl 165, Copter 12: Types, Cherocteritic, ond identtication of Leorert with Dific uly Remembering ond Focusing: Characteristics and Types of Learning Disabilities Individuals with learning disabilities have problems in terms of listening, reason, memory, attention, selecting and focusing on relevant stimuli, and in perceiving ang processing of visual and auditory information. Among the problems are reading probleny, ‘written language deficits, math underachievement, poor soclal skills, attention deficit ang ‘hyperactivity, behavior problems, and low self-esteem or self-efficacy. These are assumed to be caused by perceptual and cognitive processing difficulties. The following are the ‘various characteristics of learners with learning disabilitles; although these are diverse ay learners with learning disabilities are heterogeneous graup, one thing in commen [s thay ‘they share thelr low achlevement despite generally effective Instruction and average leve| of intelligence (Heward et al, 2017). ‘Table 12.1 Characteristics of Learners with Learning Disability Reading Problems Learners have difficulties with aceurate and/or fluent word [Dysiesia) Fecognition and by poor spelling and decoding abilities. ‘Written Language Learners’ ability In terms of mechanics of writing (e.g. spelling, Deficits unctuating) Is way below what Is expected of thelr age. They alsa have difficulty communieating theit ideas through writing. (Math Underachlevement | Learners perform poorly than thelr peers in every type of math Problem. ‘They have significant difficulty In terms of retrieving umber facts and solving story problems. ‘They are prone te Interpersonal problems, which efien lead ta ‘ejection, tow socal status, unpteasant interaction with teachers, ditheulty making frends, and lonefiness. Attention Deficlt and ‘They have dificulty paying attention to a particular rask or become Hyperactivity loverty active. Is possible that a leamer who exhibits this may have attention deficit hyparactiity disorder (ADHD). Behaviar Problems Incidences af behavior problems among those with learning disablhty are higher than usutl. Upon adolescence, those with learning disabiltes are more likely ta show risk taking behaviors such a smoking. marjuana use, delinquency, aggressiveness, and gambling. Leaners with Yearning disablty are more likely ta have low self efficacy, mood, effort, and hope than their peers. Mewar et al, (2017) her 12: Typer Choractertatics, ond identification of 1 Gnepler 1: Werpmcuey Remembatng ond Foevirg APA (2013) uses the following specifiers In the dingnosis af lenrning disorders: © With impairment In ending (dyslexia) = word reading accuracy; rending rate or fluency; reading comprehension © With Impalrment (n written expression - spelling accuracy; grammar and punctuation accuracy; clarity or organization or written expression With Impalrment in mathematles (dysenleulin) - number sense; memorization of arithmetic facis, accurate or fluent calculations; accurate math reasoning Severity may also be classified as: + Mild - Some difficulties in learning skills in one or two domains but the learner Is able to compensate with appropriate accommodations or support services, + Moderate - Marked difficulties Leming skills in one or more academic domains that the learner is unlikely to become proficient without some intervals of intensive and specialized teaching in school, + Severe — Severe difficulties in leatning in several academic domains that the learner ts unlikely to learn thase skills without ongoing Intensive individualized and specialized teaching In school. Causes of Learning Disabillties The following are possible causes of Jeamning disabilities. ‘Table 12.2 Possible Causes of Learning Olsabliitles Possible Cause De al Learning dlsabllifes often run in the family, It ls not uncafmon for fone with learning disabiltes to have parents or other relatives with the same condition. Problems During. Learning dlsabiites could be cue to liness or Injury before birth. Pregnancy and Birth Also It could be caused by low birthweight, lack of oxygen, drug and alcohol use during pregnancy, and premature or prolonged labor Ineldents After Birth {t could also be due to head Injuries, nutrittonal deprivation, and exposure to toxle substances such as lead. His to be noted, however, that learning disabilities are NOT caused by economic disadvantage, environmental factors, or cuftural differences. In fact, disabilities, 1 e Is mo apparent cause for learning Horowitz, (2018) Chopter 12: Types, Chorocleriiles, and | 167 Identification and Assessment of Learners with Learning Disabilities ‘The following are used in the Identification and assessment of learners With tray disabilities, Table 12.3 Identification and Assessment of Learners with Learning Disabilities Standardized iQ teats and individual achievement tests are typically administered during the referral process. Examples of these tests are the following Intelligonce and Aachleverent Tests © fowa Tests of Basie Skills (Hoover, Dunbar, & frisbie, 2007) © Woadcock-iohnson ll Tests of Aehievernent (Woodcock, Shrank, McGrew, & Mather, 2007) © Wechsler Individual Achievement Test I (Weehseler, 2009) Frequently