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COLLEGE OF TEACHER EDUCATION

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LEARNING MODULE
FOR
EDUC 311: FOUNDATION OF SPECIAL AND INCLUSIVE
EDUCATION

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WEEK 7 to WEEK 11
 Name: Lyrinx E. Gluma Course/Set: BSED Eng 3-B
Subject: EDUC-311 Instructor: Ms. Mary Grace Abayon
Week 7 SUPPORTING CHILDREN WITH AUTISTIC SPECTRUM
CONDITIONS

ACTIVITY 7
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked.
Write your answer in a long bond paper (Hand written) and attach it to the last
page of this module.

TASKS:
1. Illustrate how teacher’s strategies to support the learning and
development of children with ASC will need to be as diverse as the
need of each learner. Cite an author to support your answers. Fill the
graphic organizer.

TEACHER’S STRATEGIES

increases (+) decreases (-)

Although no two students with autism will look,
behave, communicate, or learn in exactly the
same way, students with this label do share
some general characteristics. We believe that
knowledge of these common characteristics—
and more specifically, knowledge of how each
might play out in the context of literacy learning
—can be extremely useful for educators
seeking to design responsive literacy instruction
for individuals with autism. Consequently, we
share some of the most significant
characteristics, including movement, sensory,
communication, social, and learning
differences, in this section. After providing a
brief definition of each difference, we discuss
how they are experienced by people with
autism and how each might affect literacy.
Paula Kluth, Ph.D., is one of today's most
popular and respected experts on autism and
inclusive education. Through her work as an
independent consultant and the high-energy
presentations she gives to professionals across
the country, Dr. Kluth helps educators and
families create responsive, engaging schooling
experiences for students with disabilities and
their peers, too.
 For instance, many students with autism have a
difficult time sitting in a chair or at a desk to
read, write, or listen for a sustained period of
time. It may be challenging for them to signal
their desire to enter into a classroom discussion
if they cannot conform to the conventional
method of raising one's hand to be called on by
the teacher. Jared Blackburn, a man with
autism, described how sensory differences can
cause discomfort and frustration for those who
experience them. Students with sensory
problems may experience anything from slight
discomfort to annoyance to distraction to the full
sensory overload that Blackburn describes.
This may also result from too much emotional or
social stimulation. Autistic people may become
overloaded in situations that would not bother
(or might even entertain) a normal person.
When overloaded, autistic people have trouble
concentrating, may feel tired or confused, and
some may experience physical pain. Too much
overload may lead to tantrums or emotional
outburst." (1997, n.p.)
 Name: Lyrinx E. Gluma Course/Set: BSED Eng 3-B
Subject: EDUC-311 Instructor: Ms. Mary Grace Abayon
Week 8 VISUAL AND HEARING IMPAIRMENT

ACTIVITY 8
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked.
TASKS: Read the article and answer the following questions below:

A pupil with no sight was admitted to a mainstream school with the support of a special needs
support worker. The pupil was in nursery class, providing access to rage of resources including
sand, water, role play and malleable play. The child was only allowed to access the play-based
provision under the direct supervision of the support worker and the child had separate
playtimes.

A. ) Do you think the inclusion of this child was managed effectively?

-I do not think the inclusiveness that a child desires is given. Because when we say inclusion or
inclusiveness, it means the joining or unity of each other in a goal or aspiration such as playing or socializing.
It may have given the child's need for education but it is not enough because it can still affect his mental,
emotional and social state. Teachers are called upon to be creative and innovative when preparing
classrooms. Managing an all-inclusive classroom is easier if simple, personalized teaching strategies for the
special needs student are implemented.

B. ) How would you manage this differently?

-Inclusion is a great thing. Children with special needs are no longer isolated in “Special Ed” classrooms and
only seen on the playground or in the lunchroom. Kids with special needs thrive in the presence of their
peers. There are so many lessons that children with special needs can learn from other kids, and so many
friendships to be formed. The following tips will help you create a learning environment that will help students
bloom where they are planted!
1. Use computer based programs
2. Set the desks in the classroom is rows
3. Post classroom rules in a conspicuous place in the classroom,
4. Keep it simple.
5. Use visual aids such as charts, graphs, and pictures.
6. Teach social skills, such as hand raising, taking turns and sharing as part of the learning curriculum.
 2

Mary, a child in Reception class, often suffered from colds and a runny nose. When she had
such symptoms, Mary seemed to spend a great deal of time playing by herself. She had
difficulty following instructions and often looked confused. She didn’t appear able to settle in
whole-class situations and didn’t engage in group discussions. Her speech could appear
muffled or indistinct. The class teacher suspected that Mary had a fluctuating hearing loss.
She talked to Mary’s mother and they agreed that a visit to the family doctor would be made
the next time Mary’s symptoms reoccurred. These actions did indicate that Mary had a
fluctuating hearing loss and ‘hospital appointment was made where a full range of tests
confirmed the diagnosis. Mary’s ears were fitted with grommets to drain the fluid from her
ears more effectively. Her class teacher ensured that Mary always sat facing people who
were talking to her and that they spoke clearly.

