Learners

with Sensory
and Physical
Disabilities
Special Needs Education 112

Facilitator: LEONARDO D. TEJANO

ldtejano@mmsu.edu.ph
0916 642 4416

Learners with Sensory
and Physical Disabilities
Special Needs Education 112
Submission
of Outputs
1. Access this link:
https://drive.google.com/dr
ive/folders/1i4Uj16LHdY4mG
I6ntbkfOiSQTN67mxxv?usp=s
haring
2. INSIDE the SNED 112
Submission Folder, CREATE A
FOLDER.
3. NAME YOUR FOLDER
SURNAME-STUDENT NUMBER
[ie TEJANO-15-0262].
4. restrict the folder only to
your email and to my email
ldtejano@up.edu.ph.
5. This will be your permanent
submission folder.
 Introduction
to Sensory
and Physical
Disabilities
A.Related terms
and concepts
Learners with Sensory B.Current Issues on
and Physical Disabilities Sensory and
Special Needs Education 112 Physical
Disabilities
 Desired Learning
Outcome
At the end of the unit, the
students must have:
1. discussed related
terms and concepts
on learners with
sensory and physical
disabilities and their
education; and
2. written an analytic
Learners with Sensory paper on given
and Physical Disabilities news articles on
current issues on
Special Needs Education 112 sensory and physical
disabilities
 Outputs
1. Concept map on
related terms and
concepts on
learners with sensory
and physical
disabilities and their
education
2. analytic paper on
Learners with Sensory given news articles
and Physical Disabilities on current issues on
Special Needs Education 112 sensory and physical
disabilities
 Outputs
1. Concept map on related
terms and concepts on
learners with sensory and
physical disabilities and their
education Reflective
output (90 to 120-
minute audio/video
presentation)
2. analytic paper on
Learners with Sensory given news articles
and Physical Disabilities on current issues on
sensory and physical
Special Needs Education 112
disabilities
 Related
Terms
and
Learners with Sensory
and Physical Disabilities Concepts
Special Needs Education 112
 Learners
with
Sensory
and
Physical
Disabilities
Learners
• person-first language when describing people
with disabilities
• Also in teaching, we must be learner-centered
Senses
Physical
Intellectual/Cognitive
Emotional
Environmental/Context
Senses
-faculty by which the body perceives an
external stimulus; one of the faculties of
sight, smell, hearing, taste, and touch.
Physical
-body parts
Intellectual/Cognitive
-Intelligence may be defined as the ability to
obtain and use knowledge in an adaptive
situation, while cognition means awareness in
general and the ability to learn in particular.
Emotional
-Emotions are biological states associated with the
nervous system brought on by neurophysiological
changes variously associated with thoughts,
feelings, behavioral responses, and a degree of
pleasure or displeasure.
Environment/Social Context
-The social environment, social context, sociocultural
context or milieu refers to the immediate physical and
social setting in which people live or in which
something happens or develops. It includes the
culture that the individual was educated or lives in,
and the people and institutions with whom they
interact.
Disability-
Functional loss due to permanent physical
impairment resulting from congenital condition,
disease or trauma.
It excluded illness/injury of recent origin
(morbidity) resulting into temporary loss of
ability to see, hear, speak or move.
World Health Organization’s(WHO) International
Classification of Functioning, Disability and Health (ICF),
uses ‘disability’ as an umbrella term for any or all of the
following components:

impairments—problems in body function or structure

activity limitations—difficulties in executing activities
participation restrictions—problems an individual may
experience in involvement in life situations.
THREE CONFUSING TERMS : WHO definitions

DISABILITY HANDICAP IMPAIRMENT

IMPAIRMENT-
It is any loss or abnormality of psychological, physiological or anatomical
structure or function.
DISABILITY-
It is any restriction or lack(resulting from impairment) of ability to perform an
activity in the manner or within the range considered normal for a human
being.
HANDICAP-
It is a disadvantage for a given individual, resulting from an impairment or a
disability, that limits or prevents the fulfillment of a role that is normal
(depending on age, sex, and social and cultural factors) for that individual.
Other Key Terms
1.Individualized Education Program (IEP). The
roadmap of the student’s educational
program. It is designed to meet the child’s
unique educational needs as determined by
parents, educators and others who can assist
in designing an appropriate course of study.
2. Inclusive Education. Assurance that the
student, regardless of disability, receives the
same general education as his peers.
3. Least Restrictive Environment
(LRE). Integrating special needs students into
regular classrooms to the maximum extent
possible.
4. Appropriate Evaluation. Evaluation
standards that ensure the student is placed
correctly, his/her progress assessed at regular
intervals and receives additional help as
needed.
5. Parent and Teacher Participation. Regular,
consistent and cooperative communication
between parents and educators, with an eye
towards student progress and growth.
6. Procedural Safeguards. Parents
understanding their rights and responsibilities
and the mechanisms by which they may
review progress, be involved and mediate
disputes.