administered reading achievement tests include the following: * GotessMacGinitie Reading Tests (MacGinitie, PacGinitie, Maria, Dreyer, & Hughes, 2006) * Gray Oral Reading Tests (Wiederholt & Dryant, 2001) © Tests of Reading Comprehension (Brown, Wiederholt, & Mammil, 2008) * Woodcock Reading Mastery Test (Woodcock, 2021) Norm-refereneed tests that assess mathematics achievement Inglude the following: # KeyMath--.3: A Olagnostic inventory of Essential Skills (Connotty, 2007) * Stanford Diagnostic Mathematics Test (Beatty, Madden, Gardner, & Karlsen, 2003) ‘+ Test of Mathematical Abtities (Brown, Cronin, & Mictntire, 194) Criterion-Referenced Tests Criterion-referenced tests, as opposed to norm-referenced tests, compare an Individuals scare to a predetermined criterion rather th" ‘hat with other individuals, An example of a criterion-referenct ‘est widely used by special educator is the Brigance Comprehensive Inventory of Basic Skis (Brigance, 2010), Curriculum-Based ‘Measurement Also called progress monitoring, it entalls measuring the grawth ol students! proficleney In the core skills that contribute to success in School It is @ formative assessment method that provides Information on student learning as instruction takes place over pe Heward (22° a Chaplet 12: Types, Characteritics, and ldeniitc ation of tee V with Ditfcutly Remembering ond Focusing The following observation form provided by the New Brunswick Department of Education (n.d) may be useful for teachers in identifying lenrners with leorning gisabilities, Table 12.4 Observation Farm for Learning Disabilities Observation Report Form Student's Name: Oral Language: Handwriting or Printing: Copying Ability: Focus of Attentlan: ‘written Expression: Problem-Solving Skills: Social Skils/Peer Relstianthips: General Classroom Behavior: New Brunswick Deportment of Education (ad) (ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) Attentlon-deficit hyperactivity disorder (ADHD) Is defined as a persistent (pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning vor development (American Psychiatric Association, 2013), Its main symptoms Include thattention and hyperactivity and impulsivity, Inattention manifests in not attending to ‘details; difficulty keeping one's attention to tasks or activities; nat lstening; not following Hihrough on Instructions; disliking of tasks requiring sustained mental effort, frequent ‘hosing of things, being easily distracted, or being forgetful. For instance, a leamer mny Rant doing a task, but then docs not follow through on it once sidetracked. Hypernetivity 'nd impulsivity could cause one to fidget and become restless. Children who have these Sopter 12:Typet, Characteristics, and Idenificatton ol Learners 169 with Ditflcuily Remembering and Focusing ‘ Symptoms may climb on furniture and become too loud or noisy. It ean be devery, by being often “on the go” and as if being “driven bya motor.” The learner may excessively, blurt out answers, have difficulty walling for one’s turn, Interrupt eff and act without thinking. One may alse become Impatient, rush through the tat, may find Ik difficult to resist temptation, ‘This could be a challenge for a learner as, | example, one may start doing a task withaut first reading or listening to instruc, {Americon Psychiatric Association, 2013; Ieward et al., 2017). 1 Characteristics of Learners with ADHD hy, The follawing shows the common characteristics of tearners with ADIID. It is 4 be noted, however, that those with ADIID may be (1) Inattentive, but not hyperactivg Impulsive; (2) hyperactive and impulsive, but able ro pay attention; or (3) inattentiss hyperactive, and Impulsive, which is the most common form of ADHD. Table 12.5 Characteristics of Learners with ADHD roi} Deo) tnattention Maving teouble staring locused; easily gets distracted or gets bores with 2 task before Hh completed Appearing 10 not listen when spoken to Havng dificuty remembering things and following Instructions; net paying attention to details or mating careless mistakes Having trouble staying organized, planning ahead, and finishing projects Frequently losing of misplacing homework, books, toys, oF other Hers Hyperactivity Conitant fidgeting of squirming Having icukty siting sl, playing quletly, or relaxing Moving around constantly, oten running or climbing Inappropriate Talking excessively Talking excessively Having 2 quick temper or “short fuse” Impulsivity Acting without thinking Guessing rather than taking Ume to solve & problem or blurting out answers in class without wilting 10 be ealled on o7 hearing the ‘whole question Intruding other people's conversations o¢ games ‘Often Interrupting ethers; saying the wrong thing at the wrong time Inability keeping powerful emottons in check, resulting in angry ‘outbursts oF temper tantrums HelpGt Fu. (2038) ae ‘Chapter 12: Typen. Characteristics, Ond ke 4 pornent 170 ” wihimcay mene —~ Comorbidity of ADHD ADIITY fe weually crimen tid with bene Recrinl diewkitiew amt Keseniing dieatuling \OiNY aterm with ADIT nlen hae cahet divseders de! ¢ niothot mpertnim diennters, tit ? ters, and oherecive gumnputiive Aiecedet Figars 121 theten otter mrmptrete that geo come comorbid