Learning disability

F. Speech Defect
G. Visual Impairments
H. Cerebral Palsy
I. Gifted
 F. SPEECH DEFECT

Reporter:
Dela Cruz, Cherry
Ganza, Shena Mae
Classification of Speech Defect
Speech Disorder
- Refers to difficulties producing speech sounds or problems
with voice quality. It includes phonological disorder,
dysfluency, and voice disorder.
Articulation/Phonological Disorder
Characterized failure to use developmentally expected
speech sounds that are appropriate for age and dialect
(Diagnostic and Statistical Manual of Mental Disorder IV,
2000).
Dysfluency/Stuttering
An interruption in the normal fluency and time
patterning of speech characterized by sound and
syllable repetitions, prolongations, broken words,
audible or silent blocking and hesitations.
Voice Disorder
Characterized by inappropriate pitch (too high, too
low, monotone, interrupted by breaks), loudness (too
loud or not loud enough) and quality (harsh, hoarse,
breathy, or nasal).
 Language Disorder
- Language impairments is when the child has problems
expressing his needs, ideas or information or in
understanding what they hear.
- Language disorder may be due to environmental
deprivation, emotional factors, structural abnormalities or
retardation (Pierangelo, 2009).
 Receptive Language Disorder
- A person cannot understand the language code
- The language code includes the understanding of the word
meaning, making new words using prefixes and suffixes,
combining words to make a meaningful sentence.
 Expressive Language Disorder
- A person does not know enough language ruled to share thoughts, ideas and
feelings.

 Mixed Receptive-Expressive­Language Disorder

- Includes all the symptoms of expressive language disorder, difficulty in
understanding words, sentences or specific types of words such as spatial
terms (DSM IV, 2000).

Causes of Speech and Language Disorder

- Congenital malformations, prenatal injury, tumors.
- Exposure to teratogens such as X-rays, viruses, drugs, and environmental
toxins.
- German measles or rubella
- Traumatic brain injury
- Meningitis
Causes of Speech and Language Disorder
- Abnormalities in respiration - Cleft lip or cleft palate
- Limited tongue mobility - Craniofacial malformation
BEST PRACTICES AT SCHOOL
- In discrimination activities
- The child is trained to listen carefully so he can detect the difference between correct and
distorted sounds.
- -The child is given auditory, visual, and tactile cues to help him match his speech to the
standard model.
- The child is trained to produce the correct speech sounds in deferent situations.
For children who are stuttering it may he helpful if the parents and teachers will do
the following:
- Maintain eye contact with the child while he is speaking
- Pay attention to the message of the speech rather than how the child said it.
- Don't give the child a special treatment because of his condition
- Let the child talk and do not interrupt him during this time.
VOCAL REHABILITATION
- This therapy proceeds when the child will listen to his voice and he will identify
those characteristics the need to be exchanged.
- Other activities include breathing exercises, relaxation technique, procedures to
increase or decrease the loudness of speech and self-monitoring (Heward, 2009).
Language Disorder: Didatic Teaching Approaches
- Unlock difficult or unfamiliar words before reading a story, listening to a
song or watching movie
- Use story and song boards with pictures
- Use graphic organizers and mnemonic devices in learning new words.

