Leyte Normal University

College of Education
Tacloban City

May 13, 2020

To: ALL FIRST YEAR BPED STUDENTS UNDER MS. NARTEA

Sections EP11, EP12, EP13, EP14, EP15, EP16, EP17, and EP18

Subject: Criteria and Procedure in Obtaining the Final Grade in the Course PROF ED 102 Foundations of
Special and Inclusive Education

This is to officially inform you that the university sent a memorandum declaring the online resumption of classes on May
11, 2020 and will end on June 15, 2020. Since the faculty members were advised to adopt the LEARN-FROM-HOME
delivery mode, I am writing this to direct and give my instructions relative to our final class requirements as the semester
is about to end.

Considering the inclusivity of the course and the technical difficulty of most students, workbook activities will no longer
be collected and online classes will not be conducted. Hence, to fulfill the 3 components of the grading system found on
the course syllabus (page 6 of the workbook), the following will be used as bases for your final grade in the course.
Specifically:

I. 30% of your grade will come from your class participation comprising your workbook scores, recitation points,
and attendance recorded from January 13 to March 12, 2020. Specifically, this will be taken from your:
A. WORKBOOK SCORES from chapters 1 to 2 for my EP11, EP14, EP16, and EP18 classes and chapters 1 to 4 for
my EP12, EP13, EP15, and EP17 classes which are equivalent to 83 maximum points for Chapter 1, 139
maximum points for Chapter 2, 20 maximum points for Chapter 3, and 66 maximum points for Chapter 4; and
B. RECITATION AND ATTENDANCE POINTS which will only be recorded as plus points to your workbook scores
to at least increase your percentile grade. In detail, every recitation participated is equivalent to 2 points,
meaning, if you recited twice, then you will be receiving a total of 4 plus points. Likewise, for your attendance,
everyone will be given 20 maximum plus points. However, 1 point shall be deducted from the total points of
20 for every absences committed. For example, if you committed 3 unexcused absences, then you will only
be receiving a total of 17 added bonus points instead of 20. Late or tardiness on the other hand will have no
bearing to the deduction of points, EXCEPT, if you committed 3 tardiness which, according to our manual, is
equivalent to 1 absence.
For those who were not able to completely submit their workbooks even during the face-to-face deadlines
kindly transact with me via phone call during the oral exam (kindly read further for the instructions).

II. 40% of your grade will come from obtaining the workbook and accomplishing the inclusive educational
adaptation plan with demonstration teaching. However, since it is nearly impossible for everyone to accomplish
the plan and demonstration teaching online, only the acquisition of paid workbook will be recorded. This is to give
consideration to everyone who paid for the workbook but wasn’t able to fully utilize it because of the ECQ/GCQ
measures imposed. Thus, everyone who paid and utilized the first few chapters of the workbook shall receive a
total score of 50 project points. The details of the receipt however should be presented afterwards to confirm the
payment (kindly read further for the instructions). Likewise, for those who were not able to pay before the class
suspension shall temporarily receive no points with a status INC/PENDING on the system, but, this is to note that
your payment is NOT YET MANDATORY AT THIS TIME OF CRISIS because the school will only be entertaining
collections when classes resume. Hence, for those who haven’t paid yet, save up the amount and pay when
everything gets back to normal to reclaim your project points.

III. 30% of your grade will come from your major examination scores (midterms and finals). However, since classes
were suspended and the school were not able to reach the examination periods, our class will be implementing
an alternative learn-from-home delivery mode to be graded through an oral exam covering all of the chapters of
the course which will be conducted anytime from May 18 to June 15 through a 5-minute one-on-one phone call.
This type of distance assessment was originally designed to be conducted via messenger video call, however, since
not everyone share the same technical privilege with those who have access to smartphones and strong internet
 connections, this will be done via phone call instead to be dialed personally by your teacher so you no longer have
to buy a load or even secure a functional smartphone in case you don’t have one. To understand the mechanics
of this, kindly read the instructions below.

A. LEARN-FROM-HOME PERIOD. This mode of distance learning shall be personally done by independently
reading all of the course notes provided in this document (see pages 3 to 15). To minimize information-
overloading, all of the notes provided in this document have already been simplified enough to conveniently
help you learn the concepts a lot more easy. The content of these include all of the chapters as reflected in
the course syllabus specifically comprising 6 chapters in total, although 4 out of 6 chapters provided herein
have already been discussed face-to-face.

B. ORAL EXAM PERIOD. This oral exam will only be conducted once through a 5-minute one-on-one phone call
with the teacher. All of the 8 sections under my supervision will be scheduled randomly for 1 to 2 days straight
anytime from May 18 to June 15, 2020 with exceptions on Saturdays, Sundays, and holidays. To secure enough
preparations, every student will as well be notified 1 day before their exam day anytime during this timeframe
via text message.

On the day of the scheduled oral exam, all of the students assigned should anticipate a 5-minute one-shot
one-on-one call from the teacher anytime from 9 AM to 5 PM (kindly inform me ASAP if this timeframe is
inconvenient for you so we can arrange a midnight call or a rescheduled call if necessary). Likewise, if you’re
on your scheduled exam day, kindly secure a good cellular signal the entire day to avoid missing this one-shot
call to complete your grade in the course. In case the number your representative provided becomes
unreachable at the time of the scheduled exam, uncalled students shall remain ungraded until the resumption
of face-to-face classes with the status INC/PENDING on the system. Further, every student will only be asked
3 questions which will be randomly taken from any of the 6 chapters of the course and will be delivered in a
fast-paced question and answer manner. Every student will as well be given 2 bonus questions on top of the
3 main questions in case the student will not be able to answer any of the 3 correctly. But, if the student will
not be able to answer all of the questions including the 2 bonus questions, the student shall receive 0 in the
30% component of the grade.

