EDUC 102: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

2ND SEMESTER OF SCHOOL YEAR 2023 – 2024

NOTES

UNIT 6: LEARNERS WITH DIFFICULTY WALKING AND MOVING

LESSON 1: Definition, Characteristics, Identification
LESSON 2: Principles and Strategies of Teaching and Designing IEP
LESSON 3: Trends and Issues

DEFINITION OF TERMS

Physical Disability (a.k.a. Orthopedic Impairment)

➔ Label given to a vast range of difficulties that have to do with physical functioning.
➔ A continuum wherein one end includes children with minor motor problems; and at the other end, are children
with very little control over their physical functioning
➔ Caused
o congenital anomaly (e.g. clubfoot)
o disease (e.g. bone tuberculosis)
o others (e.g. cerebral palsy, amputations, fractures, burns)

*** Physical difficulties turn into a disability if it prevent a person from participating in society in general and in school in
particular, thus disabling one (e.g. difficulties in moving around school, moving within the classroom, positioning within a
lesson, accessing the curriculum in terms of hand skills)

Other health impairments

➔ conditions of having limited strength, vitality, or alertness, which could limit one’s participation in education
➔ cause of chronic/acute health problem that negatively affects one’s school performance
o chronic – long-lasting and most often permanent condition that could result in special education
o acute – condition of limited duration but could produce severe debilitating symptoms
o health problems – e.g. asthma, attention deficit disorder (ADD), attention deficit hyperactivity disorder
(ADHD), diabetes, epilepsy, heart condition

Neuromotor Impairments
➔ involves the central nervous system, which affects one’s ability to move, use, feel, or control body parts (e.g.,
cerebral palsy)

TYPICAL AND ATYPICAL DEVELOPMENT OF GROSS MOTOR (PHYSICAL) SKILLS

Gross Motor (physical) skills

➔ those which require whole-body movement and which involve the large (core stabilizing) muscles of the body to
perform everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand
coordination skills such as ball skills (throwing, catching, kicking).

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

Age Developmental milestones Possible implications if milestones not achieved

0-6 • Rolls over front to back and back to front • Poor muscle development for locomotion
months • Sits with support and then independently • Delayed ability to play independently

6-12 • Crawls forwards on belly • Delayed sensory development due to

months • Assumes a seated position unaided decreased ability to explore the environment
• Creeps on hands and knees • Poor muscle development
• Transitions into different positions: sitting, all • Delayed play skills
fours, lying on tummy
• Pulls self to stand
• Walks while holding onto furniture
• Takes 2-3 steps without support
• Rolls a ball in imitation of an adult

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 18 • Sits, crawls, walks • Delayed play skills
months • Still has wide gait but walking/running is less • Difficulty interacting with the environment
clumsy due to delayed ability to mobilise effectively
• Pushes against a ball (does not actually kick it) • Poor muscle development

2 years • Walks smoothly and turns corners
• Begins running
• Can pull or carry a toy while walking
• Climbs onto/down from furniture without
assistance
• Walks up and down steps with support
• Picks up toys from the floor without falling
over
• Poor muscle development for running and
jumping
• Delayed ability to play independently and
interact with the environment
• Decreased ability to interact socially

3 years • Imitates standing on one foot
• Imitates simple bilateral movements of limbs
(e.g. arms up together)
• Climbs jungle gym and ladders
• Pedals a tricycle
• Walks up/down stairs alternating feet
• Jumps in place with two feet together
• Able to walk on tiptoes
• Catches using body
• Decreased opportunities for social interaction
• Poor development of body awareness and
movement planning skills
• Difficulties using playground equipment
• Difficulties or lack of confidence interacting
with other children in active environments
(e.g. play cafes, playgrounds)

4 • Stands on one foot for up to 5 seconds • Lack of confidence in movement-based

years • Kicks a ball forwards activities
• Throws a ball overarm • Difficulties using playground equipment
• Catches a ball that has been bounced • Difficulties or lack of confidence interacting
• Runs around obstacles with other children in active environments
• Able to walk on a line (e.g. play cafes, playgrounds)
• Able to hop on one foot
• Jumps over an object and lands with both feet
together

5 years • Able to walk upstairs while holding an object
• Walks backward toe-heel
• Jumps forward 10 times without falling
• Skips forwards after demonstration
• Hangs from a bar for at least 5 seconds
• Steps forward with a leg on the same side as
throwing arm when throwing a ball
• Catches a small ball using hands only
• May result in poor self-esteem when
comparing self to peers
• Lack of confidence in movement-based
activities
• Difficulties participating in sporting activities
• Difficulties playing with moving toys such as
bikes and scooters