A. ) Do you think the inclusion of this child was managed effectively?

-Yes, the inclusion that Mary wants is accommodated properly by the teacher. Because Mary was diagnosed
with a fluctuating hearing loss which affected her studies. after the teacher saw Mary's symptoms, she
immediately informed Mary's mother of her condition so that Mary could check up immediately. After the
treatment, Menthusiasm for her studies increased again. As a teacher it is important that we pay attention to
the concerns of our students especially their health. Because their health problems can affect their learning,
they should inform their parents early as possible so that they can be treated quickly.

B.) How would you manage this differently?

-Students with a hearing loss may require accommodations and assistive devices to have the best access
to education. Each learner with a hearing loss should be assessed individually and accommodations should
be implemented based on the unique needs of each student.
 Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre
where they will have an unobstructed line of vision. This is particularly important if the student is using
an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be
aware that some students may not be comfortable with this suggestion or have alternate strategies.
Respect their choices.
 Repeat clearly any questions asked by students in the lecture or class before giving a response.
 Provide written materials to supplement all lectures, tutorials and laboratory sessions.
Announcements made regarding class times, activities, field work, industry visits etc, should be given in
writing as well as verbally.
 Provide alternatives to those assignments which are based on interviews or questionnaires, and be
flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning
sessions.
 Name: Lyrinx E. Gluma Course/Set: BSED Eng 3-B
Subject: EDUC-311 Instructor: Ms. Mary Grace Abayon
WEEK 9 SPEECH, LANGUAGE AND COMMUNICATION DIFFICULTIES

ACTIVITY 9
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked.
TASKS: Read the article and answer the following questions below:

Alex was a six-year-old child with a stammer. He was about to join a new school. Before Alex
arrived at the school, the head teacher was keen that he had a positive experience of the school
right from the start. She decided to talk to the whole school community about stammering in an
assembly. She showed the short DVD ‘Wait, wait, I’m not finished yet’ produce by Michael Palin
Centre for Stammering Children (available on YouTube: www.youtube.com/watch?v=hwjO-
vWo4Oc) to help all pupils and adults to understand more about stammering, and she then
talked about Alex who would be joining them the following week. As a community they drew up a
contract to demonstrate how they would support Alex.

A.) How do the actions of the head teacher demonstrate a proactive approach to inclusion?

-what the head teacher shows is the importance of paying attention to the people or children who are
stammering. As he himself experienced or had a family with stammering. Raising awareness about
stammering across the educational workforce...in this video children who stammer tell their teachers about
some of the challenges they face and how school staff can support them. People who stutter (PWS) not
only deal with managing involuntary speech disruptions that can make speech physically and mentally
exhausting, they also frequently experience negative social reactions that can make communication even
more challenging. In order to enhance the psychological well-being of PWS and increase their participation
and inclusion, it is critical that professionals have knowledge of public stigma and its relevance to
stuttering.

B.) After watching the video, do you think you can handle students with a stammer? How?
-Many are self-conscious at a very early age and fear speaking aloud. Despite this variability, teachers can
significantly help a child who stutters by enhancing the child's fluency. This can be accomplished by
providing a good speech model, improving the child's self-esteem, and creating a good speech environment.

1. Establish good conversational rules. - A child who stutters needs adequate time to formulate ideas and
plan utterances motorically.
2. Listen attentively. - Do not react inappropriately. Listen to the child's speech and avoid absent-minded "uh-
huhs". 
3. Suggest that the child cease other activities while speaking. - It is sometimes difficult to perform two
different motoric acts such as coloring and talking simultaneously. 
 Name: Lyrinx E. Gluma Course/Set: BSED Eng 3-B
Subject: EDUC-311 Instructor: Ms. Mary Grace Abayon
WEEK 10 IDENTIFICATION AND ASESSMENT

ACTIVITY 10
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked.
TASKS: Read the article and answer the following questions below:

James entered his Reception at the age of four. The practitioners in the setting noticed that
James had significant difficulties with communication and social interaction. James did not use
language for communication and often communicated through pointing or crying. James
preferred to play alone and he became distressed when it became too noisy or when other
children invaded his space. He quickly became upset if he was asked to complete unfamiliar
activities. The practitioner in the class were concerned about James’ communication and social
development. In consultation with the SENDCo and his parents, they decided to place James on
SEN support.
James’ parents were invited into school for a meeting. Their views, experiences and
observations of James in home setting were discussed to form a holistic assessment of James
development. James parents confirmed that hey also had concerns about his limited verbal
communication. At the meeting, some targets were agreed to support James’ communication
development and his parents agreed to make an appointment with their general practitioner.

A.) Why might James’ parents have decided not to raise initially any concerns with the
school?
-in my own opinion, James' parents might even be able to find a solution to help him with the help of
intervention to observe his situation. Maybe it would be better for them not to let the school know
about it and that’s okay. And for me, I do not see anything wrong with this as long as the parents can
control their child's situation, there is nothing wrong with it. Although it is also better to let the school
know about the child’s situation to help more and to speed up the process or order of the situation
that James is going through. It is also important for individuals to have ’empathy’ (i.e. being able to
put yourself into someone else’s shoes and recognise their feelings) as it allows them to respond in
an understanding and caring way to how others are feeling.
B.) What do the characteristics displayed by James suggest?