with ADHD ie Figure 12.1 Common Symptoms Cemerbal mith BONO ‘Adapted from Porchtatry Ut, (2018) Coures of ADMD What emer ADHD exaeaty fe eel pee yet fully undertone, It (s potlhte for } with ADIT te monifeer the tame hehavrore, yer these enuld be caused by differs, frets Whetent ALITY ie remtideted & henetogieally haved disenter, there is 10 dey and conuerent evidence that linker te bean damage or dytfunetion. There are en Whar ahem cirietiiTal re Mite hem al dMerenced im brains af these with ADHD, Bur iy oberrvaiin te net prreent te evenvnne who hat ANTID, and what can be nbserved Brains to tear with ADHD) cn alg te chterend in tome ef those without, demenstratisy the ineonaivenciee in receatch findingt Gente factors could be a possible any bbe thear with ADIT in the family ere at greater risk ef having if. ADHD als shar Aympinme with alot nf other generically linked ditorders wueh as fragile X emndmme Tumnet eyndininr, ahd Williams tndrome, which shares ADEs problems with attention and tmpuleteity ADHD it alto accociated with ether ennditions, ineluding feral aleohs fyndenme, prenatal expocure te crcaine, and lead potioning (Heward et al., 2017). Wentification and Treatment of ADHD Ome of the tools that texchers can ust in order to Mentify learners with ADHD is the Vanderbilt ADIT Diagnostic Teacher Rating Scale which measures ADHD and other msnciatnd rymptome Buch as oppaitionsl defiant and conduct disorders, and anzlety or depression symploms. The following are some of the items of the scale that measures symptoms of ADHD. Table 12.6 The Vanderbih ADHD Diagnostic Teacher Rating Scale Vonderteit' AOHO Diagnostic Teacher Baring Seale (ADHD Nema nty: see Wobrich [5] Bor INe Aull scale) etawon o10 counted H they are scored tm9 (chen) oF terwe (very often) framesrbon - rrquers bw 6! mote Comte’ between free questions 17 fur mication of the peaanunantly wattennve Wane Haperertian hulinnty = travers sie oe more (oUeted Berowery hum questions 10-14 for indian ol the predomanettly Mypereston ended Witt Coninned Mate - Heute Ha BE mre eet END SMR On BORN AN Maltention and tyberac tat Pindlanay dunenaioca 1. Fal to give attention to details or makes mistates in tchool work 2. Mab éifMeulty sustaining attention ta tasks o7 anernes 3. DDEL not seem ta listen when spoken to rect 4 Dee nat fallow through on Insiruction and faily to fongh sehoolwark (not due to oppositional behavior or failure to waderstang) S.Mav dithcutty organiaing tris and activtien 6, Avouds, ¢ i eluctam (0 7 athe that reguire sustaining mental etter 7, Goves things mecevsary far tavha of acrvitien (schoo! aisigrenents, pencils, of books} A Weal dittracted by extrancout 10 Fidget wih hand ox feel oF scm a seat 1D Leaves seat in clasemem or in other Mtuation: in hoch remaining seated ty expected 12. Runs about or chmby excevuwely in situations In whieh remaining seated in erpeciod 33. Mas dithcutty playing OF encering in leiure acroimes quietly 15 Tas excriwely 16 Blurts Cut answers before question have been completed 1k interrupts or intrudes on others (€ g, butts Into conwersations oF EAMES) ‘Chaplet 12: types. Chorocteratics, ond identficotion ofinernert tem Dicuty Lemembering ond Focusing ADHD may be treated through medication or behaviorally-based Intervention, Medication, (usually stimulants) is the most common treatment for children with ADE Behaviorally-based interventions derived from behavier analysls are also used to mang, symptoms of ADHD. These interventions provide teachers and parents with Practleg strategies for teaching and living with children with ADHD. Among the methods 4, positive reinforcement for on-task behavior; modifying assignments and instructiony activities to promate success, and systematically teaching self-control. Teachers ms Testructure the environment (e.g., let the child sit near the teacher; break the assignmey, down into smaller, manageable chunks); pravide differential consequences for the learner, ‘behavior (¢.g., use of positive reinforcement such as praising or giving the learner token, ‘when appropriate behaviors are shown). Interventions that are based on functions) assessment of off-task, disruptive, and distracting behavior by learners with ADHD have alsa been found effective (Heward et al., 2017). Typical and Atypical Development The following shows the stages of attention development which could help teacher, and parents identify whether the child Is still at par with peers or if there isa delay. This could be helpful in identifying whether a child could be having difficulty in terms of remembering and focusing and if intervention fs needed, Table 12.7 Development af Attention Oto 1 year Eatremely distractible 1 to 2 years Concentrates on task ef own choosing 2003 years Can shift attention from one activity to another with adult's help Can switeh attention without adult's help 3a years 4105 years Attention Is two-way 5 t0G years Attention ls established and sustained AHS Ayrshire & Arran tnd) 174 ‘Chapter 12: type, Chorachelilies ond Ident vith Gitieutly Ramembering ond Fi Chapter 13 PancHles and Strategles of Teachtng and Destyning IP for Leamers with Difficulty Remembering and tocuilng Laks wih, ae milky SCAN! are