Ced Instru Fsie New Learn 3 Content Map

Colegio De La PurisimaCconcepcion
The School of the Archdiocese of Capiz

Roxas city
College of Education
INSTRUCTIONAL LEARNING KIT CONTENT MAP
CURRICULAR BSED, BEED, YEAR LEVEL 3rd Year

PROGRAM
NAME OF FACULTY Judith R. dela Cruz SEMESTER 1st Semester, 2020-2021
EMAIL ADDRESS Jeydey.delacuz@gmail.co Contact No. 09293878203
mi
deanjudz1@yahoo.com (03606200865
COURSE CODE FSIE -PEC 4
COURSE TITLE Foundation of Special and Inclusive Education
COURSE CREDITS 3 units
COURSE DESCRIPTION This course introduces This course is designed to equip the
learners with knowledge and understanding of the different
philosophies, theories, legal bases and policies of special needs and
inclusive education. It includes the study of typical and atypical
development of children, learning characteristics of students with
special educational needs (gifted and talented learners, learners
with difficulty seeing, learners with difficulty hearing, learners with
difficulty communicating, learners with difficulty walking/moving,
learners with difficulty remembering and focusing, learners with
difficulty with self-care) and those in difficult circumstances
CONTACT 3 Hours/Week
HOURS/WEEK
PREREQUISITES None
COURSE OUTCOMES At the end of the course, the students should be able to:
(1) demonstrate content knowledge and understanding of the
philosophies, theories, and legal bases of special and inclusive
education including its policies and their application;
(2) demonstrate understanding of typical and atypical
development of children which will serve as basis a in the
selection and use of appropriate teaching strategies responsive
to learners with disabilities, giftedness and talents;
(3) reflect on how special education enables exceptional children to
benefit from basic education program.
4. analyze the causes of various developmental disabilities and
exceptionalities in children
5 . construct and evaluate ways to identify deviations of children
fom normal human development that can lead to developmental
disabilities.
TIME FRAME 5 Months (AUGUST-DECEMBER) / 20 Weeks – 1 Semester
NO. OF TOPICS Minimum of 12
PRELIINARY
WE EK NO. TOPICS
ORIENTATION (FACE TO FACE)

Mission/Vision of School and College, Program Outcomes, Course
Outcomes, Course Requirements/Outputs, Major Examinations, Learning
Week 1 Kit, Class Agreement/Contract, Face To Face Class/OnLine.
TOPIC I. An Inclusive Approach to Early Education

a. Definition and Rationale for Inclusive Education
b. Benefits of Inclusion
c.. Concerns, support and challenges of Inclusion
Week 2 TOPIC 2 Legal Bases of Special Education

1. Legislation: Early Intervention and Prevention.
a. An Early Intervention
b.. Public Policy
2. Causes and classification of Developmental Disabilities
Week 3 TOPIC 3 Inclusive Program for Young Children.

. 1. Inclusive Progam
a. Types of Inclusive Early Childhood Program
b. Systems of support and services
2. Students with Mental Retardation

a. Classification, incidence, and cause of
mental retardation
b. Learning and behavior characteristics of
children with mental retardation
c. Assessment procedures and educational
programs
d. Early Intervention and Educational Approaches
Week 4 Topic 4. .1. . Students who are Gifted and Talented

a. The central concepts of Gifted and
Talented children.
b. Human intelligence, Theories,
c Definition of Intelligence; Multiple
Intelligences.
d. Definition and characteristics of gifted and talent
e. Creativity as the highest expression of giftedness
f- Assessment of gifted and Talented children
Week 5 Preliminary Examination
MID-TERM
WEEK NO. TOPICS
Week 1 1. Emotional and Behavior Disorders

a. Students with Emotional and behavior disorders.
b. Definition, Classification and Causes of Emotional and
Behavioral Disorders
c. Characteristics of Children with Emotional and behavioral
disorders
d. Assessment Procedures and Educational Approaches
e. Intervention Procedure that minimize behavior problem
2. . Eating and Elimination Disorder
Week 2 Topic 2. . Learning Disability r

a. .Students with Learning Disabilities
b. . Basic Concepts in Learning, Mental ability and learning
Disabilities
d. Measures s of Mental ability and definition of learning
disability
e. Three criteria in determining the presence of learning
disabilities
f. Learning and behavior characteristics of children with LD
g. Causes of Learning Disability
h. . The body control system: Brain and Nerves
i. Assessment of LD and
Week 3 Topic 3. Attention Deficit and Hyperactivity Disorder
(ADHD
Week 4 .Topic 4 Autism Spectrum Disorder

Week 5 Midterm Examination
PRE-FINAL
WEEK NO. TOPICS
Week 6 Topic 1. Speech and language disorder

a. Students with Speech and Language Disorder.
b. Basic concepts on Communication, Speech and Language
c. Milestones in Language Development
d. Speech and Language Disorder and Disability that result
from Hearing Impairment
e. Etiology, Incidence and Prevalence of Language Disorder
f. Learning and behavior characteristics of children with HI
g. Assessment Procedures and Educational Programs for
Children with HI
Week 7 Topic 2 Deafness and Hearing Loss

a. Students with Hearing Impairment
b. Basic Concepts on Hearing Impairment
c. Definition, Anatomy Classification, Incidence and
Prevalence of HI
d.Characteristics , Identification and Assessment of Children
with HI
e. Educational Placement on show to assist children with HI in
a regular class.
Week 8 Topic 3 Blindness and Vision Impairment.

Students who are Gifted and Talented
-The central concepts of Gifted and Talented children.
-Human intelligence, Theories, Definition of Intelligence; Multiple
Intelligences.
-Definition and characteristics of gifted and talent
Creativity as the highest expression of giftedness
-Assessment of gifted and Talented children
Week 4 1 Physical Disabilities and Health Problems
.
.a. Students with Physical Disabilities Health Impairments and
Severe Disabilities
b. Body’s Skeletal and Muscle System
c. Types of Physical Disabilities and Health Impairments
d.Severe and Multiple Disabilities
e. -Characteristics, Prevalence , and Incidence Trends
f. Educational Programs and support services
g. Environmental Modification and assistive Technology
Week 5 Pre-Final Examination
FINAL
WEEK NO. TOPICS
Week 1 . FACILITATING SELF-CARE, ADAPTIVE AND INDEPENDENCE SKILLS
a. Self-care skills for various Age group and the Teachers
2. SOCIAL DEVELOPMENTAND OVER ALL DEVELOPMENT
a. Defining appropriate Social Skills
3. ACQUIRING SOCIAL SKILLS
Week 2 . FACILITATING SPEECH, LANGUAGE AND COMMUNICATINT

SKILLS
a. Defining speech, language and communicating skills
b. . Language acquisition. and Sequence in language
c. Bilingualism and English As a second language
Week 3 . FACILITATING PRE-ACADEMICAND COGNITIVE LEARNING
a. Cognitive development And emerging literacy.
b. What brain research tells us.
c.. Developmentally ppropriate pre-academic Experience.
d. .Planning and presenting Pre-academic activities
Week 4 PLANNING FOR INCLUSION ANDPARTNERSHIP WITH FAMILIES
ASSESSMENT AND THE IEP/IFSP PROCESS
ARRANGING THE LEARNING ENVIRONMENT
Week 5 Final Examination
REFERENCES 1
GRADING Term Examination-----------------60%

SYTEM Student Output/Activities -------40%
________
100%
Prelim------------- 25%
Midterm ---------- 25%
PreFinal ---------- 25%
Final --------------- 25%
__________
Final Grade 100%
COURE 1.
REQUIREMENT 2.
S 3.
Roxas city
FLEXIBLE LEARNING KIT

WEEK 1
Topic 1. (General) INTERVENTION AND PUBLIC POLICY

Lessons: (Specific) A. AN INCLUSIVE APPROACH TO EARLY EDUCATION
1. Definition of Inclusion and the salient features of inclusive education
2. The current perspective about it.
3. Rationale for Inclusive Education
4. Benefits of Inclusion
5. Implications for Teachers.
Intended Learning Outcomes:

1. Define Inclusion and describe the salient features of inclusive education
2. Describe the changing society’s attitude toward children with disabilities
3. State the rationale for Inclusive education
4. Give the benefits of inclusion.
5. Discuss the challenges teachers face when implementing inclusive early education program.
Introduction: This lesson focuses on inclusive education. Inclusion is when children with
special needs like Chanda, a young child with Down syndrome, attends a local program.
Devon, a little boy with autism, in a class with six children with disabilities and six children
without disabilities, takes swimming lessons at the local community center after preschool.
Jonathan, a second grader with severe communication delays, participates in the youth choir at
his church.
All of these children are involved in inclusive programs.
Inclusion is in the lives of these young children such as Chanda , Devon, and Jonathan. Inclusion
means that children with special needs attend preschool, childcare, recreational programs and
school with typically developing peers.
The Department of Education clearly state its vision for children with special needs in
consonance with the philosophy of Inclusive education: “The state, community and family hold
a common vision for the Filipino child with special needs. By the 21st children with special
needs be adequately be provided with basic education
iNPUT: INCLUSION DEFINED

Inclusion describes the process by which a school accepts children with a special need
for enrolment in regular classes where they can learn side by side with their peers.” Inclusion is
a right ,not a privilege for a select few”. The school organizes its special education program and
includes a special education teacher in its faculty. The school provides the mainstream where
regular teacher and special education teachers organize and implement appropriate programs
for both special and regular students. Mainstreaming is enrolling children with disability along
with typically developing children in the same classroom. The term integration also has been
used to describe the inclusion of children in programs for typically developing children . Some
educators argue that there are clear- cut difference between integration and mainstreaming;
others use the terms interchangeably .Both terms refer to children with disabilities being placed
full time or part-time programs designed for typically developing children.
THE SALIENT FEATURES OF INCLUSIVE EDUCATION
Inclusion means implementing and mainstreaming warm and accepting classroom
communities that embrace and respect diversity or differences.
Inclusion implements a multilevel, multimodality curriculum. This means that special

needs students follow an adapted curriculum and use special devices and materials to learn at
a suitable pace.
Inclusion prepares regular teachers and special education teachers to teach interactively.
The structure is where students work together, teach one another and participate actively in
class activities. The students tend to learn with and from each other rather than compete with
each other
Inclusion provides continuous support for teachers to break down barriers of professional
isolation. The hallmark of inclusive education are co-teaching, team teaching, collaboration, and
consultation and other ways of assessing skils and knowledge learned by all the students.
INCLUSION IN PERSPECTIVE
EARLY ATTITUDES
The number of children with disabilities in the educational mainstream has increased steadily
over the past thirty years. This is in marked contrast to the way of children with disabilities
were viewed in the past. Caldwell (1973) gives the following description of the stages our
society has gone through in its treatment of people with disabilities.
FORGET AND HIDE
Until the middle of the twentieth century, families, communities, and society in general seemed
to try to deny the existence of people with disabilities. As much as possible, children with
disabilities were kept out of sight. For example, families often were advised immediately to
institutionalize an infant with an obvious disability such as Down syndrome.
In 1950, the National Association for Retarded Children (now the ARC)was founded. Efforts
were put into motion to identify children with disabilities and to bring them out of attics and
back rooms
SCREEN AND SEGREGATE
About the same time (1950), special education began in public school systems. These first
special education classes often provided little more than custodial care.
The screen-and-segregate period lasted more than twenty years, at which point the
constitutional rights of people with disabilities began to be recognized.
IDENTIFY and HELP
The identify-and-help period came about during the 1960s as a result of political and social
activities. Caldwell summed up this period thus: “We have not abandoned concern with
screening, with trying to find children who need help.
INCLUDE and SUPPORT

