V.

LEARNERS WITH
DIFFICULTY MOVING/
WALIKNG
A. DEFINITION
When a child has difficulty moving or walking, the physical domain of
development is affected. Examples of physical disability are development
coordination disorder or dyspraxia, stereotypic movement disorder, tics and
cerebral palsy.

DEVELOPMENTAL COORDINATION DISORDER

AS DESCRIBED IN THE DMS-5 ( AMERICAN PSYCHIATRIC ASSOCIATION 2013) , REFERS
TO A SIGNIFICANT AND PERSISTENT DEFICITS IN COORDINATED MOTOR SKILLS THAT
ARE SIGNIFICANTLY BELOW EXPECTED TYPICAL DEVELOP. DIFFICULTIES MANIFESTED
ARE CLUMSINESS, SLOWNESS, AND INACCURACY MOTOR SKILLS. DYSPRAXIA USED
SYNONYMOUSLY WITH DEVELOPMENT COORDINATION DISORDER, IS OFTEN TERM
USED BY OCCUPATIONAL THERAPISTS
STEREOTYPIC MOVEMENT DISORDER

IS CHARACTERIZED BY REPETITIVE, SEEMINGLY DRIVEN, AND

NONFUNCTIONAL MOTOR BEHAVIOR. THESE BEHAVIOR
INTERFERE WITH SOCIAL, ACADEMIC OR OTHER ACTIVITIES
AND MAY RESULT IN SELF-HARM OR INJURY ( AMERICAN
PSYCHIATRIC ASSOCIATION 2013 ).

CEREBRAL PALSY

REFERS TO A DISORDER OF MOVEMENT AND POSTURE THAT

RESULTS FROM DAMAGE TO AREAS OF THE BRAIN THAT
CONTROL MOTOR MOVEMENT. MUSCLE TONE AFFECTS
VOLUNTARY MOVEMENT AND FULL CONTROL OF THE
MUSCLES THAT RESULTS IN DELAYS IN THE CHILD GROSS AND
FINE MOTOR DEVELOPMENT. THERE ARE DIFFERENT
B. IDENTIFICATION

Developmental Coordination Disorder

Identifying children with motor begins with family members and early
childhood practitioner.
IN CONDUCTING ASSESSMENT, A SPECIALIST DETERMINES THE CHILD'S
DEVELOPMENTAL HISTORY ,INTELLECTUAL, AND GROSS AND FINE MOTOR SKILLS.

Stereotypic Movement Disorder

Typically developing children may display stereotypic movements, or behavior, often referred to a
stereotypies, between age two and five as well as the children with other neurological conditions
such as Autism Spectrum Disorder and other developmental disabilities. Because of this specialists
classify SMD as " primary" when it occurs in an otherwise typically developing child, or
"secondary" if it exists alongside neurological disorder ( Valente et al. 2019).
C. LEARNING CHARACTERS

Motor difficulties are known to significantly affect a

child's ability to perform daily activities, which include
memory, perception, and processing, carrying out
coordinated movements.

"Range strengths ” needs to be acknowledged in every

child with a disability ( Armstrong 2012).
D. GENERAL EDUCATIONAL ADAPTATIONS
These professionals are responsible for setting goals in motor development, planning, and
mobility as well as in providing teachers and others with information about the child's physical
conditions, limitations, and abilities (Kirk et al. 2015).
Physical accessibility of a school and classrooms to children with motor difficulty/disability is
essential. Ramps and elevators for schools with multiplr levels of buikding is necessary, as well
as the provision of wheelchairs. Providing such as structures and supports ensure that children
with motor difficulty/disability would be able to acccess as well as move around the classroom
safety.
VI. LEARNERS WITH DIFFICULTY REMEMBERING AND
FOCUSING

Memory functions-include short term memory ,long term memory

and retrieval.