6 years • Runs lightly on toes • Difficulty participating in sporting activities

• Able to walk on a balance beam
• Able to skip using a skipping rope
• Can cover 2 metres when hopping
• Demonstrates mature throwing and catching
patterns
• Mature (refined) jumping skills
• May result in poor self-esteem when
comparing self to peers
• Lack of confidence in movement-based
activities

TYPES AND CAUSES

TYPE DESCRIPTION CAUSE SYMPTOMS/TRIGGERS

EPILEPSY or SEIZURE > Occurs when abnormal > cerebral palsy > fatigue
DISORDER electrical discharges in the > Infections of the brain or > excitement
brain cause a disturbance of central nervous system > anger
movement, sensation, > metabolic disorders > surprise
behavior, or consciousness > lesion due to scar tissue > hyperventilation
from a head injury > hormonal changes

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GENERALIZED > Most common type of seizure
TONIC-CLONIC > involves violent shaking of
SEIZURE or GRAND
the body while muscles
MAL SEIZURE contract and relax alternately
ABSENCE SEIZURE> less severe, although it
or PETIT MAL occurs more frequently
SEIZURE > involves a brief loss of
consciousness, lasting from a
few seconds to half a minute or
so.
> possible to be unaware of it
COMPLEX PARTIAL > A brief period of
SEIZURE or inappropriate or purposeless
PSYCHOMOTOR activity
SEIZURE
SIMPLE PARTIAL > jerking motion while
SEIZURE consciousness is retained
ASTHMA > a chronic lung disease
> During its attack, the lungs
narrow, and the resistance in
the airflow in and out of the
lungs increases
CEREBRAL PALSY > a disorder of movement and
posture
> a permanent condition that
results from having a lesion in
the brain or abnormality in
brain growth
> may lose control over one’s
arms, legs, or speech
MONOPLEGIA > One limb is affected
HEMIPLEGIA > Two limbs on the same side
of the body are involved
TRIPLEGIA > Three limbs are affected
QUADRIPLEGIA > All four limbs are affected
PARAPLEGIA > Only legs are impaired
DIPLEGIA > primarily involves the legs,
with less severe involvement of
the arms
DOUBLE > primarily involves arms, with
HEMIPLEGIA less severe involvement of the
legs
MUSCULAR DYSTROPHY > a group of inherited diseases
marked by progressive atrophy
- wasting away of the body’s
muscles
> most common and severe
type: Duchenne Muscular
Dystrophy – affects only boys,
although about 1/3 of the
cases are due to genetic
mutation in families that have
no history of the disease
UNIT 7: LEARNERS WITH DIFFICULTY WALKING AND MOVING
> high fever > Withdrawal from alcohol or
> Interruption in blood supply drugs
to the brain > Exposure to certain
> shaken-baby syndrome patterns of light, sound, or
> among others… touch
> Muscles become stiff
> loses consciousness
> falls to the floor
> One may stare blankly,
flutter, or blink
> grow pale
> Drop whatever one is
holding
> as if daydreaming or not
listening
> smacking one’s lips
> walking about aimlessly
> shouting
> aura or a warning sensation
before the seizures occur
> allergens (e.g., pollen or > wheezing
certain foods) > coughing
> irritants (e.g., cigarette > difficulty breathing
smoke)
> exercise
> emotional stress
> disease that affects the > disturbances in voluntary
developing brain motor functions (e.g.,
paralysis, extreme weakness,
lack of coordination)
> involuntary convulsions
> Other motor disorders
> Muscular weakness –
manifests in difficulty
running or climbing stairs
> walking in unusual gait
> protruding stomach and
hollow back
> having calf muscles that
appear unusually large
because of fatty tissues
replacing the degenerated
muscles.
Page 3 of 9
MUSCULAR DYSTROPHY > Motorized wheelchairs are
(picture) best for those with
quadriplegia
> Self-propelled (manual)
wheelchairs are suggested for
those with paraplegia

SPINAL CORD INJURIES > Those with such injuries > lesions due to a penetrating
usually need the use of injury
wheelchairs for mobility > Stretching of the vertebral
column
> Fracture of the vertebrae
> Compression of the spinal
cord
> Among the common causes:
are motor vehicle accidents,
falls, acts of violence, sports