-James has difficulty with communication and social intraction which affects his learning. Excessive
solitude or so-called introverts can lead to poor learning and social interaction. Perhaps the reasons
for this are that he is always alone at home, just locked in a room, or maybe there is a
misunderstanding at home. Because children have a strong emotional factor they quickly feel
sadness, joy and pain especially in their environment. So many young people can not cope with
anxiety and suciedal thoughts because at an early age they are exposed to unfamiliar situations for
them. So as teachers we should divert their attention so that their learning is also abundant. Social
skills are vital in enabling an individual to have and maintain positive interactions with others. Many
of these skills are crucial in making and sustaining friendships. Social interactions do not always run
smoothly and an individual needs to be able to implement appropriate strategies, such as conflict
resolution when difficulties in interactions arise.
 Name: Lyrinx E. Gluma Course/Set: BSED Eng 3-B
Subject: EDUC-311 Instructor: Ms. Mary Grace Abayon
WEEK 11 AN INCLUSIVE CLASSROOM

ACTIVITY 11
Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked.
TASKS: Read the article and answer the following questions below:

ACCESS STRATEGIES
Michael was made redundant. He had previously worked as a joiner. The teacher approached
him to see if he would be interested in working with small groups and individuals, supporting
them to use tools for design and technology. Initially, Michael was reluctant, but after meeting
with other helpers in the school, he realized that he had a lot to offer. He was able to go into
school one afternoon a week and support small groups of children making buggies. Michael
was able to introduce children to new skills and the teacher valued his support and knowledge.
Michael further considered the difficulty of holding and cutting wood, and was able to make a
simple modification to the task to support to enable a learner with motor neuron problems to
access the activity. He devised a cutting sleeve to hold the saw so that the child was able to
control it.

A.) What are the advantages of developing community links to support learners with SEND?

-Children grow in the context of their community. As they develop within their smaller community
environments (a music circle, an art class, a reading corner) they begin to understand the wider society as
a whole — what actions work and do not work, what values, sensitivities, and longings we share. The
creation of a local community in early childhood becomes the supportive, positive, uplifting foundation of a
child’s life. It helps them to learn about themselves. It helps them learn how to tackle challenges, build
knowledge, and thrive. Community is defined as “a feeling of fellowship with others, as a result of sharing
common attitudes, interests, and goals.” For children, a sense of community brings connection both to their
surroundings and the individuals in those surroundings — further connecting them to their own unique
place in the world. If we put in work, and the heart, at the community level for our children, we’re working to
give them the foundation for a better future. Children are gifted the opportunity to learn, grow, and achieve
greatness and happiness through their community.
 B.) Think of adjustments that you could make to enable such learner to access practical
activities such as sewing, cooking and painting.

-As educators, we know all students have different learning styles. Some students are auditory learners,
some are kinesthetic learners, and some are visual learners. The more engaged a student is in their
learning, the more likely he or she is to succeed in the classroom. As an educator, the first step is to have
the knowledge and understanding of the various learning styles and then provide your students with a
variety of learning experiences to meet their individual needs.
1. Know the Different Learning Styles in Your Class
-Take a moment and visualize an ordinary kindergarten classroom.
2. Provide an Uncommon Experience
-"Provide an uncommon experience for your students and they will reward you with an uncommon
effort and attitude." As a teacher, let us follow this advice when it comes to meeting the various learning
styles of my students.
3. Let Them Work at Their Own Pace and Use a Multisensory Approach
-students learn best when you give them the freedom to work at their own pace and provide a number
of hands-on, multisensory activities.

A MULTISENSORY APPROACH
Jabina struggles to identify phonemes from their corresponding graphemes, which is impeding
her progress in blending phonemes for word recognition because she often cannot say specific
phonemes in words. Her teacher made a set of graphemes form sandpaper enabling Jabina to
trace over the graphemes at the same time as being introduce to the phonemes. This was
reinforced in a range of ways, including tracing graphemes on the floor, in the air and in glitter in
response to a given phoneme.

A. ) What other teaching strategies would support Jabina to make correct correspondence
between phonemes and graphemes?

-The acquisition of reading is a complex developmental process which is evident when examining the
diversity of reading abilities within any classroom. Some children are exceptionally advanced readers
while other children may struggle to read simple sentences fluently. Some children will have difficulty
with comprehension while others may experience problems in word identification.
Gildroy (1999) offered these guidelines for the selection of
letter sounds:
 Teach the most common sounds before introducing
alternate sounds (e.g., c as in “cat” prior to c as in
“city”).
 Initially separate the teaching of letters that are
visually similar (e.g., p, b, g, d, and q; m and n; and
v and w).
 Teach letters that are used more frequently prior to
letters that are used less frequently (e.g., the letters
m, s, t, r, a, and f are used more frequently than z, v,
and q).