Attention functions- includes sustaining , shifting, dividing, and

sharing attention.
 LEARNING DISABILITY (LD) AND/OR ATTENTION DEFICIT
HYPERACTIVITY DISORDER (ADHD characterized by having difficulties
with memory and attention functions. The subsequent sections present the
definition, identification, and learning characteristics for each disability.
LEARNING DISABILITY (LD)
It was Samuel Kirk who coined the term, "learning disability" in 1962 when he met with
parents and families as they discussed about students who encountered pronounced
difficulties in school despite having average to above-average intelligence. He further
described students with learning a heterogeneous mix of learners who henad
neurologically based affected their learning in different ways (Kirk et al., 2015).
As common components on the definitions of a LD by Gargiulo (2012).
•Intellectual functioning within normal range
•Significant gap or discrepancy between a student's assumed potential and actual
achievements
•Interference that LD is not primarily caused by other disabilities or extrinsic factors
•Difficulty in learning in one or more academic areas
•Presumption of CNS dysfunction.
Learning disabilities is a general term that refers to a heterogeneous group of disorders
manifested by significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning, or mathematical abilities.
THE TERM LEARNING DISABILITY IS DIFFERENTIATED
FROM
SPECIFIC LEARNING DISABILITY WHICH FOCUSES ON
DIFFICULTIES
IN "ONE OR MORE BASIC PSYCHOLOGICAL PROCESSES
INVOLVED
IN UNDERSTANDING OR IN USING LANGUAGE, SPOKEN,
OR
WRITTEN, WHICH MAY MANIFEST AS DIFFICULTIES IN
THE ABILITY
TO LISTEN, THINK, SPARK, READ, WRITE, SPELL, OR DO
MATHEMATICAL CALCULATIONS"
There are different types of specific learning disabilities;
Dyslexia for difficulties with reading, spelling, and oral reading
fluency.
Dyscalculia for difficulties in math computation, problem-
solving,and analysis;
Dysgraphia for difficulties with handwriting and written
expression (see Table 6.8).
ADHD
DSM-5 (American Psychiatric Association 2013) provides the diagnostic
criteria for ADHD, which include inattention, hyperactivity and impulsivity,
and a combination of the two. For a child to be diagnosed with ADHD, the
observed behaviors should meet the following criteria:
•Display a persistent pattern for at least 6 months that significantly interferes
with functioning or development
•Observed in two or more settings (e.g., at home, school, work; with friends
or relatives; and in other activities)
•Several of the symptoms were present before the age of 12 years.
•The behaviors are not resulting from oth her disorders (e.g., schizophrenia
anxiety disorder, personality disorder, etc.)
More behavioral manifestations are presented in Table 6.9
B. IDENTIFICATION
Identifying students with LD and ADHD begins with the parents and teachers. The presence of
difficulties in mental functions provided in Table 6.8 and the behaviors enumerated in Table 6.9, as
well as meeting the provided criteria for persistence and consistency in more than one setting, may
create the impetus for parents to consult specialists and for teachers to apply pre referral strategies
before referring the student for special education testing TEXT
 1. LD
CRITERIA FOR PERSISTENCE AND CONSISTENCY IN MORE THAN ONE
SETTING,
MAY CREATE THE IMPETUS FOR PARENTS TO CONSULT SPECIALISTS
AND FOR
TEACHERS TO APPLY PRE REFERRAL STRATEGIES BEFORE
REFERRING THE
STUDENT FOR SPECIAL EDUCATION TESTING.
IN IDENTIFYING STUDENTS WITH LD, A DISCREPANCY BETWEEN
ACADEMIC
ACHIEVEMENT AND INTELLIGENCE NEEDS TO BE ESTABLISHED
USING TESTS THAT
MEASURE INTELLIGENCE AND STANDARDIZED ACHIEVEMENT
TESTS. CHILDREN
WITH LD OFTENTIMES DISPLAY AVERAGE TO ABOVE AVERAGE
INTELLIGENCE BUT
PERFORM BELOW THEIR GRADE PLACEMENT IN ACHIEVEMENT
TESTS OF
READING, SPELLING, MATH, AND WRITTEN EXPRESSION. THE
PROBLEM
, HOWEVER, IN IDENTIFYING CHILDREN WITH LD IS ESTABLISHING
THE
IN ADDITION TO THE USE OF CLINICAL TESTING, TEACHERS CAN
PROVIDE
ESSENTIAL INFORMATION ABOUT A STUDENT'S PATTERNS OF
ABILITIES AND
DIFFICULTIES. CONDUCTING STUDENT OBSERVATIONS, INTERVIEWS,
AND
ERROR ANALYSIS OF SCHOOLWORK WILL PROVIDE THE
SUPPLEMENTARY
INFORMATION NEEDED TO DETERMINE WAYS TO HELP A CHILD WHO
MAY BE
AT-RISK AND/OR HAVE SIGNS OF A LEARNING DISABILITY. A
CLINICAL/EDUCATIONAL PSYCHOLOGIST AND/OR A SPECIAL
EDUCATION
DIAGNOSTICIAN USE ALL AVAILABLE DATA FROM NORM-
REFERENCED TESTS,
TEACHERS' OBSERVATIONS, ANALYSIS OF ACHIEVEMENT TESTS, AND
PARENT
INTERVIEW TO DETERMINE IF THE LEARNING DIFFICULTIES MAY BE
2. ADHD
There are four components that are needed in identifying students
with ADHD:
(1) medical examination
(2) clinic interviews
(3) use of teacher and parent rating scales, and
(4) behavioral observations (Hallahan et al. 2014). Each one is
discussed as follows.
LANGUAGE DEVELOPMENT