GHEE Mtg aint fewwmes have featitling elvarante lattes se challenging Dae to thew alilneulttos, Sed tagcat untoantiatticast cinteuuaera dates that Uhile ellaptet wa the chowteon ait iy the development of the WAS, as tinavlise din thes puovtone elapte PAL De the roars of proteacionaly tugether with the guanlli of the es present levels ot Peiformaner, Heats ‘x mveasuintile rn ax all Yeamers with itil or disabilities requtte TER Pee: referral ore the learner is subjected ty forpial testinyy atu! evaluation for special schouls adhere to the use of Regus to Iterventlon (i), ‘This bsp Dchavloral Systems Ther tit | revoua! sadententery Smut i Individual Students Gaz Intense, Durable Procedures Hen messy Frequently Progress Monitoring | Tier 5-10%| Some Students (at-rtsk} Small Group Interventions, ‘Ther I All Settings All Students. Preventive Proactive Figure 13.1 Response to tntervention (Lorain City School Distriet, 2018) at An evaluation team eompaced of teachert and enperte determine Ifa teng daatulity ndvrreety affect the edicarinnal performance, andl thus recommend the lear. for ILD eligibility A mmulisbectplinaty TEP team ts wlentified conceting of the uit, , apectal and regular teachers, and other specialite (eg. speech-language patholeg, Phovical therspist, etc) aumel 91 amtaining the TEP goal, The TEP I revtewed! annus, and is tevited to addsees any lack of expected progress on the child's educatiny Peiformence. {THE TEP team also deciles if an TET 4 na longer nceded or tecommen, placement if warranted In this chaptet, educational approxches and strategies suited to those with specit eaming dissbiliies are suggested These could be used in either special education sey (tier 3) of regular clacstoom setting (tier 1). ICT CSTE err Use Inowiedge of general and speciotzed curricula in devgning indiwiduahie learning Jor leamerns with difficulty remembenng ond focusing tGaGE EDUCATIONAL APPROACHES Below are general educational approaches intended to learners with difficulty remembenng and focusing. Universal Design for Learning (UDL) ‘This w an educational framework and set of principles thar maximizes learning opportunities for all leamers by cteating and Implementing lessons with Mexible goals, and assessments. 11 originally emerged from the fields of urban design and architecture, and tefers to the process of crafting practical solutions ko meet the needs of those with disatulities and at the same lime, benefiting those without disabilines. When applied te curniculum and instruction, 11 incorporates three principles: 1, multiple means of representation to ive diverse learners optiony for acquiring information and knowledge (ez, present information and csntent {n different ways); 2. mubiple means of action and expression ta provide learners options for demonstrating what they know (e.g. differentiate the ways thal students ean express What they know); and 3. multiple means of engagement to tap Into students? interests, offer appropriate challenges, and Increase motivation (e.g, stimulate interest and motivation for learning). Since each child learns differently, one can benefit from the use of UDL, as It designs tind delivers a variety of learning formats, assessments and tools. UDL helps ensure 180 Chop 1: Mnclle ond Shotts of Teaching nd Desonng I ‘learners with Diicuty Remembering and Focusing that curricular materials and leaning technologies accommodate the learning needs of the widest possible range of individuals, including those with severe learning disabilities. Unlike the differentiated Instruction, UDL Is developed with the amticipation of diversity in the classroom. Differentiation, however, Is made upon the disclosure of disabilities in the classroom. Below presents a sample UDI. lesson plan, PER Truk Le Sul acd Instructor: Teacher Zhanina Umall Custodio Subject: Science Title: Ecosystems, Day One Grade level: Three esson © Gain basic understanding of the ecosystems, Gbjertves —@ Identity ways for monitoring and malntalning ecosystems. Some - Recagnite the seope, Intensity, and Impact of natural charges In the ecosystem, Most - Define ecosystem by describing some of Its main components. AIL Explain the effects of human activities In bn ecosystert Tees of According to Learning Style tearnens © Visual Aswumed to & Auditory beinthe —@_Taetile/Kinesthetic Classtoom According: to Academic Abibty © Average learners Fast learners . Those who have or might have learning dlsabilttes Those who may have difficules in the use of English Lanj Thase with reading and/or comprehension problems ‘According to Behavioral Concerns Those who can focus well Thase with short attention span Those who are hyperactive Thase wha rely too much on others 12 Uist down aenvities which they cam parferm al heme, school, oF ia their Standards neighborhood to keep the environment clean. Identify the basic needs of humans, plants and animals such as air, food, water, and shelter. Shooter 13: Principles ond Sirategies of feoching ond Dexigning [IF 1h fot Leomers wih Difficulty Remembering ond feevsing ; Materlals/ Resources Picture of frults and vegetables, picture of an ecosystem to be projected on the serean and (o be distributed in the