CLASSIFICATION

CLASSIFICATION EXAMPLES
Progressive > Multiple Sclerosis – neurological deterioration
conditions (get > Muscular dystrophy – Muscular disorder
worse over time)> Chronic Arthritis – Inflammation of the joints
but can fluctuate
> Ataxia – lose muscle control in their arms and legs. This may lead to a lack of balance,
coordination, and trouble walking. Ataxia may affect the fingers, hands, arms, legs, body, speech,
and even eye movements.
Non-progressive > Cerebral Palsy – neurological condition
conditions but > Spina Bifida – Congenital malformation of the spinal cord
can fluctuate > Spinal Cord Injury – neurological damage resulting from trauma
Non-progressive > Fibromyalgia – chronic pain condition of rheumatism in “soft tissues” or muscles that cause
conditions that constant muscular and ligament pain
remain stable > Chronic Fatigue Syndrome – chronic fatigue conditions

ETIOLOGY (DIFFERENT CAUSES) OF MOBILITY IMPAIRMENT

• Due to genetics (present at birth)
• Due to illness or physical injury
• Due to spinal cord injury, depending on which area is damaged
• Due to amputation, it is because of trauma, malignancies, or others
• Due to arthritis
• Back Disorder (difficult-to-perform actions such as sitting, standing, walking, bending, or carrying objects) is due
to degenerative disk disease, scoliosis, or herniated disks

CHARACTERISTICS AND ITS SUGGESTED ACCOMMODATION/CLASSROOM ADAPTATIONS

Common Characteristics of a Student with Commonly Suggested Accommodations/Classroom

Physical Disabilities
Has unique needs in terms of physical space or has
difficulty using chairs/tables in the classroom/lab.
Student needs specialized transportation.
Is often physically unable to hold a pen and write
for extended periods of time or may experience
challenges with input, output, and information
processing when working on assignments, tests,
and/or exams.
Adaptations
> Create a physically accessible environment that is not mobility-
limited.
> Be flexible with the schedule. Students may arrive late or have
to leave before the class is over due to adapted transportation
services.
> Replace written exams or assignments with an oral exam or
presentation.
> Use of note takers.
> Use of assistive technology (e.g., computer, assistive software,
mini recorder, etc.).
> Use of a scribe or speech-to-text software to record answers on
tests/exams.
> Provide a room other than the classroom for exams if required.

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 Student has difficulty finishing assignments
and/or tests in allotted time.
Experiences fatigue and limited mobility when
speaking to a person for a long period of time.
Requires extra time to obtain formats compatible
with assistive technology.
Feels excluded during group exercises or has
difficulty moving around the classroom.
Expends a great deal of energy to complete daily
tasks.
Experiences challenges with daily living activities
and mobility.
> Extra time for tests/exams and perhaps some components of
coursework.
> When speaking to a person who uses a wheelchair for a long
period of time, avoid the need for them to strain in order to look
up at you by sitting beside or leaning toward them during the
conversation, in order for them to avoid experiencing fatigue
and/or pain.
> Provide digital copies of texts. (It is very important to provide
students with a complete list of reference documents as early as
possible or prior to the start of the semester).
> Make sure that the person is always included with others when
forming groups.
> To reduce fatigue of students with physical disability, it may be
helpful to limit the number of exams on a given day or week.
Extra time should be planned for oral reports on occasion if the
person has diction problems.
Perhaps suggest a reduced course load.
> Ensure all off-site activities are accessible or provide alternative
assignment options.
> Individuals with a motor disability sometimes use a service
animal, which is usually trained to respond to unique commands.
(It is preferable to ask permission before you pet the service
animal).

