M1

M2
M3

MY E-PORTFOLIO M4
M5
M6
M7
M8
M9
M10
ABC
ABC
ABC
ABC
ABC
 M1
M2
Submitted to:
M3
JOY G. TORION, MAEd
Instructor M4
M5
M6
In Partial Fulfilment
M7
of the course requirements in
Educ 102 M8
M9
M10
Foundation of Special and
Inclusive Education ABC
ABC
Submitted by: ABC
MARY LOURDES BACOR
ABC
BEEd I
AY 2023-2024 ABC
CURRICULUM
CURRICULUM VITAE SKILLS : cooking
M1
VITAE HOBBIES : Singing, Playing M2
basketball, watching movies M3
M4
LIKES : likes cooking, likes hiking
M5
and playing sports
M6
MOTTO : "What is beauty if the M7
brain is empty" M8
MARY LOURDES BACOR M9
AGE : 27 M10
G-MAIL : maloubacor@gmail.com ABC
GENDER : female
ABC
BIRTHDATE : June 1, 1996
BIRTHPLACE : Ampayon, Butuan ABC
City ABC
ADDRESS : P4 Ampayon, Butuan ABC
City
 INTRODUCTION M1
M2
"A profile, in the context of M3
individuals, is a window into a M4
person's identity, experiences,
M5
and accomplishments. It serves
as a means to present a concise M6
yet comprehensive overview of M7
who they are, their background, M8
and what makes them unique.
Whether it's a social media M9
profile, a professional resume, M10
or a personal bio, a well-crafted ABC
profile offers a glimpse into a
ABC
person's journey, skills, and the
essence of their character. " ABC
ABC
ABC
M1
MOVIE REVIEW # III. Setting:
The movie is set in India, primarily in a
1 of the Movie:
I. Title school environment and Ishaan's home. M2
"Every Child is Special"
M3
IV. Special Condition Featured:
II. Characters/Description: Dyslexia - a specific learning disability that M4
affects reading and language processing. M5
Ishaan Awasthi: A young boy who struggles
with dyslexia and faces challenges in school V. Summary of the Movie: M6
due to his learning disability. "Every Child is Special" follows the story of M7
Ram Shankar Nikumbh: Ishaan's art teacher Ishaan Awasthi, a young boy with dyslexia
who recognizes his potential and helps him who struggles academically and is M8
overcome his struggles. misunderstood by his family. He is sent to M9
Maya Awasthi: Ishaan's mother who initially a boarding school, where his academic
misunderstands her son's difficulties and places M10
performance worsens, leading to his
academic pressure on him. parents' disappointment. However, his life ABC
Father: Ishaan's father who is distant and strict takes a positive turn when Ram Shankar ABC
initially but eventually supports Ishaan's Nikumbh, an understanding and
unconventional approach to education. compassionate art teacher, recognizes ABC
Ishaan's artistic talent and learning ABC
difficulties.
ABC
ABC
 V. Continuation: VII. Reflection:
M1 Mr. Nikumbh helps Ishaan by using "Every Child is Special" is a poignant
unconventional teaching methods reminder of the critical role M2
and providing the necessary understanding and compassion play M3
support to help him succeed and in the educational journey of M4
gain self-confidence. The movie children. It underlines the
M5
emphasizes the importance of importance of recognizing and
understanding and nurturing the nurturing individual talents and M6
unique potential of every child. abilities, even when they don't M7
conform to conventional norms. The M8
VI. Favorite scene (screenshot): movie inspires us to see beyond
M9
academic grades and focus on the
unique potential within each child, M10
fostering a more inclusive and ABC
empathetic society. ABC
ABC
ABC
ABC
ABC
M1
MOVIE REVIEW # The movie also features scenes at the Perkins School
for the Blind in Watertown, Massachusetts, where Annie
I. 2 Title of the Movie: Sullivan was educated.
M2 “ Miracle Worker”
IV. Special Condition Featured: M3
II. Characters/Description: The special condition that is featured in the movie "The
Helen Keller - a young girl who is blind and deaf. Miracle Worker" is deaf-blindness. Deaf-blindness is a M4
Annie Sullivan - a young woman who is also half- combined vision and hearing loss that is so severe that it
blind. She is sent to the Keller family to teach Helen significantly interferes with communication, access to M5
how to communicate. information, and community participation.
Kate Keller - Helen's mother. She loves Helen very
M6
V. Summary of the Movie:
much, but she is also very overprotective and does not
allow Helen to learn how to do anything for herself. Annie Sullivan, a young woman who is also half- M7
blind, is hired to teach Helen Keller, a blind and deaf girl,
Captain Arthur Keller - Helen's father. He is a stern
how to communicate. Annie is patient and determined,
M8
and disciplined man
and she eventually wins Helen's trust. Annie teaches
James Keller - Helen's half-brother. He is a kind and
Helen how to sign language, which helps Helen to finally
M9
compassionate young man who is very supportive of
Helen. break free from her isolation and communicate with the
world around her.
M10
Anagnos - The director of the Perkins School for the
Blind. He is a kind and understanding man who ABC
believes in Helen's potential. VI. Favorite Scene (Screenshot)
ABC
III. Setting:
The movie "The Miracle Worker" is set in Tuscumbia,
ABC
Alabama, in the 1880s. The main setting is the Keller
family plantation, where Helen Keller lives with her
ABC
parents and brother. ABC
ABC
 VII. Reflection:
M1 The movie is a reminder that even in
M2 the most difficult circumstances, there is
always hope. It is also a reminder that M3
everyone has the potential to learn and
grow, regardless of their challenges. And M4
also teaches us the importance of
patience, determination, and love. Annie M5
Sullivan never gave up on Helen Keller, M6
even when she was difficult and
challenging. She loved Helen and M7
believed in her, and that helped Helen to
reach her full potential.