In 1986, Madeleine Will, then, assistant secretary at the Office of Special Education and
Rehabilitative Services (under the U.S. Department of Education), in an annual report regarding
the status of special education programs education suggested that greater efforts to educate
mildly and moderately disabled students in the mainstream of regular education be pursed.
RATIONALE FOR INCLUSIVE EARLY EDUCATION
The rationale for inclusive early childhood programs will be discussed in terms of ethical
issues, socialization concerns, developmental considerations, and the always pressing issue of
cost effectiveness.
THE ETHICAL ISSUE
The rights of children with disabilities to as full a life as possible is a major ethical force among
advocates of inclusion. Dunn (1968) first brought the unfairness of segregated education for
children with disabilities to the public consciousness. He asserted that special classes, for the
most part, provided inadequate education for children with development delays.
THE SOCIALIZATION ISSUE
Including young children with disabilities in the educational mainstream implies equal social
status with children who are developing normally. Inclusion promotes awareness. Members of
the community become more accustomed to children with developmental disabilities; this
leads to greater acceptance. It cannot be overemphasized that young children with
developmental disabilities are entitled to the same kinds on enriching early experiences as
typically developing children. Young children with disabilities who play and interact only with
other children with disabilities will not learn normal social skills.
DEVELOPMENTAL ISSUE
The significance of the early years in laying the foundations for lifelong learning is well
established. During these early years, children acquire a broad range of basic skill in all areas of
development.
1. They learn to move about, to get from one place to another independently, to explore and
experiment.
2. They become skilled at grasping, holding on to, releasing, and manipulating ever more
complex objects.
3. They become increasingly able to take care of their personal needs: toileting, dressing,
eating.
4. They acquire their native language and use it in a variety of ways to get what they need (and
prefer) from other in their environment.
5. They develop the ability to think, generate ideas, solve problems, make judgments, and
influence others.
6. They respond with increasingly sophisticated words and gestures when other speak to them
or them or attempt to influence them.
7. They discover ways of getting along with and interacting with others—those who are like
themselves and those who are different.
There will be interaction with all kinds of other children who serve as models to imitate and to
play with children who will help.
SENSITIVE PERIODS
The majority of young children will acquire basic developmental skills on their own. Some of
this learning, seems to come about more readily at particular points in time, known as
developmentally sensitive or critical periods. During these periods, the child appears to be
especially responsive and able to learn from specific kinds of stimulation.
A developmental disability or delay often prevents a child from reacting in ordinary ways during
a sensitive period.
Without special assistance and opportunities to follow the leads of other children who are
responding to what is going on, the child with a sensory impairment is isolated from everyday
events.
A child whose hearing problem is identified early may experience fewer problems in language
development.
Children who are physically disabled also are denied critical learning opportunities, but for
different reasons. Many cannot move around. They cannot explore their environment.
TEACHABLE MOMENTS
For teachers in an inclusive setting, another concept of developmental significance is that of
teachable moments. These are points in time when a child is highly motivated and better able
to acquire a particular skill such as walking. Riding a tricycle, or learning to count. All children,
including those with severe disabilities, have many such teachable moments everyday. They
occur during daily routine and activities. It is important that teachers recognize these
opportunities and make sure they lead to developmentally appropriate learning experiences.
Imitation
Another important rationale for inclusive early childhood setting is that young children with
disabilities will observe and imitate more advanced skills modeled by typically developing
children (Goldstein, 1993). The logic is sound. Imitating others is a major avenue of learning for,
everyone, old and young alike.
Young children learn by doing. If children with developmental problems are to learn to play
appropriate, they must have children to imitate and play with. If a young child with severe
communication problems is to learn to initiate conversation, there must b be peers available
who are interesting and appropriate conversational partners.
The Cost Issue
The cost of providing inclusive early education services is of concern to parents, program
providers, administrators, and other program consumers.
The existing data on the cost of inclusive education programs suggest that these programs can
be an economical alternative because they take advantage of existing programs structure
rather than creating parallel and often duplicate structures (Odom & Parrish (in press), Salisbury
&Chambers, 1994). The cost of providing appropriate educational services for young children
with special needs can be reduced by capitalizing on existing programs in the community.
BENEFITS OF INCLUSION
Benefits for Children with Disabilities
In addition to the philosophical and legal issue , there are many clear benefits of
educating young children with special needs in inclusive program.
Research also indicates that inclusive setting are more stimulating and responsive to young
children with disabilities than environments serving only children with special needs.
Development progress
The progress of children who are typically developing is not adversely affected by
placement in inclusive classes with children with developmental disabilities.
In studies that have compared the amount of teacher attention to individual students and
student’s rate of engaged learning time in classroom with and without students and disabilities
there are no differences, again suggesting no negative impact on instructional opportunities in
inclusive classrooms.
Peer tutoring
A well-documented benefit of inclusion for normally developing children is peer
tutoring—one child instructing another. It appears that both the child being tutored and the
child doing the tutoring receive significant benefits from the experience used of materials.
In fact, peer tutoring tends to be of special value for gifted children. It provides an exciting and
challenging stretch for their own creativity and inguenity.
Benefits for Families
In general, parent’s attitudes about inclusion were influenced by their experiences with
inclusion ). Parents of children with disabilities were most often positive in their responses,
although they did identify some concerns.
Parents perceived their children’s experience as generally positive ,t parents reported that their
children were more accepting of human differences and had a less discomfort with people with
disabilities and people who looked or behaved differently than they did.
Benefits for Society
Not only does inclusion have positive effects on all children; it appears to be of long-
term benefit with society. Non-disabled children who grow up with opportunities to interact
with children with disabilities are likely to be more tolerant in later years. They tend to mature
in to adults with greater understanding and respect for those less able in our society attitudes.
believed that non-disabled children who grow up with the opportunity to interact with children
with disabilities are more likely to show greater understanding of individuals with disabilities.
Supporting Inclusion: Implications For Teachers
The mere act of placing children with and without disabilities together in a classroom
does not ensure successful inclusion. “Inclusion depends on teachers’ attitudes towards pupils
with special needs, on their capacity to enhance social relations, on their view on the
differences in classrooms and their willingness to deal with those different effectively”
Effective inclusion requires specific planning and implementation by teachers, whose
responsibilities include:
. individualizing programs and activities and to meet each child’s specific needs and abilities.
. arranging a highly engaging learning environment that encourages appropriate behavior.
. recognizing the value of play as a major avenue of learning for all children; at the same time,
recognizing that play skills often have to be taught to children with disabilities, many of whom
neither know how to play nor to play spontaneously.
. arranging balance of a large and small group experiences, both vigorous and quiet, so that all
children, at their own levels, can be active and interactive participants.
Structuring Child-Child Interaction
The effectiveness of inclusion depends on ongoing interaction between children with and
without disabilities. Merely placing children with disabilities in the same settings as their
typically peers will not automatically lead to social interaction and acceptance . Disabled and
non-disabled children played together when the teacher structured the environment to
promote such interaction.
In another study, focused on imitation in an inclusive classroom, that children with autism can
learn to imitate their peers during small-group activities.
Planning for an inclusive early childhood program must focus on activities that lead to children
with and without disabilities working and playing together.
Planning Activities
Curriculum planning for inclusive setting also requires teachers t integrate the goals and
activities on the children’s IFSPs/IEPs into ongoing classroom activities. Using an activity-based
approach to planning draws from the strong tradition of early children and special education to
best meet the learning needs of young children with disabilities.
Professional Collaboration
In addition to classroom practices, inclusion requires the integration of professional efforts.
Administrators, teachers, aides, volunteers, and members of the interdisciplinary team need to
work together.
Part of the search includes looking for way to develop a partnership with parents. This means
listening to parents, consulting with them, and learning from them
IDIVIDUAL CHECK:
I Essay: Answer briefly and clearly the following questions:
1. what is Inclusion?
2. Describe the important features of inclusive education?
3. Name and briefly describe the 4 stages of public perception in reference to
children with disabilities.
4. How would an inclusive program be beneficial?
II . List down your answer to the following items
1.) 5 responsibilities of the teacher in an inclusive school
2.) 5 major concern that parents and teachers have about inclusion for young children with
developmental problems.
III Matching Type: Put the letter of your answer on the space provided for:
_____1. It describe services for very young children with A. Teachable
moments disabilities (ages 0-3) and their families.
collaboratively and describe the child current strength and needs.
_____2. It is a process when children with special needs attend B. Sensitive
Period-
Preschool child care, and recreational programs with their
typically developing peers.
- ______3. points in time, perhaps associated with critical periods, when C. Peer
tutoring
a child is highly motivated and better able to acquire a particular
skill.
________4. a document that is mandated for every student with D. Inclusion
a disability (ages three to twenty- one .
It is the blue print for the services .
- _______5. enrolling children with disabilities along with typically D. Sensory

Deficit-
developing children in the same classroom.
______6. a time when a child is especially responsive and able F.
Individualized
to learn a particular skill. Education
Program
______7. a loss in one or more of the five senses : vision, hearing, G.

Mainstreaming
touch, taste, smell
_______8. one child instructing or assisting another. H. Least

Restrictive
Environment-
______9. the most normalized environment in which the needs of a child I. Deficit
model
with disabilities can be met appropriately.
–
_______10. It focuses on a child disabilities and delays and tries to remedy J.
Individualized
what is “wrong “ with the child Family Service
Plan
Assessment:
40% Assessment - Objective test- Multiple-choice. Matching-type,
True/False(Scoring)
Subjective test- essay ( Rubric)
60% Periodic examination-
Prelims (25%)+ Midterm (25%)+ Pre- final (25%)+ Finals (25%)+ General Average Grad
Rubric for Essay
Name________________________Course/Year______________Subject_____________Date__
_______
Criteria Advanced Proficient Partially Needs Score

Proficient Improvement
(15pts) (10pts) (5pts)
(20pts)
Content Answer are Answer are Answer are not Answer are partial
comprehensive, accurate and comprehensive or incomplete; key
accurate and complete; key or completely points are not
complete ;key ideas points are stated; key clear. Question
are clearly stated, stated and points are not adequately
explained, and well supported. addressed but answered.
supported. not well
supported.
Grammar and There are no errors There are few Errors in Errors in spelling,
Mechanics in spelling, errors in spelling, punctuation or
punctuation or spelling, punctuation or grammar are
grammar. punctuation or grammar are numerous.
grammar. evident.
Organization Ideas are extremely Ideas are Some Ideas are Ideas are not
of Ideas unified and unified and not unified and unified and
coherent. coherent. coherent. coherent.
Total
Formula (transmuted grades)

Total Score
-------------- x50 +50=
Perfect S
x__________________________
Signature over printed

References
Allen Eileen K. & Education Cowdery Glynnis E. The Exceptional Child Inclusion in Early Childhood
. Wadsworth Cengage Learning USA 2012
Inciong, Teresita et al. Introduction to Special Education Rex Store 2007
WEEK 2
Topic 1. (General) TOPIC 2 Legal Bases of Special Education Legislation: Early

Intervention and Prevention.
b.. Public Policy on Gifted
c. Students who are Gifted and Talented
d.The central concepts of Gifted and
Talented children.
e. Human intelligence, Theories,
f. Definition of Intelligence; Multiple
Intelligences.
g.Definition and characteristics of gifted and talent
) a. College of Education
Roxas city
INSTRUCTIONAL LEARNING KIT/MODULE
WEEK 2
Unit Topic 1. Legal Bases of Special Education

Lessons: (Specific 2. Causes and Classification of Developmental Disabilities
Intended learning outputtions:

2.
` 3.
Introduction:
Inputs: DEVELOPMENTAL DISABILITIES CAUSES AND CLASSIFICATIONS

 WHAT CAUSES OF DEVELOPMENTAL DIFFERENCES AND DEVELOPMENTAL
PROBLEMS?
IT CAN BE APPEAR TO BE COMBINATION OF INTERACTING EVENTS:

