Topic: Learners with Difficulty in Mobility

20. What do you think are the causes of difficulty in mobility?

 Neurological conditions.
 Aging process.
 Obesity.
 Injury.
 Mental health illness.

21. How were you able to classify learners with difficulty in mobility?

Students who have limited use or no use of arms and hands and trunk and or loss of function to the
lower extremities and the lower trunk.

22. Can you give an example/s of the physical features of learners with mobility problems?

 Acquired brain injuries

 Epilepsy
 Cerebral Palsy
 Cystic Fibrosis (CF)
 Multiple Sclerosis (MS)
 Spina Bifida (SB)
 Prader-Willi Syndrome (PWS)

23.How do you feel when you see people with mobility problems?

Of course I feel pity and I want to help in my own little ways.

Topic: Hard of Hearing/Deafness (difficulty in hearing)

24. Describe the nature of and causes of deafness?

Aging and exposure to loud noise may cause wear and tear on the hairs or nerve cells in the cochlea that
send sound signals to the brain. When these hairs or nerve cells are damaged or missing, electrical
signals aren't transmitted as efficiently, and hearing loss occurs.

25. What accommodations can be given to learners with deafness and hearing loss?

 Sign Language Interpretation.

 Speech-to-Text and Captioning Services.
 Assistive Listening Devices and Systems.
 Oral Transliteration.
 Cued Language Transliteration.

Topic: Learners with Difficulty in Remembering and Concentrating. (LDRC)

26. Give the instructional strategies in teaching Learners with Difficulty in Remembering or
Concentrating (LDRC)

1. Give directions in multiple formats.

 2. Teach students to overlearn material.
3. Teach students to use visual images and other memory strategies
4. Give teacher-prepared handouts prior to class lectures
5. Teach students to be active readers
6. Write down steps in math problems
7. Provide retrieval practice for students
8. Help students develop cues when storing information
9. Prime the memory prior to teaching/learning
10. Review material before going to sleep

27. Identify/cite examples of multi-sensory materials that support the learning of LDRC.

Step-by-step learning, repetition, and using memory aids/strategies have been successful in facilitating
learning with these students. Multi-sensory instruction can be broken down into four pathways:

Auditory (Sense of Hearing), Visual (Sense of Sight), Tactile (Sense of Touch or Fine Motor Movement),
Kinesthetic (Body Movement or Gross Motor Movement)

 Read it, Build it, Write it

 Writing in Sand/Shaving Cream
 Air Writing
 Arm Tapping
 Blending Boards

28. Describe the characteristics of learners with difficulty in remembering or concentrating?

Characteristics of Learners with difficulty of remembering and concentrating:

1. Physical and Motor characteristics

2. Personal or Social characteristics
3. Learning Characteristics
4. Spoken language

29. What are the accommodations needed to support this type of learners?
1. Instructional accommodation
A. Give simplified instructions which are within the level of a learner.
B. Provide flexible time or schedule in doing assignments and projects.
C. Multi-sensory activities should be provided for the learners to remember concepts learned.
D. Use visual or pictures or mnemonics for improving or strengthening memory.
E. Provide adaptive materials to cater different learning styles.
F. Use token economy systems reinforce desirable cognitive behavior.
G. Provide more assistance in doing tasks.
H. Use chants or songs to recall or review academic concepts in different core subjects.
I. Incorporate arts and crafts to motivate the learners.
2. Environmental accommodation
a. Carefully consider seating arrangement in the classroom.
 b. Check the arrangement of the non-distracting material.
c. Structure activities to foster interaction.
d. Develop a procedure for a learner to ask help.
e. Arrange the classroom environment so the learners have many opportunities to practice
personal care and self-help skills.
3. Test-taking accommodation
A. Provide thorough reviews before tests
B. Minimize fine motor demands by giving oral assessment to learners with poor motor skills.
C. Reduce the number of items or activities. Make sure that the test still measures the
competences needed.

Topic: Learners with Difficulty Performing Adaptive Skills.

30. The common characteristics of learners with difficulty in performing adaptive skills in terms of
conceptual, social and practical life skills.

 Conceptual skills—language and literacy; money, time, and number concepts; and self-
direction. Adaptive behaviors include real-life skills such as grooming, getting dressed,
avoiding danger, safe food handling, following school rules, managing money, cleaning, and
making friends.
 Social skills are defined as practical, everyday skills needed to function and meet the
demands of one's environment, including. the skills necessary to effectively and
independently take care of oneself and to interact with other people.
 Practical skills—activities of daily living (personal care), occupational skills, healthcare,
travel/transportation, schedules/routines, safety, use of money, use of the telephone.

31. Give the appropriate accommodation based on the needs of learners with difficulty in performing
adaptive skills.

 Learner will be seated will be seated near the teacher for easy monitoring but away from the
windows and doors
 Provide prominent area where to post calendar of activities, daily schedules and assignments.
 Where possible provide an area foe reading or study free activity.
 Clearly label in pictures or written words the areas or things to make it easy for learners to
access materials.
 Color code materials, notebooks for each subject.
 Provide lesson outline
 Provide daily written schedules for routines.
 Provide activities that allow for some physical movements (indoor and outdoor activities).
 Pair or seat a child near a student role model.
 Teacher will stand near the learner when teaching and once in a while make eye contact.
 Prompt or make signal cues to get the learner engaged and focused on task.
 Lower your voice and resist rising your voice to gets LSEN’s attention.
 Allow appropriate response time to process information.
 Allow time for transition from one activity to another
 Provide worksheets with fewer questions and problems.
  Big breaks task into smaller activities; and make sure each chunk is completed before moving on
to the next.
 Split lengthy test into several parts. Schedule the learning areas from difficult to easy.

32. What are the innovate instructional strategies in teaching learners with difficulty in performing
adaptive skills.

1. Behavior Modification
A. Nip in the Bud (That’s enough)
B. Working through (Let’s do it)
C. Ignoring
D. Redirecting
E. Rewards
F. Desensitization

2. The use of:

 Picture Exchange Communication System

 Sentence Starters (I want…)

3. Structure Teaching

Physical environment, Schedules, Proactive routines, Visual structure

33. What are the characteristics of learners with difficulty in performing adaptive skills?

 Difficulty in mixing with other children

 Acts as deaf
 Resist learning
 No fear of real dangers
 Resist change in routines
 Indicates need by gesture
 Inappropriate laughing and giggling
 Not cuddling
 Marked physical overactivity
 No eye contact
 Inappropriate attachments to objects
 Spins objects
 Sustained odd play
 Standoffish manner.
34. How will you address these kind of learners.
Adaptive behavior assessment are evaluated with the learning disability of students. These
assessment can help determine which behavioral strengths and weaknesses need to be address
in these students to improve their chances of success in both school and life.

Topic: Learners with Difficulty in Displaying Interpersonal Behaviors. (DDIB)

35.