TEACHING PEDAGOGY

ENHANCEMENT OF
KINDERGARTEN
TEACHERS IN
DEVELOPING THE
NUMERACY SKILLS OF
KINDERGARTEN
LEARNERS
July 13-15, 2022
Bohol Tropics, Tagbilaran City, Bohol
LEARNERS WITH DIFFICULTY
IN PERFORMING ADAPTIVE
SKILLS

JEAN REA O. ELABA

MT-I, Jagna Central SPED Center
Objectives:
• After the session, the participants will be able to:

1. identify the common characteristics of learners with

difficulty in performing adaptive skills in terms of
conceptual, social and practical life skills;
2. apply accommodations and instructional strategies
in teaching learners with difficulty in performing
adaptive skills (Autism).
Objectives:
• After the session, the participants will be able to:

3. demonstrate willingness in looking for

innovative instructional strategies in teaching
learners with difficulty in performing adaptive
skills
4. display deep concern to learners with difficulty in
performing adaptive skills.
Activity 1 “I CAN COMMENT!”

Conceptual Social Skills Practical Skills

Skills Difficulty Difficulty Difficulty
Activity 1 “I CAN COMMENT!”
• seems forgetful, easily distracted or daydreaming
• has trouble with safety and danger awareness
• plays roughly and takes physical
risks
• has obsessive interests and experiences perseveration
• difficulty in preparing simple meals
• unable to put on shoes by himself
• acts without thinking and may not understand the
consequences of his actions
• has trouble waiting his turn and being patient
1. How did you find doing the
activity?
2. Were you able to identify the
given characteristics according to
difficulty ?
3. What will you do if you have
these kinds of learners in your class?
ADAPTIVE SKILLS
• Conceptual Skills- are the abilities that allow an individual to
better understand complex scenarios and develop creative
solutions

• Social -are the skills we use everyday to interact and communicate with

others.

• Practical-are self-help and life-saving skills and lessons that

you can learn (often easily), teach to others, and practice every day
to prepare and protect your and others' health.
 Characteristics of
Learners with
Difficulty in Adaptive
Skills
Major Characteristics
1. Inattention

• easily distracted by huge stimuli like

sounds, lights, movement in the
environment
• Does not seem to listen when spoken to,
thoughts are elsewhere
1. Inattention

• difficulty following and remembering

directions
• forgetful in daily activities
• fails to pay attention to details
• difficulty following instructions and fails
to finish school works, chores or duties in
the workplace
• makes many careless mistakes
1. Inattention

• difficulty initiating or getting started on

tasks
• reluctant to engage school tasks
• difficulty sustaining attention in
assigned tasks and play activities
• gets bored easily
• fails to organize them
1. Inattention

• difficulty sustaining level of alertness to

tasks that are dull
• sluggish or may fall asleep easily in
class
• difficulty completing work
• performance is inconsistent
2. Hyperactivity

• highly energetic
• almost nonstop motion
• always “on the go”
• leaves seat and roams around the
classroom
• can’t sit still
2. Hyperactivity

• high degree of unnecessary movements

like pacing, tapping feet, drumming
fingers
• restlessness
• squirms in seat
• seems to need something in hands
• finds/reaches objects to play with and/or
puts in mouth
3. Impulsitivity

• talks excessively
• blurts out answers before questions
• making tactless comments
• makes inappropriate or odd noises
• difficulty with raising hand and wanting to
be called
• wants things “NOW”
• interrupts or intrudes on others
3. Impulsitivity

• butts in conversation or games

• disrupts or bother others
• hits when upset or grabs things away
from others
• difficulty in waiting turn in activities and
games
• begins tasks without waiting for
directions
3. Impulsitivity
• hurries through tasks
• does not take time to correct and edit work
• cannot keep hands and feet to self
• difficulty standing in lines
• gets easily bored
• impatient
3. Impulsitivity
• knows the rules but repeatedly makes
errors
• fearless, engage in physically dangerous
activities like jumping from heights, riding
bikes into streets without looking
• accident prone – breaks things
ADAPTIVE SKILLS
•Conceptual Skills