class, groups of pictures of different ecosyiten, components, ravel guides, pictures and viogs (with subtitles) of Boracay, Phillpptey news article, video clips (with subtitles) on the 2018 closure and redevelopment g Boracay, pletures of human practices that maintains and damages the ecosystem, Lp projector or TV monitor, laptop or desktop, speaker, printer, photo paper and bond paper for printing, whiteboard marker, ecosystem video chp, and rubries Assessment lesson Ch 182 © Formative/angoing assessment (observation, asking questions, volunteering ideas) ® Summative/end of the lesson assessment (use of different rubrics suitable to the students" chosen mode of delwery or expression) ry Cr Deed cya eeu Pupils will be asked 10 share (via lystration or discussion) | Oral Presentation thelr dream vacation (destination, mode of |ranspartation to | with a seatmate Gr be used, food chelees, hotel accomadations, companion, | presentation of an ele.) with a seatmate. The teacher goes around to check Mystrated work to these pairs while paying particular attention ta pupits with | seatmate difficulty and those who are not doing the task, Reading aloud of words Two pairs wlll be asked to present their answers to the class | individually and in while the teacher lists dawn (legibly on the board) the groups different basic needs (water, food, shelter) mentioned In the Dresentation. The teacher then asks everyone to read aloud | Individual and group the listed words on the board (followed by smaller group, | access to the picture by pair, and then individually). From the ist, the pupils are | presented asked ta classify the listed wards Into basic human needs. The teacher will present a picture of frults and vegetables (ax examples of basic needs) and will Inreduce that thete pictures bolong to one component of the ecosystem, Apicture of the [COSYSTEM will be presented via LCD projector or TV moniter, while the same picture will be distefbuted to thexe pupils with difficulty seeing trom Projected images, Everyone will be asked to share what they see from the pleture and then later on will come up with the definition af the ecosystem, Chapter 1%: Principles and Stroke ol Teaching ond Deigninwe fr 1a Fibeclbiet ond Stakegies of Tees eal The teacher will present three pictures, {each pleture epresenis ane component of the ecasystem - producers, consumers and decompasers) 10 pupils in pairs while they Quietly figure out one difference among the components The puplls are encouraged to speak and share thelr thoughts Using the medium af language they are most comfortable with and is understood by their classmates. ‘Small of individual work using comfortable medium of language’ Collaboration in smatt and large groups Presentation of video (with subtitles) done twice in the class ‘After ten minutes, the pairs will be asked to do the same task, but this Ume with another pair ef pupils, combining new sets of pletures and obtaining new characteristies of each of the components, After five minutes, they could again collaborate (if time permits) with anather small group, forming a larger group ta do the same task. The teacher then Jumps from one large group to the next to see thelr Findings. Presentation of ecosystem examples via Individual, small B¢OupS, or via ability palring, though the following: illustrations, tableau, paragraph writing, school observations, use of Google images and observation ‘After the last regrouping, the pupils will be assigned to hold one picture (either by pair or Individually) and the entire ¢lass, with the teacher's support, will be challenged to come up with grouping all pictures into three categories of the ecosystem, After taking all considerations on the diferent characteristics of these components, ike In the game of the boot is sinking, each group should stick ogether, making sure that all pictures belong to the same group, ‘Their final task in this activity Is ts form a defining group fame and to share their findings as to how they represent only one component of the ecosystem, Through the teacher's scaffolding, the terms - produce food or Producers, consume food (cansumers) and break down waste (decomposers), should be used In their findings. ‘The words PRODUCERS, CONSUMERS, and DECOMPOSERS will be written dawn on the board and the pupils will be tasked to categarize the pictures they hold under thase listed words and briefly explain why they think the pictures ‘belong to that group, After thls activity, all pupils ga back to thelr seats. An ecosystem video clip (with subtitles) will be presented Awice In the dass as the pupils identify examples and characteristic of each ecosystem component. ‘Ahir the discussion, the students will be asked to make thelr own examples of the ecosystem components, ether Individually or in small groups through (a) making Mustrations,(b} acting out a tableau, (c} paragraph writing, {] using technology to search for Google images {to Be printed out in photo papetl, and even from {e) doing observations and taking pictures of ecosystem components available in the classroom and school {to be printed out in photo paper). The teacher can also 60 ability pairing of a pupil who da wellin the