They often display delays on learning how to speak, have difficulties in

naming object and retrieving words from memory , and have limited
vocabulary in comparison to typically developing peers. Students with
LD oftentimes struggle with having to organize their thoughts that they
are unable to use precise words to express idea.
 READING SKILLS

Students with dyslexia displays delays and difficulties in

phonological processing, word reading/ decoding , spelling
and oral reading fluency.
WRITTEN LANGUAGE

STUDENTS WITH LD HAVE TENDENCIES TO REVERSE

LETTERS OR WORDS , HAVE POOR SPELLING SKILLS
AND DISPLAY DIFFICULTIES IN THE QUALITY,
ORGANIZATION, SENTENCE FLUENCY, AND
APPLICATION OF WRITING CONVECTIONS , INCLUDING
HANDWRITING, SPELLING AND GRAMMAR, AS WELL AS
MOTIVATION TO WRITE (GRAHAM, 2017).
MATH SKILLS
The difficulties manifest in relation to student's age and
grade (Shalev 2004).For instance in the first grade level
have problem in the retrieval of the basic facts and
computing exercises, while older children display severe
difficulties in learning the multiplication table and
understanding of algorithms of the four basic operations.
Because of difficulties in executive functioning, students
with LD and ADHD are know to be forgetful of daily
activities and routines, can be disorganized with their
personal belongings and even schedules, and have
problems monitoring condition.
Children with LD and ADHD have their strengths and
abilities amidst such difficulties and limitations. Students
with
spatialLD are know to have strong artistic and visual
skills.
 G. GENERAL EDUCATIONAL ADAPTIONS
The use of Universal Design for Learning (UDL) principles
such as providing multiple means of representation,
expression and engagement are effective for all types of
learners and provide a level playing field for students with
LD, SLD, and ADHD.
PLANNING THE CLASSROOM ENVIRONMENT AND HOW
ROUTINES ARE IMPLEMENTED IS EQUALLY IMPORTANT
IN AN INCHISIVE CLASSROOM. BECAUSE STUDENTS
WITH LD AND ADHD SHOW A TENDENCY TO BE
RESTLESS, BECOME HYPERACTIVE, AND HAVE SHORT
ATTENTION SPANS, PROVIDING A CLASSROOM THAT IS
HIGHLY STRUCTURED AND WITH CLEAR
EXPECTATIONS IS ESSENTIAL. CLASS RULES AND
NORMA, AGREEMENTS, ROUTINES AS WELL AS
SCHEDULES NEED TO BE WRITTEN AND ACCOMPANIED
BY CLEAR AND SIMPLE IMAGES. THESE NEED TO BE
EXPLAINED, DISPLAYED, AND IMPLEMENTED
CONSISTENTLY TO MAKE THE CLASSROOM
ENVIRONMENT STRUCTURED AND SAFE FOR ALL
CHILDREN.
ONE INTERVENTION THAT HAS BEEN REPORTED TO BE
EFFECTIVE IN HELPING STUDENTS WITH ADHD IS THE
USE OF THE DAILY REPORT CARD (DRC), WHICH IS AN
INDIVIDUALIZED INTERVENTION TO MANAGE TARGET
BEHAVIORS OF A CHILD (MOORE ET AL.2016). IT BEGINS
WITH AN ASSESSMENT THROUGH OBSERVATION AND
TEACHER/ PARENT INTERVIEWS TO DETERMINE
SPECIFIC BEHAVIORS THAT NEED TO BE MANAGED
AND/OR DEVELOPED IN A STUDENT (SEE FIGURE 6.2).
VII. LEARNERS WITH DIFFICULTY WITH SELF-CARE
This section presents another set of learners with specific difficulties to self care of caring
for oneself