 Heredity, biology (Physical make-up)
 Temperant (Personality)
 Long list of environmental factors including poverty.
The heredity vs. environmental issue will occur.
Neuroscientist have found that throughout the entire environmental process. The brain is
affected by the environment.
ACCORDING TO SHORE (2003) “A great deal of new research lead to this conclusions: How
humans develop and learn depends critically on the enter play between nature (an individual’s
genetic endowment) and nurture (the nutrition, surroundings, care, responsiveness, and
teaching that are provided or withheld) all the crucial.
BEHAVIOR GENECIST- An individuals who seek to understand both genetic and environmental
contributions to individual variations in human behaviour.
CAUSES OF DEVELOPMENTAL DIFFERENCES
 CONGENITAL – Describes a developmental condition or deviation present at the time of
birth that may or not be genetically related.
 BIOLOGICAL FACTORS- Biology plays a major role in determining both healthy and less
than healthy development.
 BIOLOGICAL INSULT-A TERM THAT DESCRIBES INTERFERENCE WITH OR DAMAGE TO AN
INDIVIDUAL’S PHYSICAL STRUCTURE OR FUNCTIONING.
 GENETIC DISORDER- A DISORDER CAUSED BY ALTERATION IN THE CHROMOSOMAL
MATERIALS THAT CONTROL INHERITED CHARACTERISTICS.
 AUTOSOMAL DOMINANT GENE DISORDER- A gene or any chromosome except the sex
chromosomes that, if inherited from either parent, results in a child with a medical
condition.
 AUTOSOMAL RECESSIVE GENE DISORDER- A gene carried by healthy parents on any
chromosomes except the sex chromosomes that, if inherited from both parents, results
in a child with a medical conditions not present in the parents.
 SEX-LINKED GENE DISORDER- A gene carried on one of the two X chromosomes in a
female: if inherited by a daughter, the gene confers an asymptomatic carrier state, as
with her mother; if it is inherited by a son, the gene results in a medical condition not
present in other family members.
 SYNDROME- A GROUPING OF SIMILAR PHYSICAL CHARACTERISTICS.
SYNDROMES ARE A MAJOR CLASS OF GENETIC ABNORMALITIES. SYNDROMES REFER TO
A GROUPING OF SIMILAR PHYSICAL CHARCTERISTICS CALLED STIGMATA. WHEN
SEVERAL STIGMATA ARE FOUND TOGETHER IN A RECOGNIZABLE PATTERN, THE CHILD IS
SAID TO LEAVE A SYNDROME. OFTEN THE SYNDROME IS NAMED
AFTER THE PERSON WHO FIRST DESCRIBED ITS UNIQUE COMBINATION OF
CHARACTERISTICS.
 STIGMATA-AN IDENTIFYING MARK OR CHARACTERISTICS, A DIAGNOSTIC SIGN OF A
DISEASE OR DISABILITY.
 DOWN SYNDROME- THE MOST WIDELY RECOGNIZED SYNDROMW IS DOWN
SYNDROME, ALSO KNOWN AS TRISOMY 21. THE INDIVIDUAL WITH THIS SYNDROME HAS
FORTY-SEVEN THAN FORTY-SIX CHROMOSOMES. ON CHROMOSOMES 21 THERE IS AN
EXTRA CHROMOSOME. HENCE THE TERM TRISOMY 21. USUALLY THE EXTA
CHROMOSOME IS CONTRIBUTED BY THE EGG BUT IN ABOUT 25 PERCENT OF CASES IN
COMES FROM THE SPERM. TRISOMY 21 OCCURS IN APPROXIMATELY ONE IN 700
BIRTHS. THE RISK FOR A WOMAN AGED TWENTY IS ONE IN TWO THOUSAND BIRTHS
AND INCREASES IN WOMEN OVER FORT-FIVE TO ONE TWENTY-BIRTHS (ROZIEN
2002).THE PHYSICAL STIGMATA THAT MAKE DOWN SYNDROME READILY
RECOGNIZABLE INCLUDE.
 SIMIAN CREASE- A SINGLE TRANSVERSE CREASE ON THE PALM OF ONE OR BOTH
HANDS (INSTEAD OF THE TYPICAL TWO CREASES ON THE PALM)
 FRAGILE X SYNDROME-A CHROMOSOMAL ABNORMALITY ASSOCIATED WITH MENTAL
RETARDATION, AFFECTS MORE MALES THAN FEMALES, BEHAVIORAL
CHARACTERISCTICS OFTEN RESEMBLE AUTISM.
 METABOLIC DISORDER- A breakdown somewhere in the complex chemicals needed to
metabolize food.
 The breakdown can destroy, damage, or alter cells. Metabolic disorders are single-gene
defects, such as PKU.
 PKU (phenylketonuria), which occurs in once in every 10,000 births. Is a disorder caused
by an autosomal recessive gene common in people of Northern European ancestry and
uncommon among Africans Americans. The infant born with PKU lacks an enzyme that
breaks down the amino acids, phenylalanine, presents in milk, wheat, eggs, fish, and
meat.
 Metabolize- The chemical process within living cells by which energy is manufactured so
that body systems can carry out their functions.
Enzyme- complex protein that produces specific, biological-chemical reactions in the
body.
Amino acids- The chief component of proteins; obtained from the individual’s diet or
manufactured by living cells.
ABNORMAL GENE DISORDERS
The following are some specific examples of abnormal gene disorders:
1. TAY SACHS- Tay Sachs is a rare autosomal recessive disorder occurring most
commonly on children of Eastern European Jewish descent. In this disorder, a fairy
enzyme of fat metabolism is the culprit. Fatty accumulations in the brain interface
with neurological processes. The result is rapid degeneration, leading to death in
early childhood.
2. Neurological- Referring to the nerves and the nervous system in general.
3. Cystic fibrosis- Cystic fibrosis (CF) is a common autosomal recessive disorder that
causes a buildup of mucus in the lungs, digestive system, and other organs. It is a
chronic health disorder that often interferes with the child’s learning because of
frequent absences from school. It does not, however, affect the brain directly.
Although this is a fatal disorder, improved medical therapy now enables many
individuals to live well into adulthood.
4. Sickle-cell anemia- A disorder of the red blood cells characterizes this autosomal
recessive disorder that mostly affects African Americans. Painful joints, ulcers, and
susceptibility to infections make it a serious chronic health disorder in young
children.
5. Duchenne Muscular Dystrophy- Duchenne’s is a sex- linked disorder that occurs in

males. The muscles waste away causing increased physical disability and eventually
death. Progress has been made in identifying this and many other genetic disorders
in families identified as otherwise health. The fact that parents are carriers of a
genetic disorder becomes evident when they have their first affected child. Such
families can then be offered counselling on reproductive choices.
6. Prenatal Infections and Intoxicants- Most developmental abnormalities, especially
those that occur prenatally, cannot be explained by genetics. It is estimated that no
more than 3 percent of all birth defects are purely genetic in origin. Diseases that
have a negative effect on a mother’s health during pregnancy are responsible for 25
percent or move of all developmental deviations.
Some of the more common prenatal diseases include the
following:
1. Rubella (German or three-day measles).This illness can have a devastating effect on the
unborn infant. If contracted during the first trimester rubella can lead to severe and
lifelong disabilities. Childhood immunizations have now drastically reduced the
incidence of congenital rubella.
2. CMV Virus (Cytomegalic inclusion disease)-If a pregnant woman contracts CMV the
infant can be seriously harmed. Often the pregnant woman has no symptoms. Ninety
percent of CMV infants are asymptomatic at birth that is they show no abnormalities.
It is only later that mental retardation, deafness, diseases of the eyes, and other
disabilities begin to show up.
Asymptomatic – Showing no signs of a disease or impairment that nevertheless may be
present
3. Herpes Simplex-This is an incurable viral disorder that can cause recurring severe to
mild genital sores in adults. Even in remission, a woman can pass it on to her unborn
infant. Results can be devastating, even fatal, as in cases of inflammation of the infant’s
brain and spinal chord. Less damaging results include periodic attacks of genital sores.
Remission – in reference to health problems, temporary or permanent relief from the
problem.
4. AIDS (acquired immune deficiency syndrome).AIDS interferes with the body’s ability to
ward off diseases such as respiratory disorders and certain types of cancer. AIDS is
transmitted through sexual content, shared hypodermic needles, or blood transfusions.
An infected mother can pass AIDS to her unborn infant.
5. Diabetes-Maternal diabetes puts the infant at high risk for serious developmental
problems, even death. Today’s diabetic woman has a better chance of bearing a healthy
baby because of medical advances. Nevertheless, maternal diabetes must be monitored
throughout pregnancy.
6. Preeclampsia (Toxemia)-This is a serious medical condition that usually occurs after
twenty weeks of pregnancy. It is characterized by elevated blood pressure and the
presence of excess protein in the urine. If left untreated, toxaemia can lead to
complications and death in both mother and infant.
7. Alcohol and other Drugs-Maternal use of any chemical substance during pregnancy
whether for medicinal or recreational purposes can damage the unborn infant. Alcohol
consumption even in moderate amounts has been linked to a variety of developmental
problems now grouped under two headings: Fetal alcohol syndrome (FAS) and Fetal
alcohol effect (FAE). Years of research by Streissguth, Barr and Sampson (1990) indicate
that the potential for subnormal IQ is three times greater among children whose
mothers drink during pregnancy. These researchers report that even occasional binge
drinking can be extremely damaging to the fetus. It is not known whether there is a safe
amount of maternal alcohol consumption.
In light of such incomplete knowledge about alcohol and fetal damage, the only safe
course is for a woman to refrain from drinking during pregnancy.A number of drugs
used by pregnant Women for medicinal purposes can also cause serious birth defects.
Pregnant women should take no medication without consulting a physician. This is
particularly important in terms of over the-counter drugs. Illegal drugs (cocaine for
example and its many variants) used during pregnancy can put the unborn infant at high
risk for both short-term and long-range developmental problems.
Many such infants are born prematurely have low birth weight or are stillborn: still
others die of sudden infant death syndrome (SIDS) during their first year. Many more
suffer neurological damage that may not show up until years later as a serious learning
disability (Keith et al.. 1989). Again it is not known how much drug use during pregnancy
is too much. As with alcohol the best thing a woman can do for her baby while she is
pregnant is to complete abstain from drug use unless prescribed by a physician.
8. Poor Nutrition-Lack of adequate protein intake from foods such as milk, cheese, eggs,
fish, chicken, and others meat often results in low birth weight, illness, and higher risk of
death during the baby’s first year. Stunted growth throughout childhood often is
another consequence. The effects of a poor diet are particularly damaging during last
trimester of pregnancy when significant maturing of the brain and nervous system is
taking place. It is recommended that a pregnant women gain 25 to 30 pounds during
pregnancy more if she is underweight to begin with. (Poor nutrition is not the only
conditions responsible for pre-mature and low birth weight infants it is however a
frequent cause and often is associated with poverty).
9. Birth Complications-Birth itself can result in trauma-that is injury or shock. An infant
perfectly healthy until the moment of birth can experience damage during the birth
process. For example, Anoxia lack of oxygen to the brain cells can occur because of
labour complications. Brain damage or severe neurological problems such as cerebral
palsy may result. When damage does occur it may come from a newborn’s inability to
breathe immediately. However the failure to start breathing may have been cause by
earlier perhaps unsuspected damage in utero. This is one example of how difficult it is to
pin point the cause of the developmental problems.
ANOXIA
Lack of oxygen to the brain cells.
Premature infants especially our subject to another kinds of trauma: haemorrhaging or
bleeding in to the brain. These immature newborns also are at higher risk for breathing
problems, heart failure and infections. Even less severe problems at birth can result in
trouble later it is now thought that some school age learning disabilities may be
associated with low birth weight or seemingly minor disturbances at the time of birth,
( Hittleman, Parekh , & Glass, 1987).
Complications at birth made necessitate caesarean section delivery. Often referred to as
a “C-section”, this type of delivery may be required when typical vaginal delivery is
impossible or when the lives of the mother, infant, or both are threatened. The most
common reasons for the procedures are signs of fetal distress, such as weak infant,
heart beat or breech presentation of the about to be born infant
Breech- Presentation of buttocks first during birth.