Before ending the call, the details of the workbook receipt will as well be asked in case you already paid the
workbook prior to the class suspension. A photo evidence of the unrecorded answered activities will as well
be required for those who failed to submit their workbooks on time during the face-to-face class sessions.
However, these late outputs will only be accepted if the student can provide an honest and acceptable excuse
for his/her failure to be orally transacted one-on-one with the teacher before ending the phone call during
the oral exam.

C. POST EXAM PERIOD. Your answers will be automatically interpreted and recorded using a 1-point per correct
answer system. Whatever will be the resulting score in this one-shot oral exam shall be computed straight to
your final grade to complete the 3 grading components in the course. Likewise, for those who already paid
the workbook, the details of the receipt will as well be counterchecked at the cashier to validly confirm the
payment.

If you have concerns, don’t hesitate to send your inquiry by texting me via 0955-156-4301 or 0939-873-3312. These are
my personal numbers and will be the same numbers to call you during the scheduled oral exam.

FOR YOUR GUIDANCE AND COMPLIANCE. GOOD LUCK.

JESSYRIE L. NARTEA
BSED Faculty, PROF ED Unit
PROF ED 102 Foundations of Special and Inclusive Education
Course Notes
UPDATED MAY 11, 2020

Chapter 1 Understanding Diversity

The diversity wheel was developed by Marilyn Loden and

Judy Rosener in 1990 with revisions applied hereafter.
Specifically, they divided the diversity wheel into four layers
namely the personality, internal, external, and organizational
dimensions. Each dimension contains varying categories
summing up to 24 categories in total, including the
personality.

The personality dimension covers one’s likes, dislikes, values,

and beliefs in life. This dimension influences the 3 other
dimensions of the wheel. The internal dimension on the
other hand covers all of the things that we have no control
over, however, some of them can be formed through choices
like gender, sexual orientation, and ethnicity. In contrast, the
external dimension covers all of the things that we have
control over while the organizational dimension covers one’s Diversity Wheel
culture found in the work setting.

Examples

Personality: humble, confident, observant, sociable, fearless, bossy, coward, rude, sarcastic, vulgar, etc.
Internal Dimensions (uncontrolled)
 Race: Asian, African American or Black, European American or White, Native American, etc.
 Age: 20, 9, 19, 24, etc.
 Gender: lesbian, gay, bisexual, transgender, queer, etc.
 Sexual Orientation: male or female
 Physical Ability: able or disabled
 Ethnicity: cultural group e.g. Igorot, Cebuano, Aeta, Ilocano, etc. or nationality e.g. Filipino, Chinese, Russian, etc.
External Dimensions (controlled)
 Geographic Location: Tacloban City, Metro Manila, Davao City, Japan, Dubai, etc.
 Income: earning or not earning
 Personal Habits: daily routines e.g. smoking, skincare routine, etc.
 Recreational Habits: gardening, jogging, painting, etc.
 Religion: Hinduism, Buddhism, Islam, Confucianism, Christianity, Taoism, or Judaism
 Educational Background: elementary graduate/level, high school graduate/level, college graduate/level, etc.
 Work Experience: fast-food crew for 2 years, janitress for 1 year, football coach for 3 years, etc.
 Appearance: slim, dark, short-haired, square-faced, etc.
 Parental Status: parent, step‑parent, adoptive parent, guardian, foster parent or custodian, etc.
 Marital Status: married, single, divorced, or widowed
Organizational Dimensions (work setting)
 Functional Level/Classification: teacher, fireman, policeman, farmer, etc.
 Work Content/Field: education and social services, management and finance, computers and technology, etc.
 Division/Department/Unit/Group: science department, engineering unit, military group, etc.
 Seniority: 10 years in service, 5 years in service, 25 years in service, etc.
 Work Location: Region 8, Region 10, Cebu, Samar, etc.
 Union Affiliation: PhilHealth, GSIS, SSS, or PAFTE memberships, etc.
 Management Status: director, dean, head, president, secretary, etc.
Chapter 2 Addressing Diversity through the Years: Special and Inclusive Education

Historical Foundations

Before the persons with disabilities were not taken into consideration and were often
18th Century mistaken as being possessed by evil powers, cursed, or simply stupid

American School for the Deaf

1817
First ever school for persons with disabilities anywhere in America

Columbia Institution
1864
First ever college in the world established for people with disabilities

Mr. Fred Atkinson

1902 The General Superintendent of Education who reported the situation of Filipinos
with disabilities and proposed that these children be enrolled in schools

Insular School for the Deaf and Blind

1907
First ever school for persons with disabilities established in Manila

Rehabilitation Act Section 504

1973
First ever law giving protection against discrimination to people with disabilities

Education for All Handicapped Children Act

1975
Made sure that all students with disabilities are educated in public schools

Education for All Handicapped Children Act renamed to

Individuals with Disabilities Education Act

1990
George W. Bush changed the name of Education for All Handicapped Children Act
to Individuals with Disabilities Education Act