M8
M9
M10
ABC
ABC
ABC
ABC
ABC
ABC
M1 MOVIE REVIEW #
I.3 Title of the Movie:
M2
“Smile Pinki”
M3
II. Characters/Description:
Pinki Sonkar - a young girl from a village in
India who is born with a cleft lip.
Pankaj - the social worker from the Smile
Train organization.
Pinki's parents - who are loving and
supportive of their daughter.
Pinki's doctors and nurses - who provide
Pinki with excellent care and support.
III. Setting:
The documentary film "Smile Pinki" is set in
rural India, primarily in the villages of Rampur
Dhabahi and Varanasi.
IV. Special Condition Featured:
The special condition featured in the
documentary film "Smile Pinki" is cleft lip
and palate.
V. Summary of the Movie:
Pinki Sonkar, a six-year-old girl living with a
severe cleft lip in one of the poorest areas of
India. One day, a social worker from Smile
Train, a non-profit organization that provides
M4
free cleft lip and palate surgery to children in
need, visits Pinki's village. The social worker M5
tells Pinki's parents about the surgery and
how it can change their daughter's life. Pinki's M6
parents are hesitant at first, but they
M7
eventually agree to let her have the surgery.
Pinki and her father travel to Varanasi, India, M8
where the Smile Train hospital is located.
Pinki is nervous about the surgery, but the
M9
doctors and nurses at the hospital are kind M10
and supportive. The surgery is a success, and
Pinki is finally able to smile. After the surgery, ABC
Pinki returns to her village a changed person.
She is no longer ostracized by her community,
ABC
and she is able to attend school. Pinki is ABC
happy and confident, and she dreams of a
bright future. ABC
ABC
ABC
M1 VI. Favorite Scene (Screenshot)
M2
M3
M4
M5
M6
M7
M8
VII. Reflection:
Pinki's story is one of hopeful and admirable, M9
where her condition was misunderstood and
feared, but she was able to overcome these
M10
challenges thanks to the support of her ABC
family and the generosity of Smile Train.
Smile Pinki is a reminder that even the ABC
smallest of acts can make a big difference in
ABC
someone's life.
ABC
ABC
ABC
 MOVIE REVIEW # 4
M1
I. Title of the Movie:
M2 " Darius Goes West"
M3
II. Characters/Description:
M4
Darius Weems - Darius is a charismatic and
inspiring teenager who is determined to live life to
the fullest despite his challenges.
Darius's friends - Darius's friends are a group of
college students who have dedicated their
summer to helping him achieve his goals. They
are supportive, caring, and always willing to go
the extra mile.
Logan Smalley - the director of Darius Goes
West. He met Darius at a camp for children with
disabilities and was inspired by his story.
III. Setting:
The movie takes place on a road trip that starts in
Athens, Georgia and ends in Los Angeles,
California. Along the way, the group stops at
various locations to talk about Duchenne
muscular dystrophy and raise awareness about
the condition.
IV. Special Condition Featured:
The special condition featured in the movie is
Duchenne muscular dystrophy, a genetic
disorder that causes muscle weakness and
degeneration. The condition primarily affects
boys, and there is currently no cure.
V. Summary of the Movie: M5
Darius Goes West follows the journey of Darius
Weems and his friends as they embark on a M6
road trip to raise awareness about Duchenne M7
muscular dystrophy. Along the way, they
encounter various challenges and obstacles, but M8
they also have some fun adventures. The film
crew captures everything on camera, and the
M9
result is a heartwarming documentary about M10
friendship, perseverance, and hope.
ABC
VI. Favorite Scene (Screenshot): ABC
ABC
ABC
ABC
ABC
M1 VII. Reflection:
Darius Goes West is an inspiring documentary
M2 that showcases the power of friendship and the
M3 importance of raising awareness about rare
conditions like Duchenne muscular dystrophy.
M4 The film is both heartwarming and
heartbreaking, as we see the struggles that M5
Darius and his family face on a daily basis.
However, we also see the joy and laughter that M6
Darius and his friends are able to find on their
road trip. Overall, the film is a powerful reminder M7
that even in the face of adversity, there is M8
always hope.
M9
M10
ABC
ABC
ABC
ABC
ABC
ABC
M1 MOVIE REVIEW # 5
M2 Xenia - A teenager with brittle bone
I. Title of the Movie: disease.
M3 "My Flesh and Blood" Joe - An adopted child with a severe
M4 craniofacial disorder.
M5 II. Characters/Description: Margaret - An adopted child with
Susan Tom - The single mother who Down syndrome. M6
adopted 11 children who have
special needs and is the central M7
III. Setting:
figure in the documentary. The story mainly takes place in their M8
Patrick - Susan's biological son, who house in Fairfield, California. The film M9
also plays an important role in the shows us what life is like for this M10
family. family in their home.
Meghan - One of Susan's adopted ABC
children who has a severe skin IV. Special Condition Featured: ABC
condition. The special condition in the movie is ABC
Faith - Another adopted child with the different disabilities of the ABC
physical disabilities. adopted children, like cerebral palsy
and Down syndrome. ABC
ABC
M1 These disabilities are important in VI. Favorite Scene (Screenshot)
M2 the story and show how much love
and care these kids need.