Complication following Birth
 Once the baby is born, other events can lead to developmental problems. A discussion
of some of these post natal complications follows.
1. Meningitis-Meningitis is considered a virus or bacterial infection that causes inflammation of
the protective covering of the brain and spinal column. When meningitis-related death occurs
in newborns, the cause is usually organisms found in the intestine or birth canal of the mother.
The results of meningitis are unpredictable. Some children show no serious effect; others
experience major neurological damage.
2. Encephalitis-Encephalitis attacks the grain itself. The symptoms are many and so varied that
the infection often is not diagnosed correctly. A range of aftereffects is possible, from no
damage to identifiable neurological damage and later learning problems.
3. Lead Poisoning-Lead Poisoning can cause grave damage to young children whose bodies and
nervous systems are still developing. Little children put everything into their mouths lead-based
paint for indoor use and on children’s toys has been outlawed. Nevertheless it is estimated that
at least 10 percent of the young children in this country are absorbing excessive amounts of
lead.
Because of such studies the Centers for Disease Control and Prevention now requires much
lower levels of lead to be classified as dangerous (Bee &Boyd, 2009). Lead poisoning affects a
young child’s development by causing speech delays. Hyperactivity attention deficit disorder,
learning disabilities, behavioural disorders, neurological, and renal damage stunted growth,
anemia, hearing loss, and cognitive deficits.
4. Poverty-Many developmental problems that occur before, during or after the birth of a baby
can be directly or indirectly related to poverty. Families living in poverty experience higher rates
of infant death failure to thrive or birth defects than any other segment of our society. Children
of these families also experience higher rates of mental retardation, learning disabilities, and
social and emotional deviations:
The Children’s Defense Fund (CDF) describes poverty as a persistent and pervasive social
problem in the United States and declares it “deplorable”. According to a 2008 CDF press
release, there are 14.1 million children under age eighteen living in poverty. In other words,
one in five children lives in poverty. From 2000 to 2008 there has been an increase of 2.5
million children living in poverty and a 1.6 million increase in children living in extreme poverty.
Many parents find ways to cope, to raise bright and healthy children despite severely
challenging circumstances. The reverse also is true: Adequate living conditions do not
necessarily endure children a good life. Families with seemingly adequate resources may abuse
and neglect their children or fail to provide necessary stimulation.
Nevertheless, the devastating link between poverty and developmental problems cannot be
denied. Poverty undermines development in several significant ways.
5. Nutritional Deficiency-Recognizing that substandard nutrition often is associated with
poverty, the Special Supplemental Food Program for Women, Infants, and Children (WIC)
formed in the early 1970’s. WIC provides autritious food to women who are pregnant or
breastfeeding and to their children up to age five. It also links food distribution to other health
services, including prenatal care. Participation in WIC is estimated to reduce by as much as 25
percent the chance that a high-risk pregnant woman will deliver a premature or low-birth-
weight baby.
6. Inadequate health care and education-A major preventive measure for developmental
problems is adequate health care. This care must begin in earliest pregnancy, be maintained
during pregnancy, and continue for mother and infant following delivery. Throughout the
developmental years it is important that children receive regular medical checkups.
About 25 percent of pregnant women do not receive adequate prenatal care, and the
percentage of women who receive virtually no care is increasing steadily.
Pregnant women who are young, poor, unmarried, relatively uneducated, uninsured, or living in
inner cities or rural areas are the least likely to have even minimal medical care. Yet these are
the women who need it most, and who often hear infants at high risk for developmental
problems.
7. Homelessness and Substandard Housing- Significant numbers of American children are
homeless. According to the 2002 United Conference of Mayors’ report data for 23 cities, 41
percent of the homeless are families with children, and 73 percent of these families are headed
by a single parent. This same group released an update in 2008 showing that on average, the 25
cities now reporting data experienced a 12 percent increase in homelessness from 2007 to
2008, and 16 cities reported an increase in the number of homeless families. The primary cause
of homelessness for families was lack of affordable housing, poverty, and unemployment (2008
United States Conference of Mayors).
8. Single-parent Families-While single-parent families occur at all economic levels, they are
overrepresented among our poorest families, especially those headed by teenage girls. When
families cannot or do not choose to stay together, it is important to help both parents support
their children emotionally and financially.
9. Child Care-They need for quality child care during the developmental years has been
documented repeatedly. Yet decent, affordable child care continues to be in critically short
supply for all but affluent families. A major study conducted in a number of community settings
determined that child care was of such substandard quality that it adversely affected infants’
and children’s development (Whitebrook, Philips, &Howes, 1994). Worse, the negative effects
of inadequate child care become even more damaging at successively lower rungs of the
economic ladder.
10. Combating Poverty-We have known for a long time how to stop the costly and devastating
effects of poverty from stunting the development of infants and children. The benefit of
providing mothers and infants with special services was dramatically demonstrated in a historic
study conducted more than thirty years ago called “the Milwaukee Project.” Two groups of
mothers with low IQs, living in poverty, were assigned either to a control group or to an
experimental group. Mothers and infants in the control group received no special services. The
experimental group received a variety of services: good nutrition, medical care, parent
education, and stimulating infant and child care (Heber & Garber, 1975).
Involvement:
Individual Check DEVELOPMENTAL DISABILITIES CAUSES AND
CLASSIFICATIONS
 WHAT CAUSES OF DEVELOPMENTAL DIFFERENCES AND DEVELOPMENTAL
PROBLEMS?
IT CAN BE APPEAR TO BE COMBINATION OF INTERACTING EVENTS:

 Heredity, biology (Physical make-up)
 Temperant (Personality)
 Long list of environmental factors including poverty.
The heredity vs. environmental issue will occur.
Neuroscientist have found that throughout the entire environmental process. The brain is
affected by the environment.
ACCORDING TO SHORE (2003) “A great deal of new research lead to this conclusions: How
humans develop and learn depends critically on the enter play between nature (an individual’s
genetic endowment) and nurture (the nutrition, surroundings, care, responsiveness, and
teaching that are provided or withheld) all the crucial.
BEHAVIOR GENECIST- An individuals who seek to understand both genetic and environmental
contributions to individual variations in human behaviour.
CAUSES OF DEVELOPMENTAL DIFFERENCES
 CONGENITAL – Describes a developmental condition or deviation present at the time of
birth that may or not be genetically related.
 BIOLOGICAL FACTORS- Biology plays a major role in determining both healthy and less
than healthy development.
 BIOLOGICAL INSULT-A TERM THAT DESCRIBES INTERFERENCE WITH OR DAMAGE TO AN
INDIVIDUAL’S PHYSICAL STRUCTURE OR FUNCTIONING.
 GENETIC DISORDER- A DISORDER CAUSED BY ALTERATION IN THE CHROMOSOMAL
MATERIALS THAT CONTROL INHERITED CHARACTERISTICS.
 AUTOSOMAL DOMINANT GENE DISORDER- A gene or any chromosome except the sex
chromosomes that, if inherited from either parent, results in a child with a medical
condition.
 AUTOSOMAL RECESSIVE GENE DISORDER- A gene carried by healthy parents on any
chromosomes except the sex chromosomes that, if inherited from both parents, results
in a child with a medical conditions not present in the parents.
 SEX-LINKED GENE DISORDER- A gene carried on one of the two X chromosomes in a
female: if inherited by a daughter, the gene confers an asymptomatic carrier state, as
with her mother; if it is inherited by a son, the gene results in a medical condition not
present in other family members.
 SYNDROME- A GROUPING OF SIMILAR PHYSICAL CHARACTERISTICS.
SYNDROMES ARE A MAJOR CLASS OF GENETIC ABNORMALITIES. SYNDROMES REFER TO
A GROUPING OF SIMILAR PHYSICAL CHARCTERISTICS CALLED STIGMATA. WHEN
SEVERAL STIGMATA ARE FOUND TOGETHER IN A RECOGNIZABLE PATTERN, THE CHILD IS
SAID TO LEAVE A SYNDROME. OFTEN THE SYNDROME IS NAMED
AFTER THE PERSON WHO FIRST DESCRIBED ITS UNIQUE COMBINATION OF
CHARACTERISTICS.
 STIGMATA-AN IDENTIFYING MARK OR CHARACTERISTICS, A DIAGNOSTIC SIGN OF A
DISEASE OR DISABILITY.
 DOWN SYNDROME- THE MOST WIDELY RECOGNIZED SYNDROMW IS DOWN
SYNDROME, ALSO KNOWN AS TRISOMY 21. THE INDIVIDUAL WITH THIS SYNDROME HAS
FORTY-SEVEN THAN FORTY-SIX CHROMOSOMES. ON CHROMOSOMES 21 THERE IS AN
EXTRA CHROMOSOME. HENCE THE TERM TRISOMY 21. USUALLY THE EXTA
CHROMOSOME IS CONTRIBUTED BY THE EGG BUT IN ABOUT 25 PERCENT OF CASES IN
COMES FROM THE SPERM. TRISOMY 21 OCCURS IN APPROXIMATELY ONE IN 700
BIRTHS. THE RISK FOR A WOMAN AGED TWENTY IS ONE IN TWO THOUSAND BIRTHS
AND INCREASES IN WOMEN OVER FORT-FIVE TO ONE TWENTY-BIRTHS (ROZIEN
2002).THE PHYSICAL STIGMATA THAT MAKE DOWN SYNDROME READILY
RECOGNIZABLE INCLUDE.
 SIMIAN CREASE- A SINGLE TRANSVERSE CREASE ON THE PALM OF ONE OR BOTH
HANDS (INSTEAD OF THE TYPICAL TWO CREASES ON THE PALM)
 FRAGILE X SYNDROME-A CHROMOSOMAL ABNORMALITY ASSOCIATED WITH MENTAL
RETARDATION, AFFECTS MORE MALES THAN FEMALES, BEHAVIORAL
CHARACTERISCTICS OFTEN RESEMBLE AUTISM.
 METABOLIC DISORDER- A breakdown somewhere in the complex chemicals needed to
metabolize food.
 The breakdown can destroy, damage, or alter cells. Metabolic disorders are single-gene
defects, such as PKU.
 PKU (phenylketonuria), which occurs in once in every 10,000 births. Is a disorder caused
by an autosomal recessive gene common in people of Northern European ancestry and
uncommon among Africans Americans. The infant born with PKU lacks an enzyme that
breaks down the amino acids, phenylalanine, presents in milk, wheat, eggs, fish, and
meat.
 Metabolize- The chemical process within living cells by which energy is manufactured so
that body systems can carry out their functions.
Enzyme- complex protein that produces specific, biological-chemical reactions in the
body.
Amino acids- The chief component of proteins; obtained from the individual’s diet or
manufactured by living cells.
ABNORMAL GENE DISORDERS
The following are some specific examples of abnormal gene disorders:
7. TAY SACHS- Tay Sachs is a rare autosomal recessive disorder occurring most
commonly on children of Eastern European Jewish descent. In this disorder, a fairy
enzyme of fat metabolism is the culprit. Fatty accumulations in the brain interface
with neurological processes. The result is rapid degeneration, leading to death in
early childhood.
8. Neurological- Referring to the nerves and the nervous system in general.
9. Cystic fibrosis- Cystic fibrosis (CF) is a common autosomal recessive disorder that
causes a buildup of mucus in the lungs, digestive system, and other organs. It is a
chronic health disorder that often interferes with the child’s learning because of
frequent absences from school. It does not, however, affect the brain directly.
Although this is a fatal disorder, improved medical therapy now enables many
individuals to live well into adulthood.
10. Sickle-cell anemia- A disorder of the red blood cells characterizes this autosomal
recessive disorder that mostly affects African Americans. Painful joints, ulcers, and
susceptibility to infections make it a serious chronic health disorder in young
children.
11. Duchenne Muscular Dystrophy- Duchenne’s is a sex- linked disorder that occurs in
males. The muscles waste away causing increased physical disability and eventually death.
Progress has been made in identifying this and many other genetic disorders in families
identified as otherwise health. The fact that parents are carriers of a genetic disorder becomes
evident when they have their first affected child. Such families can then be offered counselling
on reproductive choices.
11. Prenatal Infections and Intoxicants- Most developmental abnormalities, especially
those that occur prenatally, cannot be explained by genetics. It is estimated that no
more than 3 percent of all birth defects are purely genetic in origin. Diseases that
have a negative effect on a mother’s health during pregnancy are responsible for 25
percent or move of all developmental deviations.
Some of the more common prenatal diseases include the
following:
10. Rubella (German or three-day measles).This illness can have a devastating effect on the
unborn infant. If contracted during the first trimester rubella can lead to severe and
lifelong disabilities. Childhood immunizations have now drastically reduced the
incidence of congenital rubella.
11. CMV Virus (Cytomegalic inclusion disease)-If a pregnant woman contracts CMV the
infant can be seriously harmed. Often the pregnant woman has no symptoms. Ninety
percent of CMV infants are asymptomatic at birth that is they show no abnormalities.
It is only later that mental retardation, deafness, diseases of the eyes, and other
disabilities begin to show up.
Asymptomatic – Showing no signs of a disease or impairment that nevertheless may be
present
12. Herpes Simplex-This is an incurable viral disorder that can cause recurring severe to
mild genital sores in adults. Even in remission, a woman can pass it on to her unborn
infant. Results can be devastating, even fatal, as in cases of inflammation of the infant’s
brain and spinal chord. Less damaging results include periodic attacks of genital sores.
Remission – in reference to health problems, temporary or permanent relief from the
problem.
13. AIDS (acquired immune deficiency syndrome).AIDS interferes with the body’s ability to
ward off diseases such as respiratory disorders and certain types of cancer. AIDS is
transmitted through sexual content, shared hypodermic needles, or blood transfusions.
An infected mother can pass AIDS to her unborn infant.
14. Diabetes-Maternal diabetes puts the infant at high risk for serious developmental
problems, even death. Today’s diabetic woman has a better chance of bearing a healthy
baby because of medical advances. Nevertheless, maternal diabetes must be monitored
throughout pregnancy.
15. Preeclampsia (Toxemia)-This is a serious medical condition that usually occurs after
twenty weeks of pregnancy. It is characterized by elevated blood pressure and the
presence of excess protein in the urine. If left untreated, toxaemia can lead to
complications and death in both mother and infant.
16. Alcohol and other Drugs-Maternal use of any chemical substance during pregnancy
whether for medicinal or recreational purposes can damage the unborn infant. Alcohol
consumption even in moderate amounts has been linked to a variety of developmental
problems now grouped under two headings: Fetal alcohol syndrome (FAS) and Fetal
alcohol effect (FAE). Years of research by Streissguth, Barr and Sampson (1990) indicate
that the potential for subnormal IQ is three times greater among children whose
mothers drink during pregnancy. These researchers report that even occasional binge
drinking can be extremely damaging to the fetus. It is not known whether there is a safe
amount of maternal alcohol consumption.
In light of such incomplete knowledge about alcohol and fetal damage, the only safe
course is for a woman to refrain from drinking during pregnancy.A number of drugs
used by pregnant Women for medicinal purposes can also cause serious birth defects.
Pregnant women should take no medication without consulting a physician. This is
particularly important in terms of over the-counter drugs. Illegal drugs (cocaine for
example and its many variants) used during pregnancy can put the unborn infant at high
risk for both short-term and long-range developmental problems.
Many such infants are born prematurely have low birth weight or are stillborn: still
others die of sudden infant death syndrome (SIDS) during their first year. Many more
suffer neurological damage that may not show up until years later as a serious learning
disability (Keith et al.. 1989). Again it is not known how much drug use during pregnancy
is too much. As with alcohol the best thing a woman can do for her baby while she is
pregnant is to complete abstain from drug use unless prescribed by a physician.
17. Poor Nutrition-Lack of adequate protein intake from foods such as milk, cheese, eggs,
fish, chicken, and others meat often results in low birth weight, illness, and higher risk of
death during the baby’s first year. Stunted growth throughout childhood often is
another consequence. The effects of a poor diet are particularly damaging during last
trimester of pregnancy when significant maturing of the brain and nervous system is
taking place. It is recommended that a pregnant women gain 25 to 30 pounds during
pregnancy more if she is underweight to begin with. (Poor nutrition is not the only
conditions responsible for pre-mature and low birth weight infants it is however a
frequent cause and often is associated with poverty).
18. Birth Complications-Birth itself can result in trauma-that is injury or shock. An infant
perfectly healthy until the moment of birth can experience damage during the birth
process. For example, Anoxia lack of oxygen to the brain cells can occur because of
labour complications. Brain damage or severe neurological problems such as cerebral
palsy may result. When damage does occur it may come from a newborn’s inability to
breathe immediately. However the failure to start breathing may have been cause by
earlier perhaps unsuspected damage in utero. This is one example of how difficult it is to
pin point the cause of the developmental problems.
ANOXIA
Lack of oxygen to the brain cells.
Premature infants especially our subject to another kinds of trauma: haemorrhaging or
bleeding in to the brain. These immature newborns also are at higher risk for breathing
problems, heart failure and infections. Even less severe problems at birth can result in
trouble later it is now thought that some school age learning disabilities may be
associated with low birth weight or seemingly minor disturbances at the time of birth,
( Hittleman, Parekh , & Glass, 1987).
Complications at birth made necessitate caesarean section delivery. Often referred to as
a “C-section”, this type of delivery may be required when typical vaginal delivery is
impossible or when the lives of the mother, infant, or both are threatened. The most
common reasons for the procedures are signs of fetal distress, such as weak infant,
heart beat or breech presentation of the about to be born infant
Breech- Presentation of buttocks first during birth.