IDENTIFICATION

1. Physical Skills Checklist for Teachers

TICK
AREAS OF PHYSICAL DIFFICULTIES ONE
MOBILITY
Walks fluently
can walk but not fluent
difficulties with walking with reduced mobility
no independent wakling
uses wheelchair to help with mobility
HEAD CONTROL
normal head control
difficulties - but can hold head up for extended periods of time
difficulties - can hold head up for very short periods of time
no obvious head control
uses adapted seating to help with head control
SITTING
no apparent problem with sitting on normal chair
can sit unsupported but not secure or stable
can not be left sitting unless supported
difficult to place or maintain in a sitting position even with support
uses adapted seating to help with positioning
USING HANDS
no apparent problems with using both hands together
some difficulties using both hands together but can dress self (age-appropriate)
can pick up and hold pencil
unable to reach and grasp
uses switch system to access curriculum
SPEECH
no problem with articulation of speech
some difficulties with understanding speech
unable to understand speech
uses adapted or augmentative equipment to aid communication
SUMMARY: THE CHILD HAS PHYSICAL DIFFICULTIES IN THE FOLLOWING AREAS:
UNIT 7: LEARNERS WITH DIFFICULTY WALKING AND MOVING Page 5 of 9
 DON'T EQUIPMENT
Sub-Area YES NO KNOW USED/REQUIRED COMMENTS
Mobility
Head Control
Sitting
Using Hands
Speech
ADDITIONAL INFORMATION
Observed unwanted movements At Rest With Excitement or Goal-
Directed Activity

None
Short and Jerky
Slow and Writhing
Tremor
Muscle Spasms
Distribution of Physical Difficulties YES NO UNCERTAIN
Are there obvious differences between the two sides of the body?
If yes, which side is better?
Are the arms more affected than the legs?
Are the legs more affected than the arms?

2. Screening for Health Impairments and Physical Disabilities

CONDITION SCREENING METHOD

Epilepsy Electroencephalogram (EEG)
Asthma Asthma and Allergies Symptom Test
i.e. “When I walk or do simple chores, I have trouble breathing or I cough”
“When I perform heavier work, such as walking up hills and stairs, or doing chores that involve lifting, I
have trouble breathing or I cough”
Cerebral Early Age Cerebral Palsy Diagnosis
Palsy > Developmental Monitoring (to track a child’s growth and development over time)
> Developmental Screening (to identify specific developmental delays in motor or movement)
> Developmental and Medical Evaluations (to diagnose, and doctor/s rules out other possible causes of
the problem)
Spina Bifida Pre-Natal Diagnosis Post-Natal Diagnosis
> Blood Tests > Ultrasound (in early infancy)
> Ultrasound > Magnetic Resonance Imaging (MRI)
> Amniocentesis (getting samples of fluid from > Computed Tomography scan (have a clear view of
amniotic sac through a needle) the spine and vertebrae)
Muscular > Enzyme Tests > Muscle Biopsy
Dystrophy > Electromyography > Heart-monitoring Tests (e.g., electrocardiography
> Genetic Testing and echocardiogram)
> Lung-monitoring Tests
Spinal Cord > X-rays
Injuries > CT Scan
> Magnetic Resonance Imaging (MRI)

SERVICES, MODIFICATIONS, AND EDUCATIONAL APPROACHES

HEALTH PROFESSIONAL SERVICES:

SERVICE PHYSICAL THERAPISTS OCCUPATIONAL THERAPISTS
GOAL: Help promote mobility, reduce pain, restore function, Determine the learners’ goals in life and help them
and prevent further disabilities of learners with perform daily activities (e.g., self-help, employment,
difficulty walking and moving recreation, communication, aspects of daily living)
to reach their goals
ROLE: Motivate learners to be as independent as possible Guide learners to develop their motor skills through
and suggest sitting positions and classroom activities, activities such as baking and typing on computer
exercises, or programs that both learners with and keyboards
without disabilities can do
*** Other specialists: speech-language pathologists, adapted physical educators, recreation therapists, school nurses,
prosthetics, orientation and mobility specialists, counselors
UNIT 7: LEARNERS WITH DIFFICULTY WALKING AND MOVING Page 6 of 9
ENVIRONMENTAL MODIFICATIONS:
> Have classrooms located on more accessible building levels
> Relocate activities to more specious areas
> In grouping activities, let the abled learners move to the location of the learner with physical disabilities and make sure
that they have enough space to collaborate
> Adjust desks, chairs, and tables appropriate to the height of learners who use wheelchairs. Desks should also be
prepared for left-handed learners with or without disabilities
> provide adequate floor space for learners that use wheelchairs in the front, on the side, or in the rear of the room so
they can park without blocking the flow of traffic. This is also applicable to classes in laboratory settings where setting up
special workstations is recommended.
> Modify response requirements by allowing spoken instead of written ones, or vice versa
> Provide a resource room where learners with physical disabilities can go when needed during the school day to work
with their school requirements or with the members of their IEP.

