Principles and Strategies of

Teaching and Designing IEP for

Learners with Difficulty Seeing,
Hearing and Communicating
PROF Ed 4
Attitudes for Beginning Teachers

• Make a background check

• Establish Rapport
• Adhere to the People First Policy
• Treat them as you treat other regular
students
Learners with Blindness
• Braille. A tactile reading
and writing system and is
the primary means of
literacy for learners who
are blind.
• Consists of letters,
numbers, punctuation
marks and other systems
arranged in raised dots
Learners with Blindness
• Braille Technological Aids –
materials that develop Braille
System made readily available to
those learners with blindness
• Example is the braille note which
is a portable device with Perkins-
style keyboard which can translate
braille into synthesized speech or
print, display downloaded books
or text files in braille and even
access Web pages
Tactile Aids and Manipulatives
• Materials used to
describe objects and the
world around us.
- Experience books
- Object Book
- Routine book
- Theme book
Expanded Core Curriculum
• Includes orientation and mobility, listening skills and social interaction
• Orientation is about knowing where you are headed and how to reach
a place with the use of information available in the environment
• Mobility refers to the ability to move safely and effectively from one
place to the next
• Use the aid of canes, guide dogs, electronic travel aids and sighted
guides when travelling
• Sighted Guide Technique enables a person with visual impairment to
use another person with sight as a guide
Listening Skills
• Must be developed since learners with blindness
obtain information by listening
• Functional life skills include cooking, personal hygiene
and grooming, shopping and transportation that
learners need to learn before reaching adulthood
Learners with Low Vision
• Optical Aids
- Most famous aids used by learners
with low visions where
professionals such as
ophthalmologists and optometrists
to assess and treat and recommend
these aids based on the visual
needs
- Includes glasses, contact lenses,
handheld telescopes and magnifiers
Learners with Low Vision
• Large Print Materials
- Books, handouts, most
especially visual aids posted on
the board should be readable
by all learners in the classroom
- Bigger font size, legible font
style, wider spacing
Classroom Adaptations
- Classroom lighting is important for learners with low
vision.
- Additional lighting can better assist learners who find
it difficult to read compared with their peers
- Better to give original copies of handouts and
worksheet than photocopies
- Learners should be given freedom in choosing the
seats in the classroom
Learners with Hearing Impairment
• Hearing Aids
-developed to improve hearing
of those people with difficulty
hearing.
- Its volume and tone could be
adjusted to fit in the needs of its
user and can be worn in either
one or both ears
Learners with Hearing Impairment
• Assistive Listening Systems (ALS)
- Works as amplifiers directly
connected through a radio link
from the teacher to the learners.
- Reduces the unnecessary noise
or background sound for the
learners to stay focused only to
the speaker
Learners with Hearing Impairment
• Cochlear Implants
- An electronic medical device surgically
implanted to provide a sense of sound
to learners with severe to profound
hearing loss.
- Does not restore or create normal
hearing but can only give useful
auditory understanding of the
environment that can help a person
learn speech
Sign Language
• Filipino Sign Language (FSL) is
the national sign language of
the Philippines
• Has own grammar, syntax and
morphology that are based on
hand signals supplemented by
body and facial gestures
• Not the same with American
Sign Language and is neither
based on Filipino or English
Educational Programs in handling Learners
with Deafness
• Oral/ aural Approaches
- Views speech as essential if learners
with deafness are to function in the
hearing world
- Trains learners to produce and
understand speech and language
with auditory, visual and tactile
methods of input
Educational Programs in handling Learners
with Deafness
• Auditory Training
- Commonly given to young
learners with residual hearing
to get them acquainted with
sounds
- Three levels of training
include detecting,
discriminating and identifying
sounds.
Educational Programs in handling Learners
with Deafness
• Speech reading
- Process is done through retrieving spoken
message by paying attention to the speaker’s lip
movement, facial expressions, eye movements
and body gestures
- Had many limitations like faulty interpretations
on lips
- Best speech readers detect only about 25% of
what is said through visual cues alone and the
rest is contextual piecing together ideas and
expected constructions
Learners with Communication Disorders
• Discrimination activities – developed to help learners produce
and discriminate between similar sounds like pin and bin, cheap
and jeep, cheese and she’s. Activities could be done through
creating stories, drawing large /p/ and /b/, visualization of
sounds through mirror modeling and producing sounds in from
of a lighted candle.
• Vocabulary building – specialists as well as classroom teachers
use variety of techniques in building learners’ vocabulary. Among
these include development of graphic organizers, mnemonics,
repetition, word walls, vocabulary journals and context clues.
Learners with Communication Disorders
• Augmented and Alternative Communication (AAC) –
includes different ways of sharing thoughts and
emotions to the receiver without talking. Unaided
AAC techniques do not require physical aid or device
such as speech, gestures, facial expression, body
posture and manual signs while aided ACC techniques
use external device such as pen and paper and
computerized voice-input device.
Learners with Autism Spectrum Disorder
• Applied Behavior Analysis (ABA) – a therapy based on science
of learning and behavior with the goal of increasing positive
behaviors and decreasing harmful ones that negatively affect
learning. Includes positive reinforcement and modeling that
yield beneficial outcomes for learners with ASD.
• The Picture Exchange Communication System – aims to help
learners to request things or activities from others with the
use of pictures. Learners exchange picture or a symbol
representing an item or activity for something that they would
like.
Social Stories
Learners with Autism Spectrum Disorder
• Social Stories – form of visual support to learners with
ASD to explain concepts, social situations and
expected behaviors of people in a format that
matches their level of comprehension.
• Jigsawing – provides opportunities to learners with
ASD to work collaboratively with their peers as
everyone in the class completes one particular task.