Complication following Birth
 Once the baby is born, other events can lead to developmental problems. A discussion
of some of these post natal complications follows.
1. Meningitis-Meningitis is considered a virus or bacterial infection that causes inflammation of
the protective covering of the brain and spinal column. When meningitis-related death occurs
in newborns, the cause is usually organisms found in the intestine or birth canal of the mother.
The results of meningitis are unpredictable. Some children show no serious effect; others
experience major neurological damage.
2. Encephalitis-Encephalitis attacks the grain itself. The symptoms are many and so varied that
the infection often is not diagnosed correctly. A range of aftereffects is possible, from no
damage to identifiable neurological damage and later learning problems.
3. Lead Poisoning-Lead Poisoning can cause grave damage to young children whose bodies and
nervous systems are still developing. Little children put everything into their mouths lead-based
paint for indoor use and on children’s toys has been outlawed. Nevertheless it is estimated that
at least 10 percent of the young children in this country are absorbing excessive amounts of
lead.
Because of such studies the Centers for Disease Control and Prevention now requires much
lower levels of lead to be classified as dangerous (Bee &Boyd, 2009). Lead poisoning affects a
young child’s development by causing speech delays. Hyperactivity attention deficit disorder,
learning disabilities, behavioural disorders, neurological, and renal damage stunted growth,
anemia, hearing loss, and cognitive deficits.
4. Poverty-Many developmental problems that occur before, during or after the birth of a baby
can be directly or indirectly related to poverty. Families living in poverty experience higher rates
of infant death failure to thrive or birth defects than any other segment of our society. Children
of these families also experience higher rates of mental retardation, learning disabilities, and
social and emotional deviations:
The Children’s Defense Fund (CDF) describes poverty as a persistent and pervasive social
problem in the United States and declares it “deplorable”. According to a 2008 CDF press
release, there are 14.1 million children under age eighteen living in poverty. In other words,
one in five children lives in poverty. From 2000 to 2008 there has been an increase of 2.5
million children living in poverty and a 1.6 million increase in children living in extreme poverty.
Many parents find ways to cope, to raise bright and healthy children despite severely
challenging circumstances. The reverse also is true: Adequate living conditions do not
necessarily endure children a good life. Families with seemingly adequate resources may abuse
and neglect their children or fail to provide necessary stimulation.
Nevertheless, the devastating link between poverty and developmental problems cannot be
denied. Poverty undermines development in several significant ways.
5. Nutritional Deficiency-Recognizing that substandard nutrition often is associated with
poverty, the Special Supplemental Food Program for Women, Infants, and Children (WIC)
formed in the early 1970’s. WIC provides autritious food to women who are pregnant or
breastfeeding and to their children up to age five. It also links food distribution to other health
services, including prenatal care. Participation in WIC is estimated to reduce by as much as 25
percent the chance that a high-risk pregnant woman will deliver a premature or low-birth-
weight baby.
6. Inadequate health care and education-A major preventive measure for developmental
problems is adequate health care. This care must begin in earliest pregnancy, be maintained
during pregnancy, and continue for mother and infant following delivery. Throughout the
developmental years it is important that children receive regular medical checkups.
About 25 percent of pregnant women do not receive adequate prenatal care, and the
percentage of women who receive virtually no care is increasing steadily.
Pregnant women who are young, poor, unmarried, relatively uneducated, uninsured, or living in
inner cities or rural areas are the least likely to have even minimal medical care. Yet these are
the women who need it most, and who often hear infants at high risk for developmental
problems.
7. Homelessness and Substandard Housing- Significant numbers of American children are
homeless. According to the 2002 United Conference of Mayors’ report data for 23 cities, 41
percent of the homeless are families with children, and 73 percent of these families are headed
by a single parent. This same group released an update in 2008 showing that on average, the 25
cities now reporting data experienced a 12 percent increase in homelessness from 2007 to
2008, and 16 cities reported an increase in the number of homeless families. The primary cause
of homelessness for families was lack of affordable housing, poverty, and unemployment (2008
United States Conference of Mayors).
8. Single-parent Families-While single-parent families occur at all economic levels, they are
overrepresented among our poorest families, especially those headed by teenage girls. When
families cannot or do not choose to stay together, it is important to help both parents support
their children emotionally and financially.
9. Child Care-They need for quality child care during the developmental years has been
documented repeatedly. Yet decent, affordable child care continues to be in critically short
supply for all but affluent families. A major study conducted in a number of community settings
determined that child care was of such substandard quality that it adversely affected infants’
and children’s development (Whitebrook, Philips, &Howes, 1994). Worse, the negative effects
of inadequate child care become even more damaging at successively lower rungs of the
economic ladder.
10. Combating Poverty-We have known for a long time how to stop the costly and devastating
effects of poverty from stunting the development of infants and children. The benefit of
providing mothers and infants with special services was dramatically demonstrated in a historic
study conducted more than thirty years ago called “the Milwaukee Project.” Two groups of
mothers with low IQs, living in poverty, were assigned either to a control group or to an
experimental group. Mothers and infants in the control group received no special services. The
experimental group received a variety of services: good nutrition, medical care, parent
education, and stimulating infant and child care (Heber & Garber, 1975).
CLASSIFICATION OF DEVELOPMENTAL DISABILITIES
 Categorical Systems-Despite controversy, categorization does exist. Among other
things, the system is used to allocate federal funding for educational services. Everyone
working with children of any age needs to know something about each of the
impairments. The following is a brief introduction to twelve categories: Specific learning
disabilities, speech or language problems, mental retardation, emotional disorders,
multiple disabilities, hearing impairments, orthopedic impairments, other health
impairments, visual impairments, autism, deaf-blindness, and traumatic brain injury.
 Specific learning disabilities-Specific learning disabilities (SLDs) or learning disabilities
(LDs) have yet to be defined in any universally accepted way. As Mercer (1994) states,
“Given the respective definitions proposed by various organizations, committees and
government agencies, it appears that the learning disabilities definition remains in a
state of confusion”.
 In the school-age child, the label is often one of exclusion what the child is not:
 Not mentally retarded
 Not hearing impaired
 Not visually impaired
 Not displaying identifiable neurological problems, such as cerebral palsy.
 Mental Retardation-The long-standing term mental retardation is controversial: It has

acquired a social stigma. It is also in serious disrepute where young children are
concerned. Children change; they are evolving. The term’s finality fails to take this
developmental flux into account.
 Doctors and health care practitioners have begun replacing mental retardation with the
term “intellectual disability.” Because this change is somewhat recent, the term “mental
retardation/intellectual disability” (MR/ID) is often used as a transitional term (Sulkes,
2006).
 Emotional Disorders-Emotional disorders have no formally agreed upon definition and
are thus subject to much debate. Here we will give only one example: Emotional
disorders are characterized by behavioral or emotional responses that are so different
from appropriate age, ethnic or community norms that the responses adversely affect
educational performance including academic, social, vocational or personal skills
(Forness&Knitzer. 1990: McClelland, Morrison & Holmes, 2000). In any event, referring
to a young child as emotionally disturbed is developmentally inappropriate. Children’s
behavior during their early years is heavily influenced by child-rearing practices, cultural
values, and expectations of family and community. Parents who are aggressive for
example tend to have children who also behave aggressively. Thus, the child’s
aggressiveness is perfectly “normal” in light of his or her upbringing.
 Multiple Disabilities-A number of children have more than one disability. It has been
estimated that 20 to 50 percent of children with serious hearing deficits have additional
problems such as language delays. Many of the syndromes also are characterized by
several problems occurring together. For example, children with cerebral palsy may
have a speech delay, line or gross motor difficulties or both, and feeding problems.
 Hearing Loss-As defined by federal regulation, deafness is a hearing loss so severe that
individuals cannot process spoken language, even with hearing aids or other forms of
amplification. Hard of hearing refers to a loss that has a negative effect on a child’s
education but not to the same degree as it does on children who are deaf. Hearing loss
affects a young child’s cognitive, social, and language development. The degree of
developmental impact is determined by the severity of the loss, the age at onset (when
the hearing problem developed) and the timing and quality of intervention.
 Orthopedic Impairments-Orthopedic Impairments- Developmental problems that
interfere with walking or other body movement are considered orthopedic or physical
impairments.
 Congenital Anomaly- A developmental difference present at birth; not necessarily of
genetic origin.
 Reflexive- Involuntary body reaction to specific kinds of stimulation (a tapon the knee
produces the knee jerk)
 Health impairment-Young children with severe health problems often have limited
strength, vitality, and alertness. They also may experience pain and discomfort much of
the time. A normal childhood may be nearly impossible because of frequent
hospitalizations or intensive medical treatment. Health disorders take many forms:
 Heart problems (weak or damaged heart)