subject and a pupil who struggles in the subject. The teacher also aes araund 10 check students white paying particular ove attention (o students with gitfculty, attention deficits, and those who are not doing the tatk, The class will ereate a gallery of Bindings as they stand up and present theit works and performances In a designated area in the classroom, The Leather goes around in the gallery while giving positive comments to all Work and also asking for feedback from other groups. ‘The teacher ean also hand pick brillam works ta be Included In the Ciaxsroom Proud Wall from the presented Eallery of itustrations, paragraphs, Google images, and pictures from school observation. As per the tableau, the teacher may alsa opt to take & picture of the presented ableau and post them as best output. u (Shanter1: etnies ond Stage ot teuchlog ond G ‘The Inaclnr will prmannt travel quid, plepupme, andl wings of Boracay, Mhilipipiees te Hom laws weet welll foe followni by w discusston about their ubemvalion ahd tho place, The teacher with aiva pamunnt why Navacay ty Well Anni Meat ination (a thn wrtld Hemet anian oF Boracay Hhyrougl travel gules, Dieta ant veg (wth suhatiles) Peventation of Woracay dloyuew anv tedevelopmant via snow anh ave nivrespapior article After the dixeusston, th 1 rewiHoal cn th elagurm nn pedi Wo Ube Ppp Im Uh yedt 20K, Th Leas yer chon Aalletty ppl’ weactiony ws to tis closure aru sedoveloppmyeny ane axby (Irn vehy Unt waver rien such actlon (rwking an emphasis to human malpacticay teatoeidual pupil will In damaging the meow), The teacher ca also qn back | ohare thelr answer Qo the Uta activity ancl atk te jupite what wil yoy fort | theough hand gestures you found out that your dream vacation dextination ft ‘ved claved ther ta seme furrinn mlwactices? andl aral divcututon The Coach will then presen to#nm human activites that tlthar Improve or damage the ecosysiam, The stutinatt will do w thumbs up atgn ifthe human peaetica ib conskdered 008 ane, and thumbs down for malpractices, Alter each 1 Wail choos ene pupil to explain the fenton fe choosing Ihe thurmle wy ot denn anert Four lensning corns Inthe classeogin where | Individual or group ‘he pupils are given th ehalcie ta wath alan cf Witt a Presentations on group, maintaining and Each corner thas the following task: monitering the Draw a paater or bolographics that suggest goad ecerystenn with tha Use practices in maintaining the ecovystem cf different modes Crean a news report oF a bit thal pment the harentul | of expression selfects af human practices in the ecaspttem. Compan a thiee-minule speech, in tnglih of Filipina, sddresting fellow clacamaies 19 respect tha weonyitem, Speak ta Ube mayor tough & letter, video or any Local media pol, amd Wega warh at monitoring and marotainiog the evzystem theauth creation of policans. chapter 1 reco od Beate Teaching ond Desanng I? rarer wh Dect Lemematng ond Tociaiep , Individual or pair war, on sharing their pant In maintaining the ecosystem The students will write or share their pledge, as they complete the phrase: | promise to { promise not to This will show thelr own simple way of maintaining the leantiness at ail times in all places. This could be written down on their notebooks or be shared with their seatmates. Direct Instruction (DI) This is an evidence-based practice effective in increasing learners’ achievement across different skills and content areas, This Incorporates active responding to learnen with systemalic error nnd a system for monitoring progress, Some ways in doing Di Include: 4, Response Cards, This helps identify scenarios that lcamers will give response | to through the following steps; (1) creating student response cards using coded Index cards; (2) posing a question regarding the lesson discussed and waiting for learners’ response cards; and (3) performing quick scan across the classroom to see learners’ answers, This strategy is guided by teachers’ feedback by praising Correct answers and systematically correct errors. Varlatlons of response cards Include pinch or clip cards (multiple choices), content categories (true/false, foct/apinion, add/subtract), popsicle sticks, and paper point-out. : and ttrategier of Teaching ond 186 Chaplr 1: actnts md a“ SERIE, wR a Fe, chery oes Sete Se ger mi noes tene fr geek Sees isiomorny Som we yet Beer Sass Perce Set cusef “in “se seme orme Pre aser st sate b | PEs lOlOiOiOjiO} im LOlO|OlO}O jis : IO|O;O|OlO} \te ees ite | | Figure E22 Sef menttoring Form fer Bleementary Pasits Te Ee s tees coe rie Expick struction ‘Wiis &s a Gora and syeematic epprech wo ineroctional design and delivery in wach “Sadess are geided tavarh the amine process with Gear satements about the Purpose 203 reomale ie learning the new skill Gear explanations and demonstrations of ‘Se aa! parpet and sppemald practices with feedback until independent maser ‘fas besa achieved” (Archer & Heghss, 011, pul). After identifying the lesson goal, the flowing teaching components ancld be ese. @ Lesson Opener. This cocld be in a form of a question to arouse the interests of the leamers about the mpic ro be discussed. ‘b. Explanation and Modeling. This is a clear step bystep procedure providing examples and nonexamples of the topic for the day, © Guided Practice. These: are oppormunities for leamer practice and exercise where providing of feedback is provided if necessary Independent Practice. These are developed activities intended for learner Practice in independent approach. es senciciey ond Seats of Yeoeting ond Deigog EP . 