Reauthorization of Individuals with Disabilities Education Act

2004 This reauthorization made many changes to the original including the creation of
the 13 Categories of Disabilities

Legal Foundations

Commonwealth Act No. 3203

1935 First legal basis: Right of every child to live in an atmosphere
conducive to his development

Republic Act No. 5250

1968 Ten-Year Teacher Training Program for SPED Teachers: Provided
teacher trainings for SPED

Presidential Decree No. 603

1975 Child and Youth Welfare Code: Creation of special education schools
in every provinces

Presidential Decree No. 1509

1978 National Council on Disability Affairs: A national agency that
formulates policies and activities for PWDs

Batas Pambansa Bilang 344

1983 The Accessibility Law: Creation of utilities and facilities for PWDs
(ramps, parking spaces, elevators, PWD seats, PWD lanes)
 Republic Act No. 7610
1992 Special protection against child abuse, exploitation, and
discrimination

Republic Act No. 9288

2004 The Newborn Screening Act of 2004: Early blood testing procedure to
diagnose and treat a baby from mental retardation and complication

Chapter 3 Overview of Special Education

Basic Concepts

 Special Education: specially designed instruction to meet the unique educational needs of exceptional children
 Exceptional Children: more commonly known as special children; children with disabilities and gifted and talented
 Children with Disabilities: children who display any of the 13 categories of disabilities (see Chapter 6)
 Gifted and Talented: children who display above average abilities (see Chapter 6)
 Disability: refers to the functional limitation with regard to a particular activity (inability to write, inability to walk,
inability to see, inability to talk, etc.)
 Impairment: refers to a problem with the structure or organ of the body (missing limbs, excess fingers, damaged
eyes, abnormal body parts, etc.)

Trivia: Not everyone with impairments have automatic disabilities.

 Handicap: disadvantage in filling a role in life relative to a peer group (a person with no limbs is disadvantaged to
run; a blind person is disadvantaged to watch a movie, etc.)
 At Risk: refers to a child who might possibly have a disability but have not been diagnosed yet; suspected PWD or
gifted and talented

Category Labels

Advantages of Labeling Disadvantages of Labeling

 Individualized Education Plan (IEP)  Low Self-Esteem for the Student

 Extra Learning Support  Lower Expectations from Parents & Teachers
 Targeted Instruction  Peer Issues

Chapter 4 Overview of Inclusive Education

Basic Concepts

Exceptional children are Exceptional children are Exceptional children are Exceptional children and
excluded in the included in the education included in the regular students are
education system; they system but are separated from education system and mixed together inside
have no access to the regular students; they learn are integrated into the the classroom; no
education in isolation regular students but are groupings and
grouped separately separations
inside the classroom
 Equality
Everyone benefits from the same
support regardless of anyone’s
condition; they are being treated
equally
Equity
Individuals are given different
support for them to have equal
access to the game; only those
who need support are prioritized;
they are being treated equitably
Inclusive
Everyone sees the game without
any support or accommodation
because the cause of the inequity
was addressed; the systemic
barrier has been removed

Inclusive Education: This is the accommodation of all children regardless of their physical, intellectual, social, emotional,
linguistic or other conditions. This should include disabled and gifted and talented children, street and working children,
children from remote or nomad populations, children from linguistic, ethnic, or cultural minorities, and children from
other disadvantaged and marginalized areas or group.

INCLUSION MEANS INCLUSION DOES NOT MEAN

Educating all children with disabilities in regular classroom, “Dumping” students with disabilities into regular programs
regardless of the nature of their disabling condition(s); without preparation or support;
Providing all students enhanced opportunities to learn from each Providing special education services in separate or isolated
other’s contributions; places;
Providing necessary services within regular schools; Ignoring children’s individual needs;
Supporting regular teachers and administrators (e.g. by
Jeopardizing students’’ safety or well-being;
providing time, training, teamwork, resources, and strategies);
Having students with disabilities follow the same schedules as Placing unreasonable demands on teachers and
non-disabled students; administrators;
Involving students with disabilities in age-appropriate academic
classes and extracurricular activities, including art, music, Ignoring parent’s concerns;
gymnasium, field trips, assemblies, and graduation exercises.
Students with disabilities using school cafeteria, library,
playground, and other facilities along with non-disabled Isolating students with disabilities in regular schools;
students;
Encouraging friendships between non-disabled and disabled Placing students with disabilities in schools or classes that are
students; not age appropriate;
Students with disabilities receiving their education and job
Requiring students to be “ready” and ”to earn” their way into
training in regular community in environments when
classrooms based on cognitive or social skills;
appropriate;
Responding only to diversity, but also improving the quality of
Teaching children to understand and accept human differences;
education for all learners; and
Placing children with disabilities in the same schools they would
Meeting the needs of children with disabilities only.
attend if they did not have disabilities;
Taking parents’ concerns seriously; and
Providing an appropriate individualized educational program.