ASSISTIVE TECHNOLOGY:
For learners with limited mobility: For learners with limited mobility to communicate:
> Mouth Stick > Speech recognition software
> Head Wand > Speech generating device
> Mobility aids (scooters, walkers, canes, crutches, orthotic
devices)

INCLUSIVE CLASSROOM APPROACHES:

> Observe the learners with physical disabilities in the classroom and ask if any assistance is needed. Offer help if needed,
but DON'T ASSUME THAT THEY ALWAYS PREFER TO HAVE OTHERS' SUPPORT.
> Use accurate and sensitive terminologies in the classroom as learners, with or without disabilities, learn from the
teachers' knowledge and attitudes.
> Use simulation and role-playing activities where abled learners are given opportunities to use wheelchairs and other
assistive devices to help raise awareness of some barriers their classmates are facing.
> When conversing, make eye contact, smile, and make sure that your head is at or below the eye level of the learner
using a wheelchair. Sit or crouch near the learner, but do not lean on their shoulders to avoid invading their personal space.
> Make sure that reasonable in-between breaks are given to these learners for travel time purposes. Plan class schedules
before the school year start to minimize travel time and distance between classes.
> Allow learners who have difficulties in writing to record class lectures or to have note-takers. Create test
accommodations in the form of extra time or the use of a word processor.
> Involve learners with arm and dexterity problems in laboratory classes and pair them with abled learners who can
carry out procedures. In this way, learners with disabilities can learn and are actively involved except in physically
manipulating laboratory materials.
> Work with learners with physical and health impairments to arrange for an appropriate time for the completion of class
assignments.

TRENDS AND ISSUES

HANDICAPPING WORDS AND WHAT TO USE INSTEAD:

*** The language that we use in describing learners could reflect and shape the way we think about them.
> When we say “child with a disability”, it implies that the child has a disability
> When we say “disabled child”, it implies that the child is disabled by the circumstances, including people’s attitudes and
resources, rather than one’s physical disabilities.

TRY TO AVOID: USE INSTEAD:

Handicapped child Disabled child
Suffers from a victim of Has the condition, has the impairment
Confined to a wheelchair; Wheelchair-bound Wheelchair-user
Mentally handicapped; Learning disabled Learning difficulty
Crippled Disabled child
Spastic Has cerebral palsy

TEACHERS’ BELIEFS, ATTITUDES, AND VALUES TOWARD INCLUSION OF LEARNERS WITH PHYSICAL DISABILITY:

> Factors that could shape teachers’ beliefs and attitudes: (a) personal experiences; and (b) the larger environment of the
school, community, and culture

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> Ways of integrating learners with physical disabilities:
a. locational integration – placed on the same site/place/location but kept separate
b. social integration – mixed at social times (e.g., during mealtimes)
c. academic integration – placed in the same classes as their peers

> Principles in the development of inclusion that have been put into action:
1. all children attend the school to which they would go if they had no disabilities
2. a natural proportion of children with disabilities occurs at any school
3. no child should be excluded based on a disability
4. school and general education placements are age-appropriate with NO SELF-CONTAINED SPECIAL EDUCATIONAL
CLASSES operating on the school site
5. cooperative learning and peer teaching methods receive significant use in general teaching practice at the school
6. special educational support teachers and teaching assistants are provided within the context of the general
educational class and other inclusive environments

> CHECKLIST (Siderites and Chandler, as cited in Fox, 2015) that measures the attitudes of teachers toward inclusion