M3
M4 V. Summary of the Movie:
M5 "My Flesh and Blood" is a touching
documentary that tells the story of a VII. Reflection: M6
mom who adopts 11 kids with It is a powerful movie that teaches us
special needs. It shows the M7
about the strength of love,
challenges they face every day, like M8
understanding, and family. It shows
health problems and not having how love can overcome big M9
much money. But it also shows the challenges. This film reminds us to be M10
strong love that holds this unusual kind and supportive to people with
family together. The movie makes ABC
special needs and to include them in
you feel all sorts of emotions, from our society. It's a touching and ABC
sadness to happiness, as it shows thought-provoking movie that will ABC
the unique bond between Susan, leave a strong impression on anyone ABC
her son, and her adopted children. who watches it.
ABC
ABC
 MOVIE REVIEW # 6
M1
M2 I. Title of the Movie:
“Educating Peter "
M3
M4 II. Characters/Description:
M5 Peter Gwazdauskas - A young boy
with Down syndrome, but he is a
M6
loving and affectionate child.
Mrs. Stallings - Peter's third-grade
teacher. Mrs. Stallings is a dedicated
and caring educator.
Judy and Frank Gwazdauskas -
Peter's parents. They are
determined to help Peter reach his
full potential and live a happy and
productive life.
Mrs. Colley - Peter's special
education teacher, who helps him
develop academic and social skills.
Peter's classmates - Peter's classmates
are initially hesitant to accept him, but
they eventually come to care for him
and support his success.
III. Setting:
The film “Educating Peter” is set in
Blacksburg, Virginia, in 1992. The M7
primary setting is Peter's third-grade M8
classroom at Blacksburg Elementary
M9
School.
M10
IV. Special Condition Featured: ABC
The special condition featured in the ABC
film Educating Peter is Down syndrome.
Down syndrome is a genetic disorder ABC
ABC
that causes a delay in physical and
mental development. ABC
ABC
M1 V. Summary of the Movie: VI. Favorite Scene (Screenshot):
M2 The “Educating Peter” is a
M3
documentary film about Peter
Gwazdauskas, a boy with autism
M4 who attends a regular third grade
M5 classroom. The film follows Peter
M6 as he learns to interact with his
classmates and teachers and as he VII. Reflection:
The film shows the importance of M7
develops his academic skills. Over
the course of the film, Peter makes individualization in education. Every M8
significant progress. He learns to child learns differently, and teachers M9
communicate his needs and wants need to be flexible and willing to M10
more effectively, and he becomes adapt their instruction to meet the
needs of all of their students. ABC
more comfortable in the classroom
setting. He also develops his ABC
academic skills, and he is able to ABC
participate in class activities ABC
alongside his classmates.
ABC
ABC
 MOVIE REVIEW # 7
M1
M2
I. Title of the Movie: Annie Sullivan - A kind neighbor who
M3 becomes a close friend and support
“ I Am Sam”
M4 II. Characters/Description: system for Sam and Lucy.
M5 Sam Dawson - A man with the Sam’s Friends - they love and support
M6 intellectual capacity of a 7-year- Sam unconditionally.
M7
old. He is a kind and loving
father to his daughter, Lucy, but III. Setting:
he struggles to keep up with her The movie “I Am Sam” is set in Los M8
growing intelligence and needs. Angeles, California. M9
Lucy Diamond Dawson - A M10
bright girl who loves her father IV. Special Condition Featured:
The special condition featured in the ABC
unconditionally, even though she
knows that he is different. movie is intellectual disability. ABC
Rita Harrison - A successful ABC
lawyer who is assigned to Sam's ABC
case pro bono.
ABC
ABC
M1
M2 V. Summary of the Movie: VI. Favorite Scene (Screenshot):
The movie "I Am Sam" is all
M3
about the story of Sam Dawson,
M4 a mentally challenged man who
M5 raises his daughter Lucy with
M6 the help of his friends and
community. When Lucy begins
M7
to surpass him intellectually,
social services intervene and VII. Reflection: M8A
threaten to take her away. Sam The movie reminds us that emphaty is essential.
Sam's story teaches us to see the world through
M8B
hires a lawyer to represent him the eyes of others, even if they are different from M9
in the custody battle, and the us. We should try to understand their experiences
two of them come to see the and challenges and offer them compassion and M10
support.
importance of love and family. ABC
In the end, Sam is awarded ABC
custody of Lucy. ABC
ABC
ABC
 MOVIE REVIEW # 8A
M1
M2
I. Title of the Movie:
M3
“ Cuerdas”
M4 II. Characters/Description:
M5 Maria - A young girl who befriends
M6 Nico and helps him play with the
M7 other children.
Nico - A boy with cerebral palsy who
M8A is initially ignored by the other
children but becomes close friends
with Maria.
Teacher - A very attentive teacher of
Maria and Nico.
III. Setting:
The short film take place in a
classroom, a playground, and a
hallway of the school.
IV. Special Condition Featured:
The special condition featured in the
film is cerebral palsy.
V. Summary of the Movie:
The “ Cuerdas” (Strings) is a spanish
short film that tells us about Maria, a
little girl who befriends a boy named
Nico, who has cerebral palsy and is M8B
confined to a wheelchair. Maria uses M9
strings to move Nico’s arms and legs
when he can’t, and the two become M10
close friends. The film tells an inspiring ABC
tale of acceptance, inclusion, and ABC
friendship.