 Leukemia (cancer of the bone marrow)
 Asthma (disorder of the respiratory system)
 Sickle-cell anemia (red blood cell malformation)
 Hemophilia (a bleeding disorder)
 Diabetes (faulty metabolism of sugar and starch)
 Cystic Fibrosis (lung and digestive problems)
 Health disorders may be described as chronic or acute (although a chronic problem can
go into an acute state). In either event, the child’s overall development is threatened.
While poor health may not be the actual cause of other developmental disorders it can
create situations that lead to other problems.
 Chronic- term for a health problem of long duration or frequent recurrence.
 Acute- the sudden onset of an illness; usually of short duration; a chronic problem may
have periodic acute episodes.
 Visual Impairments-As with other problems there is no clear-cut definition of visual
impairment. A legal definition is proposed by the National Society for the Prevention of
Blindness:
 Blind: Visual acuity of 20/200 or less in the better eye with the best possible correction:
or a much reduced field of vision (at its widest diameter a visual are of 20 degrees or
less).
 Partially sighted: Visual acuity between 20/70 and 20/200 in the better eye with the
best possible correction.
 Vision impairments range from severe to mild. The American Foundation for the Blind
offers an educational definition for visual impairments:
 As with other problems there is no clear-cut definition of visual impairment. A legal
definition is proposed by the National Society for the Prevention of Blindness:
 Blind: Visual acuity of 20/200 or less in the better eye with the best possible correction:
or a much reduced field of vision (at its widest diameter a visual are of 20 degrees or
less).
 Partially sighted: Visual acuity between 20/70 and 20/200 in the better eye with the best
possible correction.
 Vision impairments range from severe to mild. The American Foundation for the Blind
offers an educational definition for visual impairments:
 Blind: Visual loss is severe enough that it is not possible to read print, requiring the child
to be educated through the use of Braille and other tactile and auditory materials.
 Partially seeing: Residual vision is sufficient to allow a child to read large print or
possibly regular print under special conditions and to use other visual materials for
educational purposes.
 Visual Acuity- How well an individual is able to see; keenness of vision
 Braille- A system of writing for the blind that uses patterns of raised dots read by the
fingers
 Tactile- Referring to touch
 Auditory- What is experienced through hearing.
 Residual vision- whatever vision remains after disease or damage to a person’s visual
system.
 Combined Deafness and Blindness-A combination of vision and hearing problems
requires highly specialized intervention programs. Serious sensory deficits in
combination usually result in problems with language and in cognitive and social
development.
 Autism-First described in the 1940s autism originally was blamed on lack of affectionate
and responsive parenting. Subsequent research has demonstrated that parenting style is
not a contributing factor for autism. Although autism still is behaviorally defined it is not
known to be a developmental disorder of the brain (Rapin&Katzman. 1998).
 Traumatic Brain Injury-This category of injuries (either open or closed- wound) to the
head cause tearing the nerve fibers, bruising of the brain against the skull, or bruising of
the brain stem. The most common consequences as far as learning is concerned are:
 Confusion in spatial orientation and directionality
 Marked distractibility and short attention span
 Problems in both short- and long-term memory
 Impulsivity and sometimes, aggressiveness
Individual Check: SPECIAL EUCATION

MENTAL RETARDATION)
NAME_________________________________Course________Date_________Score_________
TEST___ MATCHING –TYPE Put the letter of your answer on the space provided for:
_____1. To let saliva flow out fom the mouth. A.

Retardation
_____2. A process in which a picture of chromosomal pattern i prepared for analysis.
(mental)
_____3. A bending movement around a joint the knee or elbow that B.
Flexion
Decreases the angle between the bones at the joint. C.
Macrocephaly ____4. A substance which is known to be toxic to human development like
alcohol. D. HIV
_____5. A prolongation of a fold of the skin on the upper eyelid ove The inner and e.
Karyotyping
_____6. An inflammatory condition of the skin characterized by redness And itching
oozing vesicular lesion which is become scaly ,crusted Or hardened F.
Drooling
_____7. An abnormal slowness of thought or action, and development or
G .Eczema
_____8. To come or appear in or between by way of hindrance or modification
(behavior)
As to prevent harm or modify. I.
Teratogen
_____9. Rare condition in which accumulation of an abnormal amount of J.
Amblyopia
cerebrospinal fluid within cranium causes damage to the brain tissues.
_____10. Characterized to be soft and flexible. K.
Stuttering
_____11. Dimness of sight specially in one eye without apparent change in L.
Floppiness
The eye structure also called lazy eye. M.
Intervention
_____12. Inflammation of the middle ear marked especially by pain, fever,
dizziness and hearing loss. N.
Lead metal
_____13. Designed or intended to assist disabled person as to the aided by
Equipment or technique for disability. O.
Lymphocytes
_____14. Birth mark, most common tumor of infancy made up of blood
Vessel that typically occur as purple or reddish and elevated. P.
Semantic
_____15 An increase in the size and weight of the brain , large headedness
An enlargement of the skull, vessel impairment convulsions, and Q.
Otitis media
Other neurological systems associated with mental retardation.
_____16. To speak with many pauses and repetitions because you have R.
Epicanthic fold
speech problem or very nervous, frightened. S.
Hydocephalus _____17. To have a speech problem that cause to repeat the beginning sound
of some words
_____18. Elements of language that refer to meaning and comprehension. T.
Hemangioma.
_____19. The virus that cause aids which may cause mental retardation in Children.
_____20.Exposure to this metal can be determined by examining the umbilical
Cord
Intervention:
References:
WEEK 3
Name of the Unit Topic___________________________________________

Lessons: (Specific
intended learning outcomes 1.

2.
` 3.
Introduction:
Inputs:
Involvement:
Individual Check:
Interventions:
References
WEEK 4

Lessons: (Specific
intended learning outcomes
Introduction :
Inputs:
Involvement:
Individual Check:
I nterventions:
References:
WEEK 5
Preliminary Examination
WEEK 6
Intended learning
1.
2.
` 3.
Introduction:
Inputs: )
Involvement:
Individual Check:
Interventions:
References:
WEEK 7
Intended learning outcomes:

1.
2.
` 3.
Introduction:)
Inputs:
Involvement:
Individual Check:
Interventions:
References:
WEEK 8
Intended learning outcomes

1.
2.
` 3.
Introduction:
Inputs:
Involvement:
Individual Check:
Interventions:
References:
WEEK 9
In intended learning outcomes/objectives)

1.
2.
` 3.
Introduction:
Inputs:
Involvement:
Individual Check:
Interventions: (
References:
WEEK 10
Mid-Term Examination
WEEK 11
Intentions: (state your intended learning outcomes/objectives)

1.
2.
` 3.
Introduction: (Introduce the topic, maybe in a form of motivation, or guide questions,
etc. )
Inputs: (present the Content-lesson here)
Integration: (teachers explain/discuss/further elaborates the topic-lesson)
Involvement: (student activities/tasks –formative assessment)
Individual Check: (quiz, essay, etc.-graded assessment)
Interventions: (Enrichment/enhancement activities/assignments)

References:
WEEK 3

1.
2.
` 3.
etc. )

References:
WEEK 3

1.
2.
` 3.
etc. )
References:
WEEK 3

1.
2.
` 3.
etc. )
References:
WEEK 3

1.
2.
` 3.
etc. )

References:

Roxas city
FLEXIBLE LEARNING KIT
WEEK 1
Topic 1. (General) INTERVENTION AND PUBLIC POLICY

Lessons: (Specific) A. AN INCLUSIVE APPROACH TO EARLY EDUCATION
1. Definition of Inclusion and the salient features of inclusive education
2. The current perspective about it.
3. Rationale for Inclusive Education
4. Benefits of Inclusion
5. Implications for Teachers.
Intended Learning Outcomes:

1. Define Inclusion and describe the salient features of inclusive education
2. Describe the changing society’s attitude toward children with disabilities
3. State the rationale for Inclusive education
4. Give the benefits of inclusion.
5. Discuss the challenges teachers face when implementing inclusive early education program.
Introduction: This lesson focuses on inclusive education. Inclusion is when children with
special needs like Chanda, a young child with Down syndrome, attends a local program.
Devon, a little boy with autism, in a class with six children with disabilities and six children
without disabilities, takes swimming lessons at the local community center after preschool.
Jonathan, a second grader with severe communication delays, participates in the youth choir at
his church.
All of these children are involved in inclusive programs.
Inclusion is in the lives of these young children such as Chanda , Devon, and Jonathan. Inclusion
means that children with special needs attend preschool, childcare, recreational programs and
school with typically developing peers.
The Department of Education clearly state its vision for children with special needs in
consonance with the philosophy of Inclusive education: “The state, community and family hold
a common vision for the Filipino child with special needs. By the 21st children with special
needs be adequately be provided with basic education
iNPUT: INCLUSION DEFINED

Inclusion describes the process by which a school accepts children with a special need
for enrolment in regular classes where they can learn side by side with their peers.” Inclusion is
a right ,not a privilege for a select few”. The school organizes its special education program and
includes a special education teacher in its faculty. The school provides the mainstream where
regular teacher and special education teachers organize and implement appropriate programs
for both special and regular students. Mainstreaming is enrolling children with disability along
with typically developing children in the same classroom. The term integration also has been
used to describe the inclusion of children in programs for typically developing children . Some
educators argue that there are clear- cut difference between integration and mainstreaming;
others use the terms interchangeably .Both terms refer to children with disabilities being placed
full time or part-time programs designed for typically developing children.
THE SALIENT FEATURES OF INCLUSIVE EDUCATION
Inclusion means implementing and mainstreaming warm and accepting classroom
communities that embrace and respect diversity or differences.
Inclusion implements a multilevel, multimodality curriculum. This means that special

needs students follow an adapted curriculum and use special devices and materials to learn
at a suitable pace.
Inclusion prepares regular teachers and special education teachers to teach interactively.
The structure is where students work together, teach one another and participate actively in
class activities. The students tend to learn with and from each other rather than compete
with each other
Inclusion provides continuous support for teachers to break down barriers of professional
isolation. The hallmark of inclusive education are co-teaching, team teaching, collaboration,
and consultation and other ways of assessing skils and knowledge learned by all the students.
INCLUSION IN PERSPECTIVE
EARLY ATTITUDES
The number of children with disabilities in the educational mainstream has increased steadily
over the past thirty years. This is in marked contrast to the way of children with disabilities
were viewed in the past. Caldwell (1973) gives the following description of the stages our
society has gone through in its treatment of people with disabilities.
FORGET AND HIDE
Until the middle of the twentieth century, families, communities, and society in general seemed
to try to deny the existence of people with disabilities. As much as possible, children with
disabilities were kept out of sight. For example, families often were advised immediately to
institutionalize an infant with an obvious disability such as Down syndrome.
In 1950, the National Association for Retarded Children (now the ARC)was founded. Efforts
were put into motion to identify children with disabilities and to bring them out of attics and
back rooms
SCREEN AND SEGREGATE
About the same time (1950), special education began in public school systems. These first
special education classes often provided little more than custodial care.
The screen-and-segregate period lasted more than twenty years, at which point the
constitutional rights of people with disabilities began to be recognized.
IDENTIFY and HELP
The identify-and-help period came about during the 1960s as a result of political and social
activities. Caldwell summed up this period thus: “We have not abandoned concern with
screening, with trying to find children who need help.
INCLUDE and SUPPORT