Barriers to Inclusive Education

 Attitudinal Barriers  Untrained Teachers  Poor Organization of the
 Physical Barriers  Inadequate Funding Education System
 Inappropriate Curriculum  Policies as Barriers
Chapter 5 Components of Special and Inclusive Education

Basic Concepts
 Individuals with Disabilities Education Act (IDEA): A law that guarantees educational rights to all students with
disabilities and makes it illegal for school districts to refuse to educate a student based on his or her disability.
 Individualized Education Program (IEP): Sometimes called as Child Find. A program mandated by IDEA that
continuously searches for and evaluates children who may have a disability. Child Find Programs can vary widely
from school district to school district.
 Assessment Plan: A written description of the assessments that will be used to evaluate the student’s strengths,
weaknesses and progress and to determine his or her eligibility for special education services and the types of
services that would help that student succeed. In some countries, the school district is given 15 days to decide
which testing services will be used and put that into a plan, while in other countries, the time frame is not defined.
However, IDEA gives only 60 days to complete an evaluation from the time a parent gives permission.
 IEP Team: The team of qualified professionals made up of the parent, special education teacher, interpreter of
test data, district representative, and general education teacher at a minimum. This group makes all decisions
related to the instructional program of a child with special needs, including placement and services provided. In
some countries, this team is called the admission, review, and dismissal (ARD) team.
 Response to Intervention (RTI): A process used by educators to help students who are struggling with a skill or
lesson. If a child does not respond to the initial interventions, more focused interventions are used to help the
child master the skill. RTI strategies address both learning and behavior.
 Least Restrictive Environment (LRE): The environment in which students with disabilities must be educated, as
mandated by the IDEA. Students with disabilities must be educated in a classroom setting that is as close to the
general education setting as possible.

2 Types of Inclusion 2 Methods of Inclusion

Full Inclusion: PWDs are educated entirely in a regular Accommodation: PWDs adjust to the standards of the
classroom together with regular students teacher equal to both PWDs and regular students

Example
 Peter, who has down syndrome, plays volleyball
together with his classmates
 Jason, who has autism, follows the same
schedules as nondisabled students
Example
 Vivian, who has an intellectual disability,
follows the general exam passing score of the
subject
 Kyle, who has dyslexia, listens to an audio
version of a book that is the same book that
the rest of the class is reading
 Louanne, who has a speech impairment, joins
the speech choir competition together with
her classmates

Partial Inclusion: PWDs are educated mostly in a regular
classroom together with regular students but are pulled
out after the regular classroom schedule to be educated
by a SPED teacher for enrichment courses
Examples
 Jessica, who has full blindness, attends tutorial
sessions for enrichment
 Samantha, who has a traumatic brain injury,
remains homeschooled until recovery
 Junior, who has autism, learns how to solve a
mathematical problem with his mathematics
teacher after class
Modification: The teacher modifies the grading
system to meet the conditions of the PWDs
Example
 George, who has an intellectual disability, was
assigned to accomplish shorter or easier
reading assignments that’s different from the
rest of the class
 Justin, who has dyslexia, was required to spell
10 words instead of 20
 Quennie, who has an orthopedic impairment,
demonstrates an alternative chess activity in a
class basketball game
Process of Individualized Education Program (IEP) or Child Find

institution receives specialized

instructions and related services

IEP Evaluation This plan shall determine the

IDEA 2004
where the IEP team comprising learning disability and the
The Individuals with Disabilities suggested teaching strategies
the:
Education Act of 2004 created appropriate to the condition of
1. Parents
the 2. SPED teacher the student; this shall as well
3. General Education teacher determine the
4. DEPED supervisor
5. Evaluator
Individualized Education 6. Student (if applicable)
Program (IEP) or Child Find conducts series of evaluations Placement
and meetings within 60 days where the student shall be
A program that locate, identify,
and uses an intervention called accommodated with
and evaluate students aging 0 considerations to adopt the
to 21 years old who may have mandate of the
disabilities. This program is
implemented by conducting an Response to Intervention (RTI)
where the evaluation team uses
the 3 Tier Model in detecting Free Appropriate Public
the learning disabilities of the Education (FAPE)
student using the criteria: that strictly requires to place
Assessment
the student in a
through observations or tests
Tier 1 – for mild conditions; the
that show the strengths,
student learns in regular
weaknesses, and progress of
discussions
the students and that if a
Tier 2 – for moderate Least Restrictive Environment
student is suspected to exhibit a
conditions; the student learns in (LRE)
disability, the teacher or parent
group discussions only that synonymously means
shall submit a
Tier 3 – for severe conditions; Inclusive Education where
the student learns in one-on- PWDs are combined with the
one discussions only regular students
Written Referral After the conduct of the
to the SPED personnel of the intervention, the team shall use
school and the personnel shall the result to identify whether
create an the student qualifies as After placing the student in a
least restrictive environment,
the student shall cyclically go
back again to assessment (see
step 3) to monitor the learning
Assessment Plan Normal PWD progress following both of the
within 15 days and shall submit and thus the if found out to
the plan to the parents to seek IEP team be exhibiting
an approval through a stops the any of the 13
program categories of
disabilities Annual IEP Triennial Child
identified by Meeting Reevaluation
IDEA 2004, then Conducted
Parental Consent Conducted
the IEP team once in every 3
to be approved by the parents once a year to
develops an years to find
themselves within 15 days and review, revise,
out if the
after the approval, the referred and update
student
student shall be submitted to the student’s
continues to
an IEP Plan
be a PWD
IEP Plan
A plan developed to ensure that
a student who has a disability
and is attending an elementary
or secondary educational
Chapter 6 Learners with Special Education Needs: Typical and Atypical Development, Learning Characteristics, and Inclusive Strategies