ABC
ABC
ABC
 MOVIE REVIEW # 8A
M1
M2
I. Title of the Movie:
M3
“ Cuerdas”
M4 II. Characters/Description:
M5 Maria - A young girl who befriends
M6 Nico and helps him play with the
M7 other children.
Nico - A boy with cerebral palsy who
M8A is initially ignored by the other
children but becomes close friends
with Maria.
Teacher - A very attentive teacher of
Maria and Nico.
III. Setting:
The short film take place in a
classroom, a playground, and a
hallway of the school.
IV. Special Condition Featured:
The special condition featured in the
film is cerebral palsy.
V. Summary of the Movie:
The “ Cuerdas” (Strings) is a spanish
short film that tells us about Maria, a
little girl who befriends a boy named
Nico, who has cerebral palsy and is M8B
confined to a wheelchair. Maria uses M9
strings to move Nico’s arms and legs
when he can’t, and the two become M10
close friends. The film tells an inspiring ABC
tale of acceptance, inclusion, and ABC
friendship.
ABC
ABC
ABC
 MOVIE REVIEW # 8A
M1
Although Nico can't talk or can't move,
M2 in his mind and in his physical
M3 VI. Favorite Scene (Screenshot): appearance, you can see how much he
M4 appreciates Maria and is happy about
M5 what Maria did to her as a close friend.
In the end, it is so sad for Maria
M6
because Nico is gone, and that's why, in
M7 the future, Maria will become a teacher
M8A and teach at the Special Education
Center. M8B
VII. Reflection:
I am so touched by the movie M9
because it was so sad that not all M10
people will accept you if you have a ABC
special condition. I am so amazed at ABC
how Maria helps Nico experience
what a child could do, and she ABC
teaches Nico how to play. ABC
ABC
 MOVIE REVIEW # 8B
M1
IV. Special Condition Featured:
M2 The special condition is cerebral palsy.
M3 I. Title of the Movie:
M4 “Ian” V. Summary of the Movie:
M5
II. Characters/Description: “Ian” is a short film about a young boy
M6 Ian- main character, a young boy with with cerebral palsy who wants nothing
M7 cerebral palsy. more than to make friends. Despite facing
M8A Ian’s Mother- she was supportive discrimination and bullying, Ian is
mother to Ian. determined to be accepted and make
M8B friends. The film is a heartwarming story
A nice girl who approaches Ian.
Other children who bully and of inclusion and acceptance that is sure to M9
discriminate against Ian. inspire viewers of all ages. M10
ABC
III. Setting:
ABC
The film takes place on a playground.
ABC
ABC
ABC
 MOVIE REVIEW # 8A
M1
M2
We should not judge people easily
M3 VI. Favorite Scene (Screenshot): because of their condition; they are
M4 also humans like us and have a heart.
M5 Despite their condition, they have
M6
better manners than us.
M7
M8A
M8B VII. Reflection:

The film Ian is similar to the Cuerdas M9

short film. It teaches us the M10
importance of empathy, kindness, ABC
and inclusion. It encourages us to ABC
look beyond physical differences and
focus on the shared humanity that ABC
connects us all. ABC
ABC
M1 MOVIE REVIEW #9
M2 I. Title of the Movie: IV. Special Condition Featured:
M3 “The Silent Child” The special condition is deafness.
M4
M5 II. Characters/Description: V. Summary of the Movie:
M6 Libby-a young girl with deaf. "The Silent Child" is about Libby, who
M7 Joanne- a social worker who help is deaf, and her struggles in a world
that doesn't always understand her. A
M8A Libby integrated into the hearing social worker named Joanne teaches
M8B world. Libby sign language, which helps her
Libby's affluent yet indifferent communicate. But Libby's parents, who
M9
family plays a role in her isolation. care a lot about what others think, find
M10
it hard to accept her deafness. The
III. Setting: movie shows us how important it is to ABC
The film is set in a picturesque understand and support people with ABC
English countryside, primarily within disabilities, like Libby, so they can be a ABC
Libby's home and her school. part of everything too.
ABC
ABC
M1 VI. Favorite Scene (Screenshot):
M2
M3
M4
M5
M6 VII. Reflection:
M7 These proves that communication is
M8A very important in our lives because it
is our way of showing what we feel
M8B
and want to express. So, while I was
M9 watching the movie about the child
who lacks communication with his
family, that's when I understood the
importance of communication,
especially for someone like Libby,
who needs a wider understanding of
the use of sign language when
communicating with her.
And it also makes us think about how
society treats people with disabilities,
especially those who are deaf. It
reminds us to be understanding, learn
about different abilities, and include
everyone so that everyone can have a
good life. The movie wants us to
change our ideas and take actions to
make the world more welcoming for
everyone, no matter their abilities.
M10
ABC
ABC
ABC
ABC
ABC
 MOVIE REVIEW # 10A
M1
I. Title of the Movie: IV. Special Condition Featured:
M2 Setsuko faces malnutrition and the
“Grave of the Fireflies”
M3 harsh realities of wartime, reflecting the
M4 struggles of many during that period.
II. Characters/Description: V. Summary of the Movie:
M5 The movie follows two siblings, Seita
Seita and Setsuko lose their home and
M6 and Setsuko, in Japan during World parents due to war. They strive to
M7 War II. Seita is a responsible older
M8A brother, and Setsuko is his sweet and
M8B innocent younger sister.
= survive on their own, facing hunger and
desperation. The movie explores the
impact of war on innocent lives,
emphasizing love and sacrifice.