In 1986, Madeleine Will, then, assistant secretary at the Office of Special Education and
Rehabilitative Services (under the U.S. Department of Education), in an annual report regarding
the status of special education programs education suggested that greater efforts to educate
mildly and moderately disabled students in the mainstream of regular education be pursed.
RATIONALE FOR INCLUSIVE EARLY EDUCATION
The rationale for inclusive early childhood programs will be discussed in terms of ethical
issues, socialization concerns, developmental considerations, and the always pressing issue of
cost effectiveness.
THE ETHICAL ISSUE
The rights of children with disabilities to as full a life as possible is a major ethical force among
advocates of inclusion. Dunn (1968) first brought the unfairness of segregated education for
children with disabilities to the public consciousness. He asserted that special classes, for the
most part, provided inadequate education for children with development delays.
THE SOCIALIZATION ISSUE
Including young children with disabilities in the educational mainstream implies equal social
status with children who are developing normally. Inclusion promotes awareness. Members of
the community become more accustomed to children with developmental disabilities; this
leads to greater acceptance. It cannot be overemphasized that young children with
developmental disabilities are entitled to the same kinds on enriching early experiences as
typically developing children. Young children with disabilities who play and interact only with
other children with disabilities will not learn normal social skills.
DEVELOPMENTAL ISSUE
The significance of the early years in laying the foundations for lifelong learning is well
established. During these early years, children acquire a broad range of basic skill in all areas of
development.
1. They learn to move about, to get from one place to another independently, to explore and
experiment.
2. They become skilled at grasping, holding on to, releasing, and manipulating ever more
complex objects.
3. They become increasingly able to take care of their personal needs: toileting, dressing,
eating.
4. They acquire their native language and use it in a variety of ways to get what they need (and
prefer) from other in their environment.
5. They develop the ability to think, generate ideas, solve problems, make judgments, and
influence others.
6. They respond with increasingly sophisticated words and gestures when other speak to them
or them or attempt to influence them.
7. They discover ways of getting along with and interacting with others—those who are like
themselves and those who are different.
There will be interaction with all kinds of other children who serve as models to imitate and to
play with children who will help.
SENSITIVE PERIODS
The majority of young children will acquire basic developmental skills on their own. Some of
this learning, seems to come about more readily at particular points in time, known as
developmentally sensitive or critical periods. During these periods, the child appears to be
especially responsive and able to learn from specific kinds of stimulation.
A developmental disability or delay often prevents a child from reacting in ordinary ways during
a sensitive period.
Without special assistance and opportunities to follow the leads of other children who are
responding to what is going on, the child with a sensory impairment is isolated from everyday
events.
A child whose hearing problem is identified early may experience fewer problems in language
development.
Children who are physically disabled also are denied critical learning opportunities, but for
different reasons. Many cannot move around. They cannot explore their environment.
TEACHABLE MOMENTS
For teachers in an inclusive setting, another concept of developmental significance is that of
teachable moments. These are points in time when a child is highly motivated and better able
to acquire a particular skill such as walking. Riding a tricycle, or learning to count. All children,
including those with severe disabilities, have many such teachable moments everyday. They
occur during daily routine and activities. It is important that teachers recognize these
opportunities and make sure they lead to developmentally appropriate learning experiences.
Imitation
Another important rationale for inclusive early childhood setting is that young children with
disabilities will observe and imitate more advanced skills modeled by typically developing
children (Goldstein, 1993). The logic is sound. Imitating others is a major avenue of learning for,
everyone, old and young alike.
Young children learn by doing. If children with developmental problems are to learn to play
appropriate, they must have children to imitate and play with. If a young child with severe
communication problems is to learn to initiate conversation, there must b be peers available
who are interesting and appropriate conversational partners.
The Cost Issue
The cost of providing inclusive early education services is of concern to parents, program
providers, administrators, and other program consumers.
The existing data on the cost of inclusive education programs suggest that these programs can
be an economical alternative because they take advantage of existing programs structure
rather than creating parallel and often duplicate structures (Odom & Parrish (in press), Salisbury
&Chambers, 1994). The cost of providing appropriate educational services for young children
with special needs can be reduced by capitalizing on existing programs in the community.
BENEFITS OF INCLUSION
Benefits for Children with Disabilities
In addition to the philosophical and legal issue , there are many clear benefits of
educating young children with special needs in inclusive program.
Research also indicates that inclusive setting are more stimulating and responsive to young
children with disabilities than environments serving only children with special needs.
Development progress
The progress of children who are typically developing is not adversely affected by
placement in inclusive classes with children with developmental disabilities.
In studies that have compared the amount of teacher attention to individual students and
student’s rate of engaged learning time in classroom with and without students and disabilities
there are no differences, again suggesting no negative impact on instructional opportunities in
inclusive classrooms.
Peer tutoring
A well-documented benefit of inclusion for normally developing children is peer
tutoring—one child instructing another. It appears that both the child being tutored and the
child doing the tutoring receive significant benefits from the experience used of materials.
In fact, peer tutoring tends to be of special value for gifted children. It provides an exciting and
challenging stretch for their own creativity and inguenity.
Benefits for Families
In general, parent’s attitudes about inclusion were influenced by their experiences with
inclusion ). Parents of children with disabilities were most often positive in their responses,
although they did identify some concerns.
Parents perceived their children’s experience as generally positive ,t parents reported that their
children were more accepting of human differences and had a less discomfort with people with
disabilities and people who looked or behaved differently than they did.
Benefits for Society
Not only does inclusion have positive effects on all children; it appears to be of long-
term benefit with society. Non-disabled children who grow up with opportunities to interact
with children with disabilities are likely to be more tolerant in later years. They tend to mature
in to adults with greater understanding and respect for those less able in our society attitudes.
believed that non-disabled children who grow up with the opportunity to interact with children
with disabilities are more likely to show greater understanding of individuals with disabilities.
Supporting Inclusion: Implications For Teachers
The mere act of placing children with and without disabilities together in a classroom
does not ensure successful inclusion. “Inclusion depends on teachers’ attitudes towards pupils
with special needs, on their capacity to enhance social relations, on their view on the
differences in classrooms and their willingness to deal with those different effectively”
Effective inclusion requires specific planning and implementation by teachers, whose
responsibilities include:
. individualizing programs and activities and to meet each child’s specific needs and abilities.
. arranging a highly engaging learning environment that encourages appropriate behavior.
. recognizing the value of play as a major avenue of learning for all children; at the same time,
recognizing that play skills often have to be taught to children with disabilities, many of whom
neither know how to play nor to play spontaneously.
. arranging balance of a large and small group experiences, both vigorous and quiet, so that all
children, at their own levels, can be active and interactive participants.
Structuring Child-Child Interaction
The effectiveness of inclusion depends on ongoing interaction between children with and
without disabilities. Merely placing children with disabilities in the same settings as their
typically peers will not automatically lead to social interaction and acceptance . Disabled and
non-disabled children played together when the teacher structured the environment to
promote such interaction.
In another study, focused on imitation in an inclusive classroom, that children with autism can
learn to imitate their peers during small-group activities.
Planning for an inclusive early childhood program must focus on activities that lead to children
with and without disabilities working and playing together.
Planning Activities
Curriculum planning for inclusive setting also requires teachers t integrate the goals and
activities on the children’s IFSPs/IEPs into ongoing classroom activities. Using an activity-based
approach to planning draws from the strong tradition of early children and special education to
best meet the learning needs of young children with disabilities.
Professional Collaboration
In addition to classroom practices, inclusion requires the integration of professional efforts.
Administrators, teachers, aides, volunteers, and members of the interdisciplinary team need to
work together.
Part of the search includes looking for way to develop a partnership with parents. This means
listening to parents, consulting with them, and learning from them
IDIVIDUAL CHECK:
I Essay: Answer briefly and clearly the following questions:
1. what is Inclusion?
2. Describe the important features of inclusive education?
3. Name and briefly describe the 4 stages of public perception in reference to
children with disabilities.
4. How would an inclusive program be beneficial?
II . List down your answer to the following items
1.) 5 responsibilities of the teacher in an inclusive school
2.) 5 major concern that parents and teachers have about inclusion for young children with
developmental problems.
III Matching Type: Put the letter of your answer on the space provided for:
_____1. It describe services for very young children with A. Teachable
moments disabilities (ages 0-3) and their families.
collaboratively and describe the child current strength and needs.
_____2. It is a process when children with special needs attend B. Sensitive
Period-
Preschool child care, and recreational programs with their
typically developing peers.
- ______3. points in time, perhaps associated with critical periods, when C. Peer
tutoring
a child is highly motivated and better able to acquire a particular
skill.
________4. a document that is mandated for every student with D. Inclusion
a disability (ages three to twenty- one .
It is the blue print for the services .
- _______5. enrolling children with disabilities along with typically D. Sensory

Deficit-
developing children in the same classroom.
______6. a time when a child is especially responsive and able F.
Individualized
to learn a particular skill. Education
Program
______7. a loss in one or more of the five senses : vision, hearing, G.

Mainstreaming
touch, taste, smell
_______8. one child instructing or assisting another. H. Least

Restrictive
Environment-
______9. the most normalized environment in which the needs of a child I. Deficit
model
with disabilities can be met appropriately.
–
_______10. It focuses on a child disabilities and delays and tries to remedy J.
Individualized
what is “wrong “ with the child Family Service
Plan
Assessment:
40% Assessment - Objective test- Multiple-choice. Matching-type,
True/False(Scoring)
Subjective test- essay ( Rubric)
60% Periodic examination-
Prelims (25%)+ Midterm (25%)+ Pre- final (25%)+ Finals (25%)+ General Average Grad
Rubric for Essay
Name________________________Course/Year______________Subject_____________Date__
_______
Criteria Advanced Proficient Partially Needs Score

Proficient Improvement
(15pts) (10pts) (5pts)
(20pts)
Content Answer are Answer are Answer are not Answer are partial
comprehensive, accurate and comprehensive or incomplete; key
accurate and complete; key or completely points are not
complete ;key ideas points are stated; key clear. Question
are clearly stated, stated and points are not adequately
explained, and well supported. addressed but answered.
supported. not well
supported.
Grammar and There are no errors There are few Errors in Errors in spelling,
Mechanics in spelling, errors in spelling, punctuation or
punctuation or spelling, punctuation or grammar are
grammar. punctuation or grammar are numerous.
grammar. evident.
Organization Ideas are extremely Ideas are Some Ideas are Ideas are not
of Ideas unified and unified and not unified and unified and
coherent. coherent. coherent. coherent.
Total
Formula (transmuted grades)

Total Score
-------------- x50 +50=
Perfect S
x__________________________
Signature over printed

References
Allen Eileen K. & Education Cowdery Glynnis E. The Exceptional Child Inclusion in Early Childhood
. Wadsworth Cengage Learning USA 2012
Inciong, Teresita et al. Introduction to Special Education Rex Store 2007
PEC 4 FOUNDATION AND INCLUSIVE EDUCATION

Preliminary Examination
NAME_________________________Course________Year&
Section______Date________Score_______
Test 1 MULTIPLE CHOICE Put the letter of your answer on the space provided for:
_____1. Which of the following is NOT TRUE about Inclusion? A) Inclusion is a right B)
Inclusion is a
privilege for a selected few C) provide all students within a mainstream
appropriate
educational programs D) A place everyone belongs
_____2. What does normal development implies? A) a n on going process of growing and
acquiring complex skills B) unpredictable pattern of growth common in
most children C) that the child will always be like other child D) that
development of the child does not
Show variation & differences.
_____3. It describe Inclusion of children with disability together with typically children in
A) the same level B) the same class C) the same program D) the same
environment.
_____4 . Which of the following means that children with special needs attend pre-school,
child-care
Recreational programs and school with typically developing peers is A) Inclusion
B) Integration C) mainstream D) activity-based approach
_____5. Which of the following terms best explain an important goal special education
to help the child become independent from the assistance of adult In
persona maintenance and development is A) skillful individual
B) personal –self sufficiency C) knowledgeable child D) good communicator.
_____6. The Multicultural practices which embrace family uniqueness encompasses t he