187 TEACHING STRATEGIES Reading Instruction ‘The strategies below are recommended for learners with problems in Teg, acquisition and reading difficulties. Teaching reading comprehension Includes ws k selfquestioning, se of graphic organizers, mnemonics, and summarizing. Additong! teachers are also recommended to teach pupils to develop thelr own learning ‘of thelr personal approach to leaning tasks to help them individualize their own way y studying and learning, . @. Language Experience Approach. This approach attempts to integrate eadiy skills with that 6f development of listening, speaking and writing skills, follonicy three basic elements: (1) what a child thinks about, can talk about; (2) whe the child can say, can write; (3) what a child writes, can read, The sequeng proposed therefare starts from thinking to talking to writing to reading. fy . determining reading material, it is recommended to use the child's interest and experience in learning a text. b. Kinesthetic-Auditory Visual Emphasis Methods. Fernald (1943) originally designed this method, and as Presented in the Figure 13.3, this method makes the reader to correctly write and read own written words, combining the sense af touch, hearing and seeing, and then move to a more extensive reading materials. The stages in this method include (1) finger tracing of words on the paper (tactile-kinesthetic) while pronouncing | Auditory the same word aloud (auditory); (2) “Gays aeenneneangion Vinal leaming new words by looking at the HM Sent, teacher's wrltien copy of the word "HMA 10 ResdingCormprehension (visual), speaking to self and writing ft down; (3) leaming directly from the new words by looking at a printed word and saying It to himself before writing; (4) recognizing new words, learning about their similarity to printed words ar path of words previously learned, Directed Reading-Thinking Activity. Reading {5 a thinking activity, and In order to direct reading to the thinking process, metacognition should be applied by the reader, asking himself questions such as: (1) what do you think? ~ determine the material for reading; (2) why do you think? ~ find out the meaning aut of ft; and (3) can you prove it? ~find the purpose to develop reasoning (lena, 2013), Some studies view reading disabilities ns “strategy deficiency” and thus teaching cognitive learning strategies ta them can help them improve In their reading, Some suggested netivities are: 188 Using aly fear erhema Abihabiehrarcal Teacher meetebne otf Question strategie Giving quevient nn « fapanireny tein anf iphieg them with Seaton and lene teeting ernie an, d. Miscue Analysis of Oral Reading inuroduced hy Goodman (104) that b h uted by readers. Inutead of fecuting on errees, ma der is doing right, to help build en the eri believed that seater’ mistabrs when reading are ut actually their attempt te mabe wenee ef the tht cererres and language skills. Table 12.2 presents berw tre organiser micrue analyne That lean anven wruvegy first nity cueing rater ye analysis fone on what res itis # panto errant, rend Table 12.2) Organit Meaveue Anat Yering Instruction Learners with difficulty In waiting have problems with basic skills in handwriting, eliny. punctuation, and grammar, Studie suggest that explict tnutruction including Facuce and feedback could help learners develop basic shils In writing The use of ‘jechclogy can also ald wrlting difficulties, Below are other suggested teaching wrategien. & Study Test Technique, Ths Is giving of prevests at the beginning of each unit of tudy where the words misspelled becaine the learnery’ study list. inttest by aho 1 alier the unit to determine the leammers’ mawery. Srabder 11: Fincioden and ttrstegles of Leaching end Devigring it (ot Learner wah Détcuby dememberng ond Fecuung, b. Cognitive Strategy Instruction In Writing (CSTW). Developed by Englert ax her associates (1992), CSTW was a research program aimed at developing learney expository writing skills and knowledge of various ways that a text could b organized. In using this program, the learners are asked to describe their pecs oy writing and are guided to internalize and perceive themselves a8 informants fa th, action of writing. © Self-regulation. This strategy requires the writer's continuous vigilance of Be graphic, syntactic and semantic errors that happen in writing. Graham and Hazy (1987) developed instructional procedures fer this strategy which inelude; (1) pre-skill development; (2) review of current performance level; (3) discussion og executive strategy, (4) modeling of the strategy and self-instruction, (5) masery of the strategy; (6) collaborative practice; and (7) independent performance. Ths training is done to internalize the strategies of writing, to the extent that there ig minimal dependence on the teacher or therapist to leam writing. Mathematics