M9 III. Setting:
The story is set in Japan during the M10
final years of World War II, depicting
ABC
the challenges faced by civilians
amidst bombings and scarcity. ABC
ABC
ABC
ABC
 VI. Favorite Scene (Screenshot): VII. Reflection:
M1 Grave of the Fireflies is a heart-
M2
wrenching tale of resilience and the
M3 devastating impact of war. It reminds
M4 us of the importance of empathy and
understanding in the face of human M5
suffering. The movie's simplicity and M6
emotional depth make it a powerful M7
and unforgettable experience. M8
The siblings, in a moment of fleeting M9
peace, watch fireflies illuminate the M10
darkness, capturing a sense of beauty ABC
amid adversity. ABC
ABC
ABC
ABC
ABC
 MOVIE REVIEW #10B
M1 IV. Special Condition Featured:
M2 I. Title of the Movie: The film addresses the emotional and
M3
“KOMAL A film on Child Sexual psychological impact of child sexual
M4
Abuse CSA English” abuse on Komal, emphasizing the need
for understanding and support. M5
II. Characters/Description:
M6
The main character is Komal, a
young child facing challenges related M7
to child sexual abuse. Other V. Summary of the Movie: M8
characters include caregivers, Komal bravely tackles the tough issue M9
of child sexual abuse. The film
friends, and counselors offering M10
sensitively explores her journey,
support. highlighting the importance of ABC
awareness, support, and breaking the ABC
III. Setting: silence surrounding such incidents. ABC
The story unfolds in a community,
depicting everyday life and ABC
relationships that impact Komal's ABC
experiences. ABC
 VI. Favorite Scene (Screenshot): VII. Reflection:
M1
M2 Komal is a moving film shedding
M3 light on the sensitive topic of child
M4 sexual abuse. It reminds us to create
safe spaces for children, promote open M5
communication, and provide support to M6
those facing trauma. The movie M7
encourages dialogue, understanding, M8
A powerful scene shows Komal and contributes to the broader M9
receiving support from a caring conversation about child protection. M10
individual, symbolizing the crucial ABC
role of understanding and empathy ABC
in the healing process. ABC
ABC
ABC
ABC
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
ABC
ABC
ABC
ABC
ABC
ABC
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
ABC
ABC
ABC
ABC
ABC
ABC
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
ABC
ABC
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ABC
M1 INTELLECTUAL DISABILITIES
M2 Cerebral Palsy Indicators Checklist Trisomy 21 (Down Syndrome) Indicator Checklist
M3 Delays in reaching development milestone Upward slanting eyes with epicanthic folds
Seeming too stiff or too floppy Flat facial profile
M4 Small nose and ears
Difficulty with fine motor skills
Single, deep crease across the palm (simian crease)
M5 Involuntary movements or muscle spasms
Delays in reaching developmental milestones
Challenges with coordination and balance
M6 Unusual posture or favoring one side of the body Cognitive delays
Heart defects (common in individuals with Down Syndrome)
Difficulty walking or maintaining balance Hearing problems
M7 Speech difficulties, such as slurred or unclear speech Vision issues, such as cataracts
Challenges with oral motor skills
M8A Intellectual disabilities may be present, but not always
Hypotonia (low muscle tone)
Delayed motor skills
M8B Sensory processing difficulties Delayed speech and language development
Sensitivity to light, sound, or touch Speech may be more challenging to understand
M9 Seizures Learning difficulties
Challenges with bladder or bowel control Friendly and affectionate disposition
Developmental regression Tendency to be social and enjoy interactions M10
Feeding, drooling and swallowing problems
Difficulty falling asleep and/or staying asleep ABC
ABC
ABC
ABC
ABC
 LEARNING DISABILITIES
M1 Dyslexia Indicators Checklist
M2  Reversing letters
M3  Difficulty with phonics
 Trouble with spelling
M4  Inconsistent reading ability
 Poor handwriting
M5  Difficulty sequencing letters in words
M6  Struggles with time management
 Challenges with organization
M7  Difficulty memorizing information
 Slow reading pace
M8A
 Avoidance of reading tasks
M8B  Difficulty following instructions
 Problems with word retrieval
M9  Trouble with math concepts
 Challenges in understanding jokes or idioms
 Difficulty with left-right orientation
 Frequent spelling errors
 Mixing up similar-looking words
 Struggles with rhyming
 Difficulty expressing thoughts in writing
Dysgraphia Indicators Checklist
 Illegible handwriting
 Inconsistency in writing
 Difficulty with spatial organization
 Letter reversals
 Inefficient speed and pacing
 Difficulty with copying
 Problems with grip and motor control
 Avoidance of writing tasks
 Challenges in spelling
 Difficulty organizing thoughts on paper
 Inability to write neatly under time
constraints
 Poor hand-eye coordination
 Difficulty sequencing ideas
 Awkward or unusual writing posture
 Inconsistency in letter formation M10
 Difficulty with cursive writing
 Difficulty learning and recalling letters ABC
 Messy papers
ABC
 Difficulty with fine motor skills
 Difficulty with punctuation and ABC
capitalization
ABC
ABC
 Dyscalculia Indicators Checklist
M1
 Difficulty understanding and recognizing
M2 basic number concepts
M3  Challenges with counting accurately
and fluently
M4  Struggles to grasp the concept of
M5 quantity and magnitude
 Difficulty understanding number
M6 relationships and place value
 Poor understanding of mathematical
M7
symbols and notations
M8A  Inability to memorize and recall basic
arithmetic facts
M8B  Challenges with mental math and
M9 estimation