A. Definition
Self-care often refers to a person's capacity to perform daily living activities or specific in
body care such as the following skills washing oneself, brushing teeth, combing, trimming
nails, toileting, dressing, eating, drinking, and looking after one's heath Self-care skills are
gradually learned by very young typically developing children through adult modeling and
direct instruction within developmental expectations. On the other hand, children with
additional needs may struggle with the basic activities of daily living Oftentimes, such
students are those with moderate to severe cognitive deficits, including individuals with
Intellectual Disability or Intellectual Developmental Disorder (ID or IDD).
INTELLECTUAL DISABILITY IS A DEVELOPMENTAL DISORDER THAT INCLUDES DEFICITS IN
INTELLECTUAL AND ADAPTIVE FUNCTIONING ACROSS DOMAINS OF CONCEPTUAL, SOCIAL.
AND PRACTICAL THAT OCCUR DURING THE DEVELOPMENTAL PERIOD. TO BE DIAGNOSED WITH
ID/IDD, A STUDENT MUST HAVE DEFICITS IN BOTH THE COGNITIVE AND ADAPTIVE DOMAINS
(KIRK 2015). CHILDREN WITH DOWN'S SYNDROME WITH MODERATE TO SEVERE DISABILITY MAY
ALSO HAVE PROBLEMS WITH SELF-CARE.
B. IDENTIFICATION
Young children suspected to have cognitive deficits
which
manifest as difficulties with self-care-can be identified at
a very young age. The traditional approach to measuring
levels of severity of III was determined through the use
of
intellectual tests.

●Mild Level IQ 50-70

●Moderate IQ 35-50
●Severe IQ 20-35
●Profound IQ BELOW 20
C. LEARNING CHARACTERISTICS

Students who have difficulty with self-care oftentimes

developmental milestones a difficulty ge compared to typically
developing peers. They learn to sit up, crawl, walk, and talk later
than other and may be trouble remembering and understanding
consequences of actions. Due to cognitive difficulties, children with
ID may also have deficits in the areas of reasoning, planning,
judgment, and abstract.
On the other hand, depending on the level of support needed, a
student with ID learns adaptive skills at a slower pace, resulting in
delay, compared to same aged typically developing students. They
benefit from modeling and can imitate well. Moreover, adults with
mild intellectual disability eventually learn to be functional and
independent in society.
D. GENERAL EDUCATIONAL ADAPTATIONS
Specific approaches have been found to be effective in teaching students with difficulty with self-care, namely the
use of direct/explicit instruction, task analysis, forward and backward chaining, as well as the use of video
modeling. It is essential that the instructions given are simple and straight forward and that hands-on, experiential
activities are used.
Forward chaining
the program begins with the first step in the sequence, such as getting the toothbrush and toothpaste, then providing
the needed hand-over assistance, and then gradually fading verbal and then gestural prompts.

Backward chaining
the teacher model all the steps from the beginning and then allows the child to do the last step teacher of the
behavior chain with assistance and prompts.
Video-based intervention
Including video modeling and video prompting
teaching daily living skills, such as brushing washing dishes, etc. has been effective for learners with intellectual
learning difficulties has been found effect Akullian 20017 cited in Heward 2013) With video modeling, a studen011.
Bellini & lef video of an able person performing a target skill or task and then imitetas the behavior. In video self-
modeling, the student watches a video of himself/herself performing a task. In video prompting, each step is shown
in a video which the student imitates before the next step is shown. This is helpful as the student can access the
video anytime, replay it as often as needed to develop independence.
1) the gifted and talented students with difficulties in
(2) seeing,
(3) hearing,
(4) communicating,
(5) walking and moving,
(6) remembering and focusing, and
(7) self-care.
THANK YOU
SO MUCH