·seems forgetful, easily distracted or daydreaming

·appears not to listen and has trouble following

directions

·interrupts people, blurts things out inappropriately and may struggle

with nonverbal cues

·acts without thinking and may not understand

the consequences of his actions

ADAPTIVE SKILLS
•Conceptual Skills

•the consequences of his actions

•has obsessive interests and experiences perseveration

•disobey rules and policies

•does not seem to listen when spoken to

•fails to finish school works

•fall asleep easily in class

Social Skills

· has trouble with safety and danger awareness

· has trouble showing understanding of other people’s
feelings and his own
· uses excessive body movements to self-soothe (e.g.,
rocking, flapping hands)
· struggles with social skills
Social Skills

· plays roughly and takes physical risks

· struggles to sit still during quiet activities, such as
mealtimes or during independent work - time at school
· has trouble waiting his turn and being patient
· constantly “on the go” or moving; fidgets and needs to
pick up and fiddle with everything
Practical Life Skills

· Struggles with organization and completing tasks

· May overreact to sensory input, like the way things
sound, smell, taste, look or feel
· Gets upset by changes in routine
· Reacts strongly to the way things sound, smell, taste,
look or feel (sensory processing issues)
Practical Life Skills

• difficulty working independently in daily chores

• uses eating utensils inappropriately
• unable to put on shoes by himself
• unable to fold clothes
• difficulty in preparing simple meals
Accommodations for
Learners with
Difficulty in Adaptive
Skills (Autism)
Accommodations

• learner should be seated near the

teacher for easy monitoring but away
from the windows and doors.
• In this new normal situation, while
learners are studying at home, he/she
should be seated near the one
teaching.
Accommodations

• if possible provide an area for

reading/study and free activity. Same
during this time - at home.
Accommodations
• clearly label in pictures or written words
the areas or things to make it easy for
learners to access materials.
• color-code materials, notebooks for each
subject.
Accommodations
• provide lesson outline.
• provide daily written schedules for
routines.
• provide calendar of activities.
• provide prominent area where to post
calendar of activities, daily schedules,
and assignments.
Accommodations
• incorporate a great deal of multisensory
techniques and developmentally
appropriate activities.
• use materials that are fun and engaging
like using colorful activity sheets.
Accommodations
• provide activities that allow for some
physical movements (indoor and outdoor
activities).
• pair or seat the child near a student role
model
• teacher will stand near the learner when
teaching and once in awhile make eye
contact .
Accommodations

• prompt/make signal cues to get the

learner engaged and focused on task.
• lower your voice and resist rising your
voice to get LSEN’s attention.
Accommodations
• allow appropriate response time to process
information.
• allow time for transition from one activity to
another.
• provide worksheets with fewer questions and
problems.
Accommodations

• break big tasks into smaller activities;

and make sure each chunk is completed
before moving on to the next.

• split lengthy test into several parts.

Schedule the learning areas from difficult
to easy.
 BEFORE DURING AFTER TESTING
TESTING TESTING
• allow time to • avoid having • interpret the test
review directly him transfer carefully as he
before test answers from have rushed
one sheet to through the test,
another. answered
impulsively or
may have been
distracted.
 BEFORE TESTING DURING TESTING AFTER TESTING
• allow ample • read test to • score content
space for him if rather than
student needed. mechanics such
responses as punctuation,
capitalization
and grammar.
 Teaching Strategies
for Learners with
Difficulty in Adaptive
Skills (Autism)
.

ACTIVITY 2 “ I CAN LIKE”.

 • .
“I CAN SHARE”
1. Choose one characteristic for each adaptive skill.
2. Think of one accommodation and teaching strategy that
may help modify the behavior of these learners.
3.Write your answers on the chart below.
ADAPTIVE SKILLS CHARACTERISTICS ACCOMMODATIONS TEACHING STRATEGIES
CONCEPTUAL      
SOCIAL      
PRACTICAL      
“Every child has a different learning style

and pace. Each child is unique, not only

capable of learning but also capable of

succeeding.” Robert John Meehan