 Difficulty understanding and following
sequential steps in math problems M10
 Inconsistent ability to apply
mathematical operations ABC
 Difficulty understanding and solving ABC
word problems
 Poor spatial awareness and difficulty ABC
with spatial reasoning in math
 Challenges in understanding and using ABC
mathematical language ABC
 PHYSICAL DISABILITIES Hearing Disability Indicators Checklist
M1 Visual Disability Indicators Checklist
 Difficulty understanding spoken conversations
M2  Blurred Vision  Struggling to hear soft or whispered speech
 Loss of Peripheral Vision
M3  Needing to turn up the volume on electronic
 Sensitivity to Light devices
M4  Night Blindness  Difficulty hearing in noisy environments
 Frequent Eye Strain
M5  Difficulty Focusing
 Frequently asking others to repeat themselves
 Misinterpreting or misunderstanding spoken
M6  Double Vision information
 Eye Redness or Irritation  Difficulty following rapid speech or conversations
M7  Frequent Headaches with multiple speakers
 Squinting
M8A 
 Avoidance of social situations due to
Eye Teaming Problems communication challenges
M8B  Color Blindness  Difficulty hearing high-pitched or low-pitched
 Nystagmus (involuntary, rapid eye movements)
M9 sounds
 Photophobia (extreme sensitivity to light)  Limited awareness of environmental sounds
 Cloudy or Hazy Vision  Challenges in localizing the source of sounds M10
 Loss of Central Vision  Difficulty hearing on the telephone
 Eye Fatigue During Reading  Lack of response to spoken stimuli ABC
 Difficulty Recognizing Faces  Changes in speech or language development
 Objects Appearing Distorted ABC
 Difficulty hearing alarms, doorbells, or other
 Tunnel Vision ABC
warning sounds
 Struggling with speech articulation or pronunciation
 Inconsistent response to auditory stimuli ABC
ABC
 Speech Disability Indicators Checklist
M1  Articulation difficulties (pronunciation of sounds)
 Stuttering or hesitations during speech
M2  Difficulty forming complete and grammatically
M3 correct sentences
 Limited vocabulary or difficulty finding the right
M4 words
 Speech that is too fast or too slow for age-
M5
appropriate communication
M6  Challenges in organizing thoughts and expressing
ideas coherently
M7  Inconsistent use of tenses and verb forms
M8A  Limited ability to convey complex information
 Difficulty with the rhythm and flow of speech
M8B  Monotone or flat intonation during speech
 Limited use of nonverbal communication (gestures,
M9
facial expressions)
 Difficulty with social communication and maintaining
conversations
 Repetitive speech patterns or phrases
 Challenges in initiating and ending conversations
appropriately
 Limited understanding or use of figurative language
 Difficulty with word retrieval and naming objects
 Speech that is too loud or too soft for effective
communication
Multiple Disabilities Indicators Checklist
 Limited mobility or difficulty with gross motor skills
 Challenges in maintaining balance and
coordination
 Difficulty with fine motor skills and precision tasks
 Dependence on assistive devices for mobility
(wheelchair, walker, etc.)
 Limited range of motion in joints or limbs
 Muscle weakness or atrophy
 Spasticity or involuntary muscle contractions
 Difficulty with activities of daily living (dressing,
eating, grooming)
 Challenges in navigating stairs or uneven surfaces
 Fatigue and reduced stamina during physical
activities
 Limited ability to participate in sports or physical
exercises
 Dependence on others for physical support
M10
 Difficulty with hand-eye coordination ABC
 Limited independence in transportation and
mobility ABC
 Chronic pain or discomfort
ABC
ABC
ABC
 GIFTED AND TALENTED
M1 Visually Talented Indicators Checklist (Kids)
M2  Early fascination with drawing and coloring
 Above-average drawing skills for their age
M3  Creativity in generating visual ideas
 
M4 Enjoys experimenting with various art materials
 Exhibits keen observation skills
M5  Demonstrates a strong understanding of colors
 Interest in graphic design elements and
M6 composition
M7  Displays a natural talent for spatial awareness
 Excels in creating three-dimensional sculptures
M8A  Enthusiasm for capturing images through
photography
M8B
 Shows curiosity about architecture and spatial
M9 design
 Fascination with fashion design and aesthetics
 Engages with animated media and digital animation
 Demonstrates a good sense of proportions in
artwork
 Enjoys exploring nature through visual art.
 Exhibits a strong visual memory
 Interest in learning about art history and famous
artists
 Proficiency in solving visual puzzles and games
Musically Talented Indicators Checklist (Kids)
 Early interest and curiosity in music.
 Keen sense of rhythm and timing.
 Ability to distinguish between different pitches.
 Easy recall and reproduction of melodies.
Clear and expressive singing voice.
 Interest in playing musical instruments.
 Advanced listening skills for musical nuances.
 Creativity in creating original music.
 Understanding and ability to harmonize.
 Proficiency in playing multiple musical instruments.
 Curiosity about music composition.
 Interest in learning music theory.
 Active participation in school or community musical
programs.
 Natural sense of timing and tempo.
 Use of music as a means of emotional expression.
 Exploration and appreciation of various music M10
genres.

ABC
Quick and effortless learning of new songs or
tunes. ABC
 Excitement for participating in or attending live
musical performances. ABC
 Curiosity about the history and evolution of music. ABC
ABC
 Intellectually Talented Indicators Checklist (Kids)
M1  Early and avid interest in reading.