Instruction The same ns previous areas, the use of explicit Instruction is suggested in teaching mathematics. Additional strategies are also recommended below. &. Motivational Approach, Teaching mathematics should be motivational than teaching computation skills without a context (Jena, 2013). This means that when teaching mathematics, leamers should be exposed to problem-solving ‘approach and strategies, using day-to-day life examples instead of making them lear “rules of the thumb” or fundamental rules alone, b. Error Analysis, The reason for committing errors in mathematical computations provide Information on specific probletns experienced by learners. Common errors include the concept of place values, computational facts, using wrong process of calculation, poor concept of carry over and working from left to right and reversal direction. Likewise, the reasons for committing such errors may include absence of prerequisite mathematical skills, unfamillarity with basic number facts and problem of conceprualization, speed of processing, and deficits in adopting effective calculation strategies. These errors, once identified, could be the focus of discussion to remedy further math difficulties. Chapter 14 Trends and Issues In Teaching Learners with Difficulty Remembering and Focusing This chapter provides Information on the prevalence of learning disabilities and ADHD nthe Philippines, which are among the common disabilities of learners with difficulty rerembering and focusing In the country, Moreover, In acknowledgement that aside from gasroom Instruction, other school support services are crucial as well in the success of an | pshasive education program, a research on the effect of support services to college students sthleaming disabilities and ADHD Ls presented. intended Learning Quteame (ILO) Pian oppropriote instructional actions based on trends and issues In teaching feamers effeutty remembering ond focust prevalence of Learning Disabilities and ADHD In the Philippines learning disabilities and ADHD are among the comman disabilities of students who mexie iirlusive education in the Philippines, Based on extrapolated statistics, there is necimated 1,458,499 cases of learning disabilities in the Philippines (Right Diagnosis, 21H). On the other hand, the extrapolated statistics estimates for ADHD prevalence in te Pailippines is 1,046,314 cases (MindMed, 2018). Due to the large number of leamers * wih these conditions, it is important 10 pay attention to strategies and techniques that | aa be used in order to provide effective inclusive education to learners with learning | @sbilities and ADHD, Moreover, support services are important as well in order to Fide them with holistic inclusive education, ‘Sopport Services for Students with Learning Disabilities and ADHO Aside from providing learners with disabihies proper techniques and strategies in inclusive education, support services are crucial as well for the success of the rogram. Among the support services typically provided to students with disabilities are tducatonal accommmadations ta support performance in reading, writing, mathematics, tine management, and completing exams. Psychosocial treatment in order to help Sudents with emotional and behavior difficulties is given as well. Among these services ‘&e: cognitive-behavior thernpy, individual counseling, stress reduction strategies, anger Management, and self-care promotion (e.g, teaching them about getting proper sleep Rad adequate nutrition). There are also educational interveritions that aim to provide ion In specific academic content area skis; training in methods to organize course tmaterials nnd tasks; how to study for tests; how to take class notes; and providing ongotp, support or conching In Inplementing strategics or practicing newly learned ncademlc sky (DuPaul et al., 2017). Very few studies focused ori testing the efficacy and effectiveness of educatlona) Intervention support services such as providing supplemental Instruction in specif academic skills and executive function coaching, especially among college students wih Jearning disorders and ADHD, Thus, in a study by DuPaul and colleagues (2017), the effectiveness of various support services on academic performance of college students Wik, learning disabilities and ADHD was examined. Specifically, they looked at three kinds of support services: © Tutoring — The students were given an opportunity to avall of Individual or small-group tutoring services on an as-needed basis, The tutoring services Provided customized sessions intended to help students with writing, organization, reading, notetaking, preparation for tests, cantent-specific tutoring, and other related toples. Conching - The students were given nn access to'a coaching center on an ax needed basis. Professional faculty and staff who were trained and certified coaches provided the coaching services. A nan-directive appronch was used by coaches, aiming to foster metn-cognitive thinking and self-determination among the students, Conching was done on one-on-one sessions, with the gon! of enhancing the students’ academic functioning and self

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