NATURALISTIC INTERVENTION
- Known as milieu teaching strategies
- The primary goal is to expose the child with different experiences,
situations, people and other stimuli that can encourage him to engage in
a meaningful conversation
- Alternative and Augmentative Communication
-A form of communication used by people who are unable to use the
standard form of communication
- This is often use by individuals who are non-verbal
There are two types of AAC (Heward, 2009):
1. Aided AAC technique of communication
- Involves an external device or piece of equipment like paper and pencils (no-tech),
switches to transmit words or phrases (low-tech) and computerized voice output
(high-tech).
2. Unaided AAC technique of communication
- It does not require a physical aid or device. Some examples are oral speech,
gestures, facial expressions, posture, and sign language.
Characteristics of Language Disorders
- Improper use of words and their meanings
- Inability to express ideas
- Inappropriate grammatical patterns
- Reduced vocabulary
- Inability to follow directions
 G. VISUAL
IMPAIRMENTS
Reporter:
Alabar, Janine
Bog-ot, Rhea Mae
Buccat, Maimona
VISUAL IMPAIRMENT
Is a general term used to describe people who
cannot see even with corrections.
CLASSIFICATION OF VISUAL IMPAIRMENT
Legally Blind
- have minimal light or form perception
- he has 20/20 vision in the better eye, whereas
an individual who is totally blind completely
lacks vision or totally without sight.
Partially Sighted
- have limited perception with the environment
- vision between 20/70 and 20/200
 Legal Definition : any of the following
- only reads first E with both eyes
- 20/200 vision with glasses
- tunnel vision (less than 20 degrees)
CAUSES OF VISUAL IMPAIRMENT
 Myopia (Near-Sightedness)
- The individual can see clearly if the
objects is close to him.
- Rays of the light from distant objects are
not focused in the retina.
Hyperopia (Far-Sightedness)
- This is the opposite of myopia or near
sightedness.
 Astigmatism (Blurred Vision)
- A person sees blurry image
of the thing around him.
- As a result, curve prevents
lights rays from focusing in the
retina.
 Cataracts
- The person with conditions
experiences a blurred
- Trauma or Old Age
  Glaucoma
- This condition occurs when the
aqueous fluid fails to circulate properly.
- The pressure in the eye caused by the
fluid can damage the optic nerves.
 Retinitis Pigmentosa
- This is the gradual degeneration of the
retina.
- It can result to night blindness,
photophobia and loss of macular vision.
- This condition is inherited and
treatable.
 Usher’s Syndrome
- This is a deaf blind condition which is
combination of congenital deafness and
retinitis pigmentosa.
 Macular Degeneration
- This condition is typical to adults bit it
can also affect young people. This is due
to the deterioration of the central area of
the retina cones. Visual field is lost but the
person can still use his peripheral vision.
The person may be photophobia that
affects his color vision.
  Retrolental Fibroplasia
- Typical to pre-mature babies who were
overexposed to oxygen in the incubator.
 Optic Nerve Atrophy
- Damage of the optic nerve; the optic
nerve carries images of what the eye sees to
the brain.
 Ocular Albinism
- A genetic condition that primarily affects
the eyes. This condition reduces the coloring
(Pigmentation).
IDEA
- an impairment in vision that even with correction, adversely
affects educational performance.

 Functionally Blind – uses Braille but has vision for

environmental tasks.
 Low Vision – can read with magnification or environmental
modification.
 Totally Blind – must use tactual and auditory learning; no
meaningful input through vision.
Characteristics of Visual Impairments
• Limitations in range and variety of experiences
• Limitations in mobility
• Limitations in environmental interactions
• Can affect
- Incidental learning – concepts like “table”
- Social Interactions
- Career Development
Challenges of Visual Impairment in the Classroom
 Fewer opportunities to acquire information visually (i.e. maps, art)
 Learning Difficulties
- may read very slowly – fall behind
- difficult to meet the demands of general education classroom
 Social Difficulties
- can’t catch non-verbal cues from others
- inability to judge distance (i.e. stand too close when socializing)
SIGNS and SYMPTOMS
 Physical Changes
o Eyes that are wandering, bloodshot, encrusted or have reoccurring
redness or watering.
o Pain or itching in the eyes
o Rubbing eyes frequently
o Frequent blinking, squinting, facial distortion or frowning
o Eyes are very sensitive to light
o Frequent headaches, tiredness or dizziness after doing hard work
 Changes in Vision
o Complains about things being blurry
o Holds hand close to eyes or moves it in front of them
o Tilts head or covers one eye to see
 Changes in Behavior
o Irritable when looking at things far away or when doing written work
on their own
o Short attention span when watching something happening from
across the room.
Strategies or Methods for Modifying Curriculum
 Arrange the classroom carefully and leave adequate space for all
students to move about.
 Keep furniture and supplies in the same places so students can learn
where everything is.
 If you do rearrange the room notify the student to give them time to
readjust.
 Use a whiteboard with black felt-tipped markers
 Recite what has been written on the board
 Call students by name so they can learn sounds of everyone’s voices
and where they are seated.
 Allow students to move close to demonstrations and
displays
 Allow students additional time to complete assignments and
monitor those students closely to make sure they are not
spending too much time on a single task
 Have large print materials
 Verbally describe visual aids
 Keep doors fully open or closed to prevent accidents
Communication : The Student
The Student: Communication with the student is key in finding out
specific learning preferences, likes/dislikes, strength/weaknesses, and
in starting an open line of communication that will continue through
the school year.
Communication : Past Teachers
Past Teachers: Find out who the child has had for teachers in the
past 2-3 years, general education and special education if applicable.
Take some time to talk with these teachers to find out what they
learned from their experiences with the child.
Orientation
A child with a visual impairment needs time to become aware of
surroundings and to be comfortable in a new place.
 Have the child come to you classroom before classes start and take
the time to explain where everything is, and let the child explore and
figure it out for him or herself.
 Make sure that supplies are kept in the same place
 Fire drills and other procedural activities need to be explained and
the routes walked with the child. Assign everyone in the room a
partner for these activities so the child is not singled out.
 Make sure that doors, drawers, etc. remain open or shut, not slightly
or half open.
TEXTS
• Make sure to read what you write on the board out loud
ACTIVITIES
• Examine planned activities to look for possible conflicts of
ability to expectations.
• Make sure to give the directions orally using specific
language, while avoiding words like “here” or “there”.
• Consider doing activities in partners to add another set of
ears and another communicator to the situation, but be
careful of balance in the work done.
H. CEREBRAL PALSY