 Advanced language skills for their age.
M2  Exceptional memory recall and retention.
M3  Curiosity about complex topics and concepts.
 Quick and efficient problem-solving abilities.
M4  Eagerness to explore and learn new information.
M5  Ability to grasp abstract and theoretical ideas.
 Independent and self-directed learning.
M6  Above-average performance in academic
subjects.
M7  Demonstrates critical thinking skills.
M8A  Interest in debates and discussions.
 Applies creative thinking to problem-solving.
M8B  Advanced mathematical reasoning and skills.
 Enjoys challenging and intellectually stimulating
M9
activities.
 Exhibits a love for learning beyond school
requirements.
 Thrives in academic competitions and challenges.
 Demonstrates a deep understanding of cause and
effect.
 Interest in exploring topics beyond their grade
level.
 Ability to make connections between diverse
concepts.
 High level of curiosity and asking thought-
provoking questions.
Performing Arts Talented Indicators Checklist
 Natural flair for acting and dramatic expression
 Enjoys participating in school plays and
performances
 Demonstrates expressive and emotive gestures
 Exhibits a strong stage presence and confidence
 Comfortable with public speaking and addressing
an audience
 Displays creativity in interpreting and portraying
characters
 Shows an interest in various forms of dance
 Has rhythmic coordination and a sense of timing in
movement
 Enjoys singing and demonstrates vocal talent
 Participates enthusiastically in musical productions
 Demonstrates proficiency in playing a musical
instrument
 Expresses creativity in choreographing dances or M10
routines
 Interest in exploring different styles of performing
ABC
arts ABC
 Shows dedication and discipline in practicing
performing arts ABC
 Demonstrates an understanding of theatrical
ABC
techniques
 Thrives in collaborative group performances ABC
 SOCIO-EMOTIONAL DISORDERS Anxiety Indicators Checklist
M1 EBD Indicators Checklist  Excessive worrying
M2  Impulsivity  Restlessness
 Aggression  Fatigue
M3  Defiance  Difficulty concentrating
M4  Frequent tantrums  Irritability
 Difficulty forming relationships  Muscle tension
M5  Poor social skills  Sleep disturbances
 Low frustration tolerance  Racing thoughts
M6
 Excessive arguing  Rapid heartbeat
M7  Disruptive behavior  Sweating
 Academic struggles  Trembling or shaking
M8A  Poor concentration  Nausea or stomach discomfort
M8B  Hyperactivity  Feeling on edge
 Withdrawal from activities  Avoidance of triggering situations
M9  Self-harm tendencies  Nervousness
 Emotional instability  Panic attacks
 Difficulty following rules  Fear of losing control M10
 Substance abuse  Difficulty making decisions ABC
 Depression  Perfectionism
 Anxiety  Muscle aches or tension headaches ABC
 Low self-esteem ABC
ABC
ABC
 Depression Indicators Checklist OCD Indicators Checklist
M1  Persistent sadness  Intrusive, unwanted thoughts or images
 Compulsive behaviors to reduce anxiety
M2  Loss of interest in activities

 Fatigue Fear of contamination or germs
M3  Changes in sleep patterns (insomnia or  Excessive handwashing or cleaning rituals
hypersomnia)  Need for symmetry or order
M4  Counting rituals
 Changes in appetite or weight
M5  Feelings of hopelessness  Checking behaviors (e.g., locks, appliances)
 Irritability  Hoarding tendencies
M6  Difficulty concentrating  Intrusive, distressing thoughts of harm to self or
others
M7  Withdrawal from social activities

 Decreased energy Fear of making a mistake
M8A  Thoughts of death or suicide  Superstitious beliefs
 Feeling guilty or worthless  Excessive concern with moral or religious issues
M8B  Difficulty discarding possessions
 Aches and pains with no clear physical cause
M9  Difficulty making decisions  Ritualized eating behaviors
 Changes in psychomotor activity (slowed  Fear of causing harm to others
movements or restlessness)  Need for reassurance M10
 Persistent pessimism  Mental rituals (e.g., counting, praying)
 Avoidance of certain places or situations ABC
 Loss of libido
 Increased sensitivity to rejection  Perfectionism ABC
 Tearfulness  Excessive list-making
 Decreased self-esteem  Repetitive tapping or touching behaviors ABC
  Fear of losing control
Difficulty experiencing pleasure
 Unnecessary rechecking of work
ABC
 Recurrent thoughts of death
 Changes in appetite or weight  Distress when things are not "just right" ABC
 Intrusive sexual or aggressive thoughts
 Bipolar Disorder Indicators Checklist ADHD Indicators Checklist
 Extreme mood swings  Difficulty sustaining attention in tasks or play
M1  Periods of intense euphoria (mania) activities
M2  Elevated or irritable mood  Easily distracted by unrelated stimuli
 Decreased need for sleep during manic episodes  Forgetfulness in daily activities
M3  Racing thoughts  Frequently losing items necessary for tasks
M4  Increased energy and activity levels  Fidgeting or restlessness
 Impulsive behavior  Inability to stay seated in situations where it is
M5  Poor judgment expected
 Grandiosity or inflated self-esteem  Impulsivity
M6
 Rapid speech  Difficulty waiting for one's turn
M7  Difficulty concentrating  Interrupting or intruding on others' conversations or
 Increased goal-directed activity games
M8A  Impaired judgment  Poor organization skills