following
EXCEPT A) ethnic B).linguistic C) racial D) chronological age.
______7. It refers to providing opportunities for individuals with disabilities to go to school and
Participate in educational experiences as do other children and youth is A)
Intentional
Communication B) Normalization C) reciprocal relationship D) cultural competency.
_____8 . It offers children opportunities to use large muscles through jumping, balancing and
running is
A) Formative B) Gross motor C) Integrated curriculum D). Normalization.
______9. These are recommended strategies agreed upon by members of a profession equally
applied
to ear ly care programs for all children are A) Best practices B) empirical researches
C) Intentional communication D) contextual themes.
_____10. Child care in provider’s home is called A) Day care B) Family child care C) School
care
D) Caregiver provide.
_____11. One goal of the infant caregiver whether at home or out-of-home settings is as
follows
EXCEPT: A) the healthy Development of the infant B) to response to infant”s
cues
C) response to communication D) ignore daily routines.
_____12. Infants and children at high risk for developmental risk are A) those who have no
potential for
Normal development B) those who usually outgrow their problems C) those
frequently
Found among families living in poverty D) those who have family support.
_____13. No child maybe placed in education program without full individual testing mea ns
A) Test is
Based only on language B) Assessment must be in performance C) Test must be
limited in
In some area . D) Test must be non-discriminatory.
_____14. The policy in which local school systems must provide all of children regardless of
the severity
Of their disability A) appropriate education B) Non-discriminatory evaluation C) Zero
reject
D). Due process.
_____15 Developmental delays means the child is A) performing like a much younger child B)
those
Usually outgrow their problem C) those frequently found among families living in
poverty
D) those who have family support.
_____16. A potentially gifted child ‘s abilities are A) can never be realized if the child has
developmenta
Disability B) may never be realized in minority children C) are likely of genetic origin
and not of
environmental influence D) need no training.
_____17. The theory of multiple intelligences is A) based only on exceptional language and
numerical
Skills B) Does not recognize spatial and kinesthetic skills C) recognized that advance
personal
and social skills maybe sign of intelligence D) that nature lovers and personal
analysis do
not show intelligence.
_____18. Which of the following is NOT TRUE about functional use of language ,
communication and
Literacy development A) Many children with disability may still be developing
rudimentary
Conversational skills B) Formalized instruction in reading and writing is not
considered
Appropriate in preschool C) Functional communication skills through signs enable
children
To get what they want or need. D) Preschool children must be given opportunities to
see
Books, h tear and tell stories .
______19. Which of the following statement is true about Social- emotional development
EXCEPT:
A). IT is a major competence that young children must acquire B) Children
develop
This through play C) It can be facilitated by teachers through self-control and
positive
statements. D) These can not be taught in preschool because of differences in
culture.
______20. Assessments that are ongoing and used to shape programs and interventions are
called
A) Formative B) integrated curriculum C) reciprocal relationship D) Aesthetic
assessment.
TEST !! ESSAY: Answer briefly the following:
1. Describe 5 features of a quality child care programs most frequently identified by mothers.
2. State the general principles used to identify the best practices in early childhood programs
3. How can a caregiver promote health, safety and nutrition in planning a child care program
to young children?
WEEK 2
Topic 1. (General) TOPIC 2 Legal Bases of Special Education Legislation: Early

Intervention and Prevention.
b.. Public Policy on Gifted
c. Students who are Gifted and Talented
d.The central concepts of Gifted and
Talented children.
e. Human intelligence, Theories,
f. Definition of Intelligence; Multiple
Intelligences.
g.Definition and characteristics of gifted and talent
Lessons: (Specific) a. College of Education

Roxas city
INSTRUCTIONAL LEARNING KIT/MODULE
WEEK 2
Intended learning outputtions:

Inputs:
Integration: (
Interventions: (References:
WEEK 3

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etc. )
References:
WEEK 4

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References:
WEEK 5
WEEK 5

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References:
WEEK6

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References:
WEEK 7

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References:
WEEK 8

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References:
WEEK 9

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References:
WEEK 10

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References:
WEEK 11

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etc. )
References:
WEEK 12

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etc. )
References:
WEEK 13
Intentions:
Introduction:
Inputs: Desired Learning Outcomes (Past 1)
 Describe the anatomy and physiology of the human eye and how the process of
vision takes place
 Define legal and educational blindness
 Differentiate low vision from blindness
Definition of terminology
 Vision –the act or power of seeing; the faculty or state of being able to see; the
ability to think about or plan the future with imagination or wisdom.
 Human eye –specialized sense organ in humans that is capable of receiving
visual images, which are relayed to the brain.
 Visual Impairment–also known as vision impairment or vision loss, is a
decreased ability to see to a degree that causes problems not fixable by usual
means, such as glasses.
 Visual Acuity –is acuteness or clearness of vision, especially form vision, which is
dependent on the sharpness of the retinal focus within the eye, the sensitivity of
the nervous elements, and the interpretative faculty of the brain.
Human Eye Anatomy
The eye is a complex part of the human body that no other organ can equal. There are
five (5) physiological or physical systems in vision. These are:
1.) The Protective Structure – surrounds the eye to protect it from harm. These are the
bony eye socket in the skull and the protruding bones in the cheeks and forehead, the
lacrimation system or tear ducts, the eyebrows, eyelids and eye lashes.
2.) The Refractive Parts – these structures bend or refract light rays so that the image
of the object focuses on the retina. These are the cornea, aqueous humour, pupil, iris,
lens and vitreous humuor.
3.) The Muscles – It functions to coordinate and balance the movements of the eyes.
4.) The Retina and the optic nerve – Retina is a multilayered sheet of nerve tissues at
the back of the eye. The retina is the part of the neural receptor system for vision. It is
likened to the film in the camera: for a clear image to be transmitted to the brain, the
light rays must come to a precise focus on the central portion of the retina.
The Optic Nerve is connected to the retina and conducts visual images to the brain. The optic
nerve is capable of transmitting messages from the retina to the brain at a speed of three
hundred miles per hour.
5.) The Brain – Vision takes place in the occipital lobe of the brain located at the back of the
head which is one of the four lobes of the brain. The temporal lobe takes charge for audition or
hearing, the parietal lobe processes body sensations, the frontal lobe which is a part of the
cerebral cortex in the cerebrum or forebrain is the largest part of the brain that governs the
highest functions associated with conscious activities and intelligence, and controls movement
of voluntary muscles.
How Vision Takes Place

1.) The eyes are stimulated by light rays or illumination which are in the form of mechanical
energy;
2.) The light rays are reflected from objects in the visual field and lastly,
3.) The mechanical energy is converted into nerve impulses which the brain processes into
visual images.
Legal and Educational Blindness
The Legal Definition is based on measurement of visual acuity, field of vision and
peripheral vision.
Visual Acuity – the ability to clearly distinguish forms or discriminate details at a

specificdistance. The Snellen chart is commonly used when measuring normal
visual acuity by reading letters, numbers and other symbols 20 feet away.
Field of Vision – refers to the area that normal eyes cover above, below on both sides
when looking at an object or when gazing straight ahead. The field of normal of normal
vision covers approximately a range of 180 degrees.
Peripheral Vision – covers the outer ranges of the field of vision.
Legal Blindness – the condition where visual acuity is 20/200 in the better eye after the
best possible correction with glasses or contact lenses.
The challenge: - the field of vision is limited to 20 degrees or less from the normal 180
- can see or read 20 feet away than the normal 200 feet away
Educational Definition
A vision characterized by having degrees of blindness that includes:
light perception – a person can differentiate between light and dark, day and
night
movement perception – a person can detect if an object or person is in motion
or in still position
travel vision – field of vision is enough to travel safely in familiar areas
This type of vision is also known as Residual Vision.

 In special education, children who are blind are differentiated from those who
have low vision. Blind children use their sense of touch to read braille and
mobility to move around and travel independently.
 In Corn’s definition of low vision (cited in Howard, 2003) emphasizes the

functional use of vision. Low vision is a level of vision that with standard
correction hinders and individual in the visual planning and execution of tasks,
but which permits enhancements of the functional vision through the use of
optical or nonoptical aids and environment modifications or techniques.
In the process of normal vision, there are three (3) elements necessary for good
vision to take place: a pair of healthy, intact, and efficiently functioning eyes with
complete parts, well-lighted objects and images, and a healthy brain.
Special Education: Visual Impairment/10pts

Date:
Name:
I.Identification
1.)______________________It’s function is to coordinate and balance the movements of the
eyes.
2.)______________________Is the curved transparent membrane that protects the sensitive
parts of the eyes
3.) _____________________The ability to clearly distinguish forms or discriminate details at a
specific distance.
II.Enumeration
4.) Enumerate the four lobes of the brain
4.1_______________________________
4.2_______________________________
4.3_______________________________
4.4_______________________________
III. Essay
5.) What is the importance of SPED in visually impaired students?

Involvement:
Interventions:
References:
WEEK 14
WEEK 14

1.
2.
` 3.
etc. )

Individual Check: Physical disability
TEST 1 Multiple Choice Put the letter of your answer on the space provided for :
_____1. Physical impairment that relate to problems involving skeleton, joints and muscles
include the
following EXCEPT : A) missing limbs B) hearing impairment C) cerebral palsy D)
contractures
_____2. Health conditions related to limited strength vitality or alertness as a result of health
problem
Are as follows EXCEPT A) diabetes B) epilepsy C) vision impairment D) asthma
_____3. Problems with health and motor control tend to interfere with A) cognitive ability B)
Social
ability C) everything D) affective feeling child tries to learn.
_____4. Prostheses include A) eyeglasses B) insulin injection C) mechanical hands D) leg &
trunk brace.
_____5. An asthma attack may be preceded by A) ravenous appetite B) dry hacking cough C)
loss of
Consciousness D) runny nose
_____6. Diabetes is a disease in which the body not produce or properly use of A)le sugar B)
enzyme
C) Starch D) insulin.
_____ 7. Children with heart disease may experience the following EXCEPT A) have shortness
of breath
B) have reliable tolerance to physical exertion c) feeling of fatigue D) experience
blueness
Of skin.
_____8.The chemical process within living cells by which energy is manufactured so that body
system
Can carry out their function is A) metabolism B) chemotherapy C) digestion D)
repiration.
_____9.
Week 15
WEEK 16

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WEEK 18

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Colegio De La PurisimaCconcepcion

The School of the Archdiocese of Capiz

INSTRUCTIONAL LEARNING KIT CONTENT MAP

CURRICULAR BSED, BEED, YEAR LEVEL 3rd Year

ORIENTATION (FACE TO FACE)

TOPIC I. An Inclusive Approach to Early Education

Week 2 TOPIC 2 Legal Bases of Special Education

Week 3 TOPIC 3 Inclusive Program for Young Children.

2. Students with Mental Retardation

Week 4 Topic 4. .1. . Students who are Gifted and Talented

Week 5 Preliminary Examination

Week 1 1. Emotional and Behavior Disorders

2. . Eating and Elimination Disorder

Week 2 Topic 2. . Learning Disability r

Week 4 .Topic 4 Autism Spectrum Disorder

Week 6 Topic 1. Speech and language disorder

Week 7 Topic 2 Deafness and Hearing Loss

Week 8 Topic 3 Blindness and Vision Impairment.

Week 5 Pre-Final Examination

Week 2 . FACILITATING SPEECH, LANGUAGE AND COMMUNICATINT

GRADING Term Examination-----------------60%

FLEXIBLE LEARNING KIT

Topic 1. (General) INTERVENTION AND PUBLIC POLICY

Intended Learning Outcomes:

iNPUT: INCLUSION DEFINED

Inclusion implements a multilevel, multimodality curriculum. This means that special

INCLUDE and SUPPORT

- _______5. enrolling children with disabilities along with typically D. Sensory

______7. a loss in one or more of the five senses : vision, hearing, G.

_______8. one child instructing or assisting another. H. Least

Rubric for Essay

Criteria Advanced Proficient Partially Needs Score

Formula (transmuted grades)

Signature over printed

Topic 1. (General) TOPIC 2 Legal Bases of Special Education Legislation: Early

INSTRUCTIONAL LEARNING KIT/MODULE

Unit Topic 1. Legal Bases of Special Education

Intended learning outputtions:

Inputs: DEVELOPMENTAL DISABILITIES CAUSES AND CLASSIFICATIONS

IT CAN BE APPEAR TO BE COMBINATION OF INTERACTING EVENTS:

5. Duchenne Muscular Dystrophy- Duchenne’s is a sex- linked disorder that occurs in

Breech- Presentation of buttocks first during birth.

IT CAN BE APPEAR TO BE COMBINATION OF INTERACTING EVENTS:

Breech- Presentation of buttocks first during birth.

 Mental Retardation-The long-standing term mental retardation is controversial: It has

 Heart problems (weak or damaged heart)

Individual Check: SPECIAL EUCATION

_____1. To let saliva flow out fom the mouth. A.

Name of the Unit Topic___________________________________________

intended learning outcomes 1.

Name of the Unit Topic___________________________________________

intended learning outcomes

Name of the Unit Topic___________________________________________

Name of the Unit Topic___________________________________________

Intended learning outcomes:

Name of the Unit Topic___________________________________________

Intended learning outcomes

Name of the Unit Topic___________________________________________

In intended learning outcomes/objectives)

Name of the Unit Topic___________________________________________

Intentions: (state your intended learning outcomes/objectives)

Inputs: (present the Content-lesson here)