Reporter:
Manliguis, Jestoni
Porras, Jeramae
Cerebral Palsy
- means having to do with the brain.
- palsy means weakness or problems with using the muscles.
- an abnormality of motor function and postural tone that is
acquired at an early age, even before birth.
Some Cause of CP
 This may occur during the prenatal period. This can be related to
events that happened during the pregnancy while the fetus is
developing inside the mother’s womb.
 Premature birth is also found as a risk factor. Premature brain is at
high risk of bleeding, and when severe enough can result in cerebral
palsy.
Other important causes of cerebral palsy
 Accidents of brain development
 Genetic disorder
 Stroke due to abnormal blood vessels or blood clots, or infections of
the brain.
Asphyxia
- is a condition of deficient supply of oxygen to the body that rises
from abnormal breathing.
Neonatal Encephalopathy
- is a syndrome that can occur in newborn which neurological
function is disturbed.
Symptoms during the first few days of life:
• Seizures
• Irritability
• Jitteriness
• Feeding and respiratory problems
• Lethargy
• Coma depending on the severity
Specific Treatment Plans
1. Seizure Medications – complete seizure control can often be achieved
using a single medication.
2. Medications for Spasticity – treatment that involve the use of
medications and surgical procedures to decrease the spasticity, facilitate
movement, and prevent contradictions.
3. Surgery for Spasticity – in case of severe muscle spasticity,
surgery may severe as a valuable option.
4. Physical, occupational and speech therapies are also
advisable when necessary.
5. Since there is limited hope for the cure of person with
disabilities, medical care can be applied.
I. GIFTED

Reporter:
Calibi, Norjana
Dagong, Raquel
CHARACTERISTICS OF GIFTED AND
TALENTED
GENERAL INTELLECTUAL ABILITY

- Has a superior memory, Highly inquisitive, Very observant and Exhibits sustained attention
and concentration.

Specific academic aptitude

- Learn quickly with little or no drill about the concept 

- Acquire large vocabulary in a specific subject

CREATIVE OR PRODUCTIVE THINKING

It shows originality in written, has the ability to generate many ideas and has the ability to
switch categories of ideas.
Leadership Ability
- Has a good decision making skills
- Assumes responsibility
- Initiates activities to reach goals and Charismatic

VISUAL AND PERFORMING ARTS

- Display exceptional talent in art, music, dance or
drama 
- Demonstrate original work in the area.
- Good motor coordination 
- Sensitive to aesthetic characteristics