Basic Concepts
 Typical Development: normal development
 Atypical Development: abnormal development
 Developmental Red Flags: atypical or abnormal characteristics
 Inclusive Strategies: teaching approaches that address the needs of students with a variety of backgrounds, learning modalities, and abilities; these strategies contribute to an overall inclusive
learning environment in which students feel equally valued

Learners with Special Education Needs: Characteristics and Inclusive Strategies

6 Types of Gifted and Talented Learners according to George Betts and Maureen Neihart (1988)
Types Description
most easily identifiable;
account for up to about 90% of
 Type 1: The Successful
the identified gifted students in
schools
divergently gifted who possess
 Type 2: The Challenging
high levels of creativity
hide their giftedness in order to
feel more included with a non-
 Type 3: The Underground
gifted peer group; generally
female
angry and frustrated students
whose needs have not been
 Type 4: The Dropouts
recognized for many years and
they feel rejected in the system
Red Flag Indicators
(Atypical Characteristics) Inclusive Strategies
(Accommodation and Modifications)
Behavior
 Dependent  Mentorships
 Perfectionist  In-depth studies
 High Achiever  Time for personal interests
 Non-risk taking  College & career counseling
 Accepts & conforms  Compacted learning experiences
 Does well academically  Accelerated and enriched curriculum
 Seeks teacher approval and structure  Opportunities to be with intellectual peers
 Development of independent learning skills
 Creative  Tolerance
 Competitive  Studies in-depth
 Honest & direct  Behavioral contracting
 Corrects teacher  Give permission for feelings
 Has mood swings  Mentorships build self-esteem
 Has poor self-control  Cognitive & social skill development
 Stands up for convictions  Placement with appropriate teacher
 Questions rules & policies  Direct and clear communication with child
 Demonstrates inconsistent work habits
 Prefers highly active & questioning approach
 Denies talent  Recognize & properly place
 Changes friends  Provide same sex role models
 Resists challenges  Continue to give college & career information
 Wants to belong socially  Give permission to take time out from G/T classes
 Drops out of G/T and advanced classes
 Creative  Mentorships
 Defensive  In-depth studies
 Isolates self  Diagnostic testing
 Self-abusive  Nontraditional study skills
 "Spaced out" in class  Group counseling for young students
 Disruptive & acts out  Alternative out of classroom learning experiences
 Criticizes self & others

physically or emotionally
 Type 5: The Double-
handicapped in some way, or
Labeled
have a learning disability
Generally identifiable; they do
 Type 6: The Autonomous not work for the system, but
Learner rather make the system work
for them
 Doesn't complete tasks
 Does inconsistent work
 Seems average or below
 Has irregular attendance
 Pursues outside interests
 Seems average or below  Give individual counseling
 May be disruptive or acts out  Provide needed resources
 Demonstrates inconsistent work  Give time to be with peers
 Placement in gifted program
 Begin investigations and explorations
 Provide alternative learning experiences
 Creative  Mentorships
 Takes risks  In-depth studies
 Follows through  Dual enrollment or early admission
 Develops own goals  Remove time and space restrictions
 Works independently  Accelerated and enriched curriculum
 Works without approval  College & career counseling and opportunities
 Stands up for convictions  Waive traditional school policy and regulations
 Has appropriate social skill  Compacted learning experiences with pretesting
 Follows strong areas of passion  Allow development of long-term integrated plan
of study

13 Categories of Disability according to Individuals with Disabilities Education Act of 2004

Red Flag Indicators (Atypical Characteristics)

Common Inclusive Strategies
Categories Description
Disabilities Physical Communication Cognitive Behavior (Accommodation and Modifications)
 Autism Neurological and Autism Spectrum Disorder  Asymmetrical face  Mumbles in speaking  May have an  Avoids eye contact  Give reinforcements
developmental  Autistic Disorder or  Thinner upper lips  Inability to carry on a average, above-  Prefers to play alone  Provide daily outlines
disability Classic Autism  Expressionless face conversation average, or below-  Short attention span  Provide consistent rules
significantly (severe)  Prominent forehead  Repeats words or average IQ  Abnormal facial expression  Guided notes with direct instruction
affecting verbal  Asperger's Syndrome  Deep and wide eyes memorized passages  Smelling, licking, mouthing objects  Varying forms of instruction delivery
and nonverbal (moderate)  Open-mouth  Communicates with  Severe irritation due to  Avoid multiple senses working at once
communication  Pervasive appearance gestures instead of interruption of routine  Highlighted notes of specific key points
and social Developmental  Tufts of hair growing words  Covers ears or screams in response  Simplify the work into discrete demands
interaction; Disorder-Not in the wrong direction to loud noises  Minimizing auditory and visual distractions
generally evident Otherwise Specified  May sometimes have  Repetitive body movement (hand  Allowing for different ways of responding
before age three (PDD-NOS) or Atypical a normal facial feature flapping, spinning, jumping)  Extended time to complete the assignment or test
Autism (mild)  Give students space for sensory reactions to the environment
 Change the physical arrangement of the classroom and give
preferential seating
 Deaf- Simultaneous Types  Difficulty hearing  Make noises while  Lack of imitation  Taped assignments
Blindness hearing and visual  Congenitally Deaf  Cannot hear with or communicating  Excessive blinking  Reduced assignments
impairments; can (adventitiously blind) without an aid through sign language  Excessive rubbing  Emphasis on major points
be congenital or  Congenitally Blind  Avoids bright lights  Task analysis of assignments
acquired; severe (adventitiously deaf)  Does not make eye contact  Opportunity to respond orally
communication  Congenitally Deaf-  Does not respond when called  Providing interpreter-tutor aide
that cannot be Blind (adventitiously  Extra time for completing assignments
accommodated in deaf-blind)  Providing one-on-one instructional support
special education  Adapting braille instruction to match child's English language
programs Disabilities skills
 Usher Syndrome  Providing an interpreter and/or modifying interpreting
 CHARGE Syndrome services: individual, small group, platform, visual description,
 Congenital Rubella and/or oral interpretation
Syndrome
  Down Syndrome
(some may have deaf-
blindness but not all)