Answer the questionnaire by the scale: 4 = strongly agree; 3 = mildly agree; 2 = mildly disagree; 1 = strongly disagree
ITEM SCORE
1. I feel that I have the knowledge to teach children with a physical disability.
2. I support inclusion for children with physical disabilities.
3. I feel that children with physical disabilities make better progress in the mainstream than they would in
special schools.
4. I feel that children with physical disabilities are socially accepted by their peers.
5. I feel that I can remediate the learning difficulties of children with a physical disability.
6. I feel that children with physical disabilities benefit academically from inclusion in a mainstream classroom.
7. I feel that other pupils benefit from the inclusion of children with physical disabilities into mainstream
classrooms.
8. I feel that I have adequate classroom support (TAs) for planning and working with these children.
9. I believe that mainstream teacher should support inclusion as a positive education practice.
10. I feel that adequate support services (e.g., speech and language therapists, physiotherapists, occupational
therapists, educational psychologists) are readily available to me.
11. I feel that children with physical disabilities get considerable support from their typical peers in the
mainstream classroom.
12. I am willing to attend additional professional development activities to broaden my knowledge about the
education of children with physical disabilities.
13. I feel that adequate equipment and teaching material is available to me for teaching children with physical
disabilities.
14. I feel that children with physical disabilities benefit socially from inclusion into a mainstream classroom.
15. I believe that children with physical disabilities have a right to be in mainstream schools.
Interpretation:
A. Rights (2, 9, 15): teachers beliefs about the right of children with physical disabilities to be included in mainstream
schools
B. Benefits (3, 6, 14): teachers’ beliefs about the academic and social benefits of inclusion for the pupil with a
physical disability
C. Skills (1, 5, 12): teachers’ beliefs about their skills and competencies in effectively teaching and managing children
with physical disabilities in mainstream schools
D. Acceptance (4, 7, 11): teachers’ perceptions of the social acceptance or rejection of pupils with a physical
disability
E. Resources (8, 10, 13): teachers’ beliefs about the support given to the teacher in terms of resources, equipment,
and supportive personnel
Add the scores of the three questions per area to get the total score for teac attribute. The higher the score, the more the
teacher feels able nd ready to include the child with a physical disability in the classroom.

> Trend / Issue:

➔ teachers play a crucial role in the success of the implementation of inclusive education
➔ result of a study (Jerlinder, Danermark, Gill, 2010) about the insights of PE teachers’ general attitudes toward
inclusion and inclusive practices in the general school curriculum:
o PE teachers are very positive toward the inclusion of learners with physical disabilities in general PE classes.
o Demographic variables of teachers did not affect their views toward inclusive PE.
o PE teachers who have taught learners with physical disabilities were slightly more positive in their views.
▪ Predictors:
• Having adequate training
UNIT 7: LEARNERS WITH DIFFICULTY WALKING AND MOVING Page 8 of 9
 • Having general school support from management
• Demands on resources

PARENTS’ EXPERIENCE OF ENABLING PARTICIPATION OF THEIR CHILDREN WITH PHYSICAL DISABILITY

> Study of Piskur et. al. (2016)

• Study: role of parents in terms of their participation in various context (school, home, community)
involving thoughts, feelings, and concerns reflecting on their actions, challenges, and needs in enabling
their child’s participation in such context.
• Results:
Parents’ major concerns Parents’ disappointment
> Related to systems, laws, and regulations > Being misunderstood
> Experiences and thoughts about the physical and/or > Dealing with the complexity of systems
social environment > Hindrance of participation of their children by the social
> Experiences and feelings of finding and/or enabling an and physical environment
activity > Lack of leisure activities for their children
• Implication of results: Inclusive education goes beyond the school, and parents must be encouraged to
increase their involvement when it comes to inclusive education of their children with disabilities.

PROMOTING POSITIVE SOCIAL INTERACTIONS BETWEEN CHILDREN WITH AND WITHOUT PHYSICAL DISABILITIES IN
SCHOOL

>Trend/Issue: children with disabilities may still feel socially isolated.

> Address to the Issue: Kids are Kids (designed by Tavares, 2011)
➔ goal: develop a positive impact on the attitudes of children toward learners with physical disabilities
promoting social inclusion.
➔ Found to be effective in promoting positive attitudes of children toward their peers with disabilities
a. Developed for children from Grades 1 to 8 who are experiencing difficulties in their school
b. Designed to be flexible enough to meet the individual needs of each child
c. The target child is chosen through the parent’s, the child’s, and the teacher’s input
d. The presentation starts with sharing with the classmates what they know about the learner with disability
e. Presenters seek to discover commonalities between the students and peers with disability
f. Students are shown slides with inspirational statements about children
g. Slides are discussed in class while the classmates are encouraged to share their thoughts about the statements
h. The goal of the statements is to make the class realize a lot of similarities with their classmates with disability
i. A brief video is shown to highlight children with disabilities interacting with other children and engaging in different
social and recreational activities
j. After the video watch, specific information about the children’s disability is provided and classmates are
encouraged to ask questions
k. Other activities (problem-solving, role-playing about approaching classmates with disability) are done

References:

Custodio, Z. U. & Nalipay, J. N. (2021) Foundations of Special and Inclusive Education. ADRIANA Publishing., Co.,
Inc.

https://alc.ext.unb.ca/modules/physical-disabilities/implications-for-learning.html

Prepared by:
Justin Paul D. Vallinan

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