Chapter 10

Principles and strategies of teaching and

designing IEP for learners with difficulty
walking and moving
Intended Learning Outcome:

Make an IEP that matches

the educational needs of
learners with difficulty
walking and moving
Some learners in the inclusive
classrooms may fully access education
with minimal, accommodations and
modifications.
What is the difference between
ACCOMMODATIONS
AND
MODIFICATIONS:
ACCOMMODATIO
NS:
• refer to alterations in the environment that help
the student in getting the most out of what is
being taught.
• what the student is learning is
not changing at all, but HOW
the student is learning it is
changed.
MODIFICATION
• refer toS:
alterations in the curriculum to better
match the learning level and developmental
needs of the student.
• how the student is learning is
not changing at all, but WHAT
the student is learning it is
changed.
SERVICES, MODIFICATIONS
AND EDUCATIONAL
APPROACHES PROVIDED
TO LEARNERS WITH
DIFFICULTY WALKING AND
MOVING
 1. HEALTH
PROFESSIONALS:
The two important IEP
members for these
learners is

• Physical Therapists (PTS).

• Occupational Therapists
(OT).
 PHYSICAL
THERAPISTS (PTs):
• These are licensed
professionals that use
treatment techniques to
help promote mobility,
and prevent further
disabilities of learners
with difficulty walking
and moving.
 OCCUPATIONAL
THERAPISTS (OTs):
• These professionals
determine the learners’
goals in life and help
them perform daily
activities such as self-
help.
• Other specialists that give related services to
these learners include speech-language
pathologists (SLPs), adapted physical educators,
recreation therapists, school nurses, orientation
and mobility specialists, and counselors.
 2. ENVIRONMENTAL
MODIFICATIONS:
These modifications are
essential in making the
environment more accessible
to learners with physical and
health impairments.
Some ways to make schools accessible to
learners with physical disabilities.:

• Have classrooms located

in more accessible
building levels.

• Relocate activities to more

spacious areas.
Some ways to make schools accessible to
learners with physical disabilities:

• 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.
Some ways to make schools accessible to
learners with physical disabilities.:

• Adjust desks, chairs and

tables appropriate to the
height of learners that use
wheelchairs Desks should
also be prepared for left-
handed learners with or
without disabilities.
Some ways to make schools accessible to
learners with physical disabilities.:

• Modify response
requirements by allowing
spoken instead of written
ones, or vice versa.
Some ways to make schools accessible to
learners with physical disabilities.:

• Provide a resource room

where learners with
physical disabilities can go
when needed during the
school day to work
 3. ASSISTIVE
TECHNOLOGY:
These are both assistive
devices (“low tech” and “high
tech”) and services that are
used to develop, increase and
maintain mobility and daily
performance of learners with
physical disabilities.
MOBILITY
Mobility varies with each person. Some can
assess their devices easily while others
cannot. Examples of assistive technologies
that help learners with limited mobility are:

• Mouth stick
• Head Wand
Mouth stick
- This is a device
manipulated with
mouth that allows
users to control
input.
Head Wand
- This is a device
similar to mouth
stick, except that
the head
manipulates it.
COMMUNICATION
These are aids used to
communicate whether in person
or online.

Examples are:
Speech Recognition Software
• Speech Generating Device
 Speech Recognition
Software

This is a software that

creates texts and
navigates online by
voice commands,
usually used by
learners with limited
mobility.
 Speech Generating
Device.

This is a stand-alone
device or software that
is installed in tablets or
phones, where users
who are not able to
speak on their own can
communicate to others.
 4. INCLUSIVE CLASSROOM
APPROACHES:
Some learners with severe impairments are
attended in homebound or hospital education
programs while others are in special does with
smaller class sizes, more adapted equipment, and
easier access to professional services.
Some ways in handling learners with physical
disabilities in the regular classroom:

• 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.
Some ways in handling learners with physical
disabilities in the regular classroom:

• Use accurate and

sensitive terminologies in
the classroom as learners,
with or without
disabilities, learn from the
teachers’ knowledge and
attitudes.
Some ways in handling learners with physical
disabilities in the regular classroom:

• 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.
Some ways in handling learners with physical
disabilities in the regular classroom:
• When conversing, make
eye contact, smile, and
make sure that your head
is at or below the eye level
of the learner using
wheelchair. Sit or crouch
near the learner. But do
not lean on their shoulders
to avoid invading their
personal space.
Some ways in handling learners with physical
disabilities in the regular classroom:

• Make sure that reasonable

in-between breaks are given
to these learners for travel
time purposes. Plan class
schedules before the school
year starts so as to
minimize travel time and
distance between classes.
Some ways in handling learners with physical
disabilities in the regular classroom:

• 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 word processor.
Some ways in handling learners with physical
disabilities in the regular classroom:
• 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 on
physically manipulating
laboratory materials
Some ways in handling learners with physical
disabilities in the regular classroom:

• Work with learners with

physical and health
impairments to arrange for
appropriate time for
completion of class
assignments.
THANK YOU