 Deafness a hearing  Sensorineural Hearing  Difficulty hearing  Make noises while  Does not respond when called  Use sign language
impairment that is Loss  Cannot hear with or communicating  Lack of imitation  Use assistive listening devices
so severe that the  Conductive Hearing without an aid through sign language  Ensure that any background noise is minimized
child is impaired in Loss  Any videos or films used should, where possible, be captioned
processing  Mixed Hearing Loss  Provide written materials to supplement all lectures, tutorials
linguistic and laboratory sessions
information  Repeat clearly any questions asked by students in the lecture
through hearing, or class before giving a response
with or without  Announcements made regarding class times, activities, field
amplification; work, and industry visits etc., should be given in writing as well
includes deaf- as verbally
mute  Ensure that lists of the subject-specific jargon and technical
terms which students will need to acquire are made available
early in the course
 Encourage students with a hearing loss to seat themselves
toward the front of the lecture theatre where they will have an
unobstructed line of vision
 Encourage lip reading; do not speak when facing the
blackboard; be aware that moustaches, beards, hands, books
or microphones in front of your face can add to the difficulties
of lip-readers
 Speech and A communication Speech Disorder  Excessive drooling  Elongating words  Cannot follow  No response when name is called  Helping children who stutter to speak more fluently
Language disorder affects  Dysarthria  Unusual voice quality  No speech (6 months) directions  Rarely smile and make eye contact  Giving additional time to complete assignments or make up
Impairment the way a person Speech muscle  Difficulty sucking,  No first words (15  Blinking several times while talking work
creates sounds to weakness or paralysis swallowing, chewing months)  Prefer looking at objects than  Assisting children with voice disorders to improve their voice
form words  Cleft lip (bingot)  Hoarseness, or  Adding extra sounds people quality
 Cleft palate (ngongo) speaking with a raspy and words  Making jerky movements while  Helping individuals with aphasia to relearn speech and
or gravelly sounding  Repeating sound due talking language skills
Language Disorder voice to stuttering  Visible frustration when trying to  Giving additional time or assistance to complete class work,
 Apraxia  Taking frequent communicate homework, and tests
Difficulty of producing pauses when talking  Having the student sit close to you so you can help with
sounds, syllables, and  No consonants while questions and instructions
words due to brain babbling (6 months)  Helping children with articulation disorders to learn proper
incoordination production of speech sounds
 Evaluating, selecting, and developing augmentative and
alternative communication systems
 Substituting written papers or projects for oral presentations,
or allowing the student to demonstrate learning one-on-one
with you
 Orthopedic Severe Caused by disease  Loss of reflexes  Instruction focused on development of gross and fine motor
Impairment impairment to the  Poliomyelitis  Severe muscle aches skills
body caused by or weakness  Special seating arrangements to develop useful posture and
accident or  Loose and floppy movements
hereditary limbs (flaccid  Securing suitable augmentative communication and other
irregularity or paralysis) assistive devices
disease that  Awareness of medical condition and its effects on the student
adversely affects a Caused by Disease  Limb-shortening (such as getting tired quickly)
child’s educational  Bone tuberculosis  Bone deformities  Specialized chairs, desks, and tables for proper posture
performance  Lower body paralysis development
Pregnancy Complication  Difficulty walking  Difficulty speaking  Tremors or involuntary  Use of assistive technologies: speech recognition software,
 Cerebral palsy movements screen reading software
  Lack of muscle  Delayed in speech  Favoring one side of the body,
coordination development such as reaching with one hand
 Stiff muscles and
exaggerated reflexes
 Seizures, intellectual
disabilities, and
blindness
 Delayed in rolling
over, sitting up alone,
or crawling
 Excessive drooling and
problems with
swallowing
Hereditary Irregularity  Loss of arms and legs
 Phocomelia syndrome  Malformations of the
arms and legs
From Other Causes  Removal of any part of
 Amputations a limb
From Other Causes  Broken bone
 Fractures
 Multiple Simultaneous  Intellectual Disability  Impaired motor skills  Impaired  Impaired intellectual  Maladaptive skills  Allow wait time
Disabilities impairments with and Blindness  Sensory communication skills functioning  Use adaptation switches
more than one  Intellectual Disability malfunctioning  Allow partial participation, as necessary
disability and Orthopedic  Early intervention is necessary as soon as the child begins
identified by IDEA Impairment school
2004; severe  Use of Augmentative and Alternative Communication (AAC)
educational needs Devices
that cannot be  Develop pictures/symbols or record frequently used terms and
accommodated in phrases in the student’s device
special education  Involvement of the appropriate professionals, i.e. occupational
programs; does therapists, speech/language therapists, physiotherapists, etc.
not include deaf-  A team approach at the school level involving external
blindness agency/community liaison who meet on a regular basis is
essential
 Emotional Mental disorders  Anxiety Disorder  Sweating  Trouble  Feeling nervous, restless or tense  Clearly post rules