M8B  Reckless behavior  Difficulty following through on tasks
 Increased irritability  Avoidance or procrastination of tasks that require
M9  Decreased interest in pleasurable activities during sustained mental effort
depressive episodes  Careless mistakes in schoolwork or other activities
 Persistent sadness or hopelessness  Difficulty listening attentively M10
 Changes in appetite or weight  Forgetfulness in daily routines ABC
 Sleep disturbances (insomnia or hypersomnia)  Shifting from one uncompleted task to another
 Fatigue  Difficulty following instructions ABC
 Feelings of worthlessness or guilt  Poor time management
 Difficulty concentrating or making decisions  Excessive talking
ABC
 Psychomotor agitation or retardation  Daydreaming or being easily lost in thought ABC
 Suicidal thoughts or behaviors  Difficulty in regulating emotions
 Social withdrawal  Impaired executive functioning ABC
 Autism Indicators Checklist
M1  Challenges in social interaction
 Difficulty forming and maintaining relationships
M2  Lack of interest in or understanding of social
M3 cues
 Limited eye contact
M4  Lack of responsiveness to others' emotions
M5  Difficulty understanding and expressing
emotions
M6  Repetitive behaviors or movements (e.g., hand-
flapping, rocking)
M7  Sensory sensitivities (e.g., to light, sound,
M8A textures)
 Difficulty with changes in routine
M8B  Obsessive interests in specific topics
 Delayed or limited speech and language
M9
development
 Echolalia (repeating words or phrases) M10
 Lack of imaginative play
 Difficulty with nonverbal communication (facial ABC
expressions, gestures)
 Preoccupation with specific objects or parts of
ABC
objects ABC
 Resistance to changes in environment or
routine ABC
 Unusual attachments to objects ABC
 Difficulty with transitions
 Chronic Illnesses Diabetes Indicators Checklist
M1 Asthma Indicators Checklist  Increased thirst (polydipsia)
 Recurrent coughing, especially at night  Frequent urination (polyuria)
M2  Shortness of breath  Extreme hunger (polyphagia)
 Unexplained weight loss
M3  Wheezing sound during breathing
 Chest tightness or discomfort  Fatigue and weakness
M4  Fatigue during physical activity  Blurred vision
 Rapid breathing  Slow-healing wounds or cuts
M5  Tingling or numbness in hands or feet
 Difficulty sleeping due to breathing problems
M6  Coughing or wheezing after exposure to triggers  Recurrent infections
(allergens, irritants)  Dry and itchy skin
M7  Increased use of rescue inhaler (bronchodilator)  Increased susceptibility to skin infections
 Changes in vision (diabetic retinopathy)
M8A  Decreased peak flow meter readings
 Frequent respiratory infections  Frequent yeast infections
M8B  Persistent nasal congestion  Erectile dysfunction in men
 Prolonged recovery time after physical activity  Irregular menstruation in women
M9   Darkened skin patches (acanthosis nigricans)
Allergic reactions, such as skin rashes or itching
 Trouble speaking due to shortness of breath  Elevated blood pressure M10
 Cyanosis (bluish coloration of lips or face)  Elevated levels of triglycerides and cholesterol
 Difficulty in exhaling air  Poor concentration ABC
 Feeling anxious or panicky due to breathing  Mood swings
 Nausea and vomiting ABC
difficulties
 Use of accessory muscles for breathing (neck  Fruity odor on the breath (ketones) ABC
muscles, chest muscles)  Shortness of breath
 Nasal flaring during breathing  Abdominal pain ABC
  Frequent episodes of hypoglycemia (low blood
Chest retractions (sucking in between ribs) ABC
sugar)
 Epilepsy Indicators Checklist Allergy Indicators Checklist
 Recurrent seizures
M1  Sneezing
 Sudden and unexplained loss of consciousness  Runny or stuffy nose
M2  Temporary confusion or memory loss after a  Itchy or watery eyes
seizure 
M3  Staring spells or periods of unresponsiveness
Itchy throat or ears
 Coughing
M4  Repetitive movements, such as chewing or hand  Shortness of breath or wheezing
rubbing  Fatigue
M5  Muscle stiffening (tonic phase)  Headache
M6  Muscle jerking or convulsions (clonic phase)  Skin rash or hives
 Falling suddenly for no apparent reason  Swelling, especially around the face or eyes
M7  Loss of bladder or bowel control during a seizure  Dark circles under the eyes (allergic shiners)
 Aura or warning signs before a seizure 
M8A  Temporary cessation of activity and blank staring
Difficulty sleeping due to congestion or other allergy
symptoms
M8B  Lip smacking or repetitive movements of the  Irritability
mouth  Loss of sense of taste or smell
M9  Sensation of déjà vu or unfamiliarity  Nasal congestion or postnasal drip
 Difficulty speaking or slurred speech during or  Sneezing fits M10
after a seizure  Sore throat
 Twitching or shaking of a specific part of the body  Upset stomach or gastrointestinal symptoms ABC
 Loss of muscle tone (atonic seizure)  Muscle and joint pain
 Absence seizures (brief lapses in consciousness)  Dizziness or lightheadedness
ABC
 Confusion and disorientation after a seizure  Changes in mood or behavior ABC
 Head turning to one side  Red or irritated eyes
 Sudden jerking or shaking of limbs  Difficulty concentrating ABC
 Automatic behaviors (automatisms) during a  Sensation of a lump in the throat (globus sensation)
seizure
ABC
 Nausea or vomiting
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
ABC
ABC
ABC
ABC
ABC