Disturbance including severe  Feeling weak or tired concentrating or  Having difficulty controlling worry  Use behavior contracts
psychiatric  Having trouble thinking about  Having the urge to avoid things  Set limits and boundaries
disorders sleeping anything other than that trigger anxiety  Establish a quiet cool off area
 Having an increased the present worry  Having a sense of impending  Stay consistent in expectations
A condition heart rate danger, panic or doom  Use a highly structured environment
exhibiting one or  Breathing rapidly  Intense, excessive, persistent, and  Provide time for relaxation techniques
more of the (hyperventilation) unreasonable fear and worry  Teach self-talk to relieve stress and anxiety
following  Experiencing about everyday situations  Develop a cue word for the child to note inappropriate
characteristics gastrointestinal (GI) behavior
over a long period problems  Teach and put in place self-monitoring and self-control
of time:  Bipolar Disorder  Shift from having a lot  Use rapid speech that  Poor performance in  Engage in risky behaviors techniques
 An inability to of energy to very little jumps between topics school  Thinking of death or suicide  Be aware of your speech and non-verbal cues when talking to
learn that energy and ideas  Losing enjoyment in daily activities the student
cannot be  Have trouble sleeping  Extreme unreasonable mood
explained by or sleeping a lot more swings
intellectual, than usual  Show anger or aggression if others
sensory, or  Shift from feeling able challenge their views or behavior
health factors to do and achieve
 An inability to anything to feeling
build or tired, down, or sad
maintain  Obsessive-Compulsive  Obsessive counting  Counting in certain patterns
satisfactory Disorder  Obsessing hoarding  Hand-washing until skin becomes
interpersonal  Obsessive double- raw
relationships checking
 with peers and  Obsessive washing  Silently repeating a prayer, word
teachers and cleaning or phrase
 Inappropriate  Obsessive arranging  Checking the stove repeatedly to
types of (orderliness) make sure it's off
behavior or  Obsessive praying or  Arranging your canned goods to
feelings under any religious rituals face the same way
normal  Checking doors repeatedly to
circumstances make sure they're locked
 A general  Schizophrenia  Doesn’t change facial  Disorganized speech  Disorganized  Neglect personal hygiene
pervasive This does not apply to expression  Speaks in monotone thinking  Abnormal motor behavior
mood of children who are  Delusions and  Doesn’t make eye contact
unhappiness socially maladjusted hallucinations
or depression
 A tendency to
develop
physical
symptoms or
fears
associated
with personal
or school
problems
 Specific Disorders in one  Dyslexia  Poor vocabulary  Struggle with reading  Avoids reading aloud  Provide large prints
Learning or more of the Difficulty in reading  Trouble sounding out  Poor comprehension  Provide an audio tape
Disabilities basic words  Poor spelling and  Allow frequent breaks
psychological  Frequently grammar  Present instructions orally
processes which mispronounces words  Difficulty following  Allow for verbal responses
affects the ability (aminal, beaufitul) instructions  Provide preferential seating
to read, write,  Frequent wrong  Provide a designated reader
listen, speak, labeling of objects  Shorten reading assignments
reason, or do  Dysgraphia  Difficulty gripping a  Difficulty writing  Slow writing (illegible handwriting)  Extend allotted time for a test
math Difficulty in writing pencil  Poor spelling and  Provide a consistent daily routine
grammar  Provide special lighting or acoustics
 Dyscalculia  Uses fingers to count  Trouble counting  Reduce number of items per page or line
Difficulty in numbers instead of mental  Difficulty learning  Simplify directions and highlight keywords
and math math concepts  Permit responses to be given via computer
 Trouble  Allow for answers to be dictated to a scribe
understanding  Allow the use of a tape recorder to capture responses
numbers  Permit answers to be recorded directly into test booklet
 Make sure documents are well organized and are not too
visually dense
 Hearing Impairment in  Mixed Hearing Loss  Difficulty hearing  Loud talking  Difficulty with oral  Lack of imitation  Clearly enunciate speech
Impairment hearing, whether  Conductive Hearing  Can hear with an aid  Frequently ask others expression  Withdraw from conversations  Reduce visual distractions
permanent or Loss  Frequent ear to speak more slowly,  Difficulty following  Turn up the volume of TV or radio  Specialized seating arrangement
fluctuating; can  Sensorineural Hearing infections clearly, and loudly verbal directions  Specialized lighting in the environment
hear with an aid; Loss  Obtain student’s attention prior to speaking
not included  Repeat or rephrase information when necessary
under the  Reduce auditory distractions (background noise)
definition of  Captioning or scripts for television, videos, movies, filmstrips
deafness  Present information in simple, structured, sequential manner
 Educational interpreter (ASL, signed English, cued speech, oral)
 Buddy system for notes, extra explanations/directions • Down
time/break from listening
 Enhance speech reading conditions (avoid hands in front of
face, mustaches well-trimmed, no gum chewing)
 Intellectual Significantly  Down Syndrome  Poor muscle control  Delayed language and  Slow learning  Short attention span  Copy of class notes or guided notes
Disability below-average  Wide short hands with speech development  Poor decision-  Reducing the reading level of material
intellectual short fingers but can communicate making  Allow child to stand at desk or move in seat as needed
functioning over time  Extended time for tests, projects, assignments and quizzes
 existing  Short neck, flattened  Have trouble  Incorporate visuals and interactive/Hands-on experiences into
simultaneously facial profile and nose, thinking logically verbal lessons/lectures
with deficits in small head, ears and  Find it hard to  Allow student to revise written work based on teacher
adaptive behavior mouth, upward remember things feedback before giving a final grade
and manifested slanting eyes  Have trouble
during the understanding social
developmental rules
period  Have trouble seeing
the consequences of
their actions
 Traumatic Brain injury  Post-Traumatic  Insomnia  Reduced learning  Personality change  Allow for extra or extended breaks
Brain Injury caused by Amnesia (PTA)  Blurred vision speed  Irritability and distractibility  Reduce quantity of work required, in favor of quality
accident or any  Post-Concussion  Persistent fatigue  Decreased concentration and  Allow additional time to complete in-class assignments
physical force to Syndrome (PCS)  Recurrent headache attention  Allow student to audio record lectures for later playback
the brain resulting  Sensory impairment  Loss of self-esteem and motivation  Provide preferential seating at or near the front of the
in total or partial  Poor motor function  Frustration classroom
functional  Persistent tinnitus  Exempt student from reading aloud in front of classmates
disability or (ringing in the ears) because of impaired reading skills
psychosocial  Provide student with instructor’s notes or help student obtain
impairment quality notes from other students
 Avoid placing student in high pressure situations (e.g., short
time frames, extensive volume of work; highly competitive)
 Visual Vision problems Partially-Sighted  Partial vision  Excessive blinking  Use of bold line paper
Impairment that even with  Myopia (near-  Able to see very little  Excessive rubbing  Use of raised line paper
correction, sightedness)  Avoids bright lights  Shorter written assignment
adversely affects a  Hyperopia (far-  Does not make eye contact (within  Avoid visually cluttered materials
child’s educational sightedness) the first 3 months)  Seated facing away from windows
performance  Low Vision (vision  Vision from 20/70 to  Avoid activities requiring extensive visual scanning
loss) 20/160 and cannot be  Eliminate unnecessary background noise. Consider isolation
corrected headphones
 Legally Blind  Vision from 20/200 to  Abbreviated homework assignment (includes all concepts, just
20/400 or 20/400- fewer items)
20/1000  Open and close doors fully (a half-open door can be a
 Severe low vision dangerous obstacle)
 Totally Blind  No light perception  Uses Braille  Preferential seating in the classroom for all films, assemblies
and demonstration lessons
 Avoid glare in general from overhead lights. Consider placing
Other Impairments light filters on fluorescent lights
 Glaucoma  Permission to move about the room as needed to see
 Strabismus information presented away from his/her desk
 Diabetic Retinopathy  Allow students to use (bold marker, 20/20 pen, mechanical
pencil, or another unique writing tool) to complete
assignments
 Modified assignments (when appropriate and needed) to
accommodate visual fatigue (extended time and/or shortened
amount of assignments
 Other Health Conditions limited  Attention-Deficit  Talks excessively  Have difficulty  Distracted very easily  Keeping instructions brief and clear
Impairment to strength, Hyperactivity  Frequently interrupts following  Runs and climbs excessively  Provides regularly scheduled breaks
energy, or Disorder (ADHD) conversations instructions and fail  Makes a lot of noise even during  Posts pictures of classroom rules and routines
alertness  Does not listen when to finish schoolwork play  Alternating seated activities with physical activities
spoken to directly or chores  Leaves seat when expected to stay  Gives step-by-step directions verbally and in writing
in seat  Breaking down complex tasks into manageable subtasks
 Becomes easily frustrated while  Seating student away from doors, windows and colorful
waiting displays
 Difficulty concentrating and paying
attention
 Tourette Syndrome  Motor tics: sudden, repeated, and  Breaks, out of the classroom, can sometimes be helpful
uncontrollable movements like eye  Do not penalize for spelling errors. Encourage the use of spell
blinking, smirking, head jerking, check
 shoulder shrugging, jumping,
kicking, touching objects, obscene
gestures
 Vocal tics: sudden, repeated, and
uncontrollable throat clearing,
sniffing, humming, coughing,
meaningless sounds or utterances,
complex loud sounds, obscene
phrases, cursing
 Educate other students who come into contact with their
classmate with TS
 Provide a copy of class notes rather than having the student
copy from the board or overhead
 Provide graph paper to help line up math problems or turn
paper sideways to calculate “columns” using wide- ruled paper
 If tics are socially inappropriate it may be necessary, unless the
child is very young, to brainstorm possible solutions with the
student
 Do not penalize students for poor handwriting; provide
alternatives for doing tests, assignments, etc. (orally, taped,
typed, or use of highlighters to “indicate” answers)

Compiled by JESSYRIE L. NARTEA

BSED Faculty, PROF ED Unit
Leyte Normal University

References
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INTERNET
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http://www.officialgazette.gov.ph/
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Congress of the Philippines. (2012).An Act Amending Republic Act No. 7277. Retrieved from www.ncda.gov.ph/