Abuyog Community College

College of Education, Arts and Sciences

Abuyog, Leyte

Compilation of Answer Sheets

In Partial Fulfilment of the Course Requirements in

Professional Education 3 – Foundation of Special and Inclusive Education

Prepared by:

JANICE AUSTRIA
BSED ENGLISH 2-F

Submitted to:

MR. JONATHAN T. BUDLONG, LPT, MT II

Instructor

S.Y 2021-2022
MODULE 1 Vision, Policy, Goals and Objectives of Special Education

Learning Activities
Activity 1. Discuss the advantages and benefits received by the children with special
needs from the special education programs offered by the government.
Use a matrix in the presentation of your answers.

ADVANTAGES BENEFITS
The advantages With the
ofspecial advantages of a
education special education
includea program. Students
supportive and in special
learning education are
environment encouraged to
inwhich children feel included.
can learn at their Special students
own paceand style can form bonds
while still with other
interacting students who
socially. This have
component is similar disabilities,
essential for rather than feeling
disabled children like outsiders. This
because it can can assist them in
assist them in developing
regaining their selfesteem and
self-esteem and confidence.
confidence.
Activity 2. Create a historical timeline of special education implementation in the
Philippines and add more trivia and images for each event. ✓ 1902- Mr. Fred atwinson

- interest to educate filipino children with disabilities.

✓ 1907- Insular school for tha deaf and blind in Manila.

✓ 1927- Welferville childrens village
- For people with mental retardiation in Madloyong

✓ 1945-Stablished the national orthopedic hospital school ✓ 1949- Quezon City

Science high school for gifted students ✓ 1950-PAD for children with hearing
impairment.
✓ 1953- The Elsie Gaches village in Alabang for the abandoned and orphaned and
youth with physical and mental handicaps.
✓ 1956- Special classes for the deaf in regular class.
✓ 1957- The Bureau of public schools of the Department of Education and culture.
-Created of the special Education section of the subject and service education.

✓ 1960- Some private college and universities started to offer special education
courses on graduate school curriculum.
-the school for the crippled children at the southern island hospital in cebu city was
organized.

✓ 1963- Approval of R.A No. 3562

-the training of DEC teacher scholars

✓ 1965-marked the state of training programs for school administators on the

supervision of special classes held at Up
✓ 1969- Classes for socially maladjusted children
 -organized at the manila youth reception center

✓ 1970- Training of teacher for children with behavior problems started at the
university of the Philippines.
✓ 1973- The Juvenile and domestic relations court of manila established the
Tahanan special schools for the socially mal adjusted children and youth.
✓ 1975- The Division of Manila City School implemented the silahis concept of
special education in Public Elementary Schools.
✓ 1979- The Bureu of Elementary education special education until conducted a
two-year nation wide survey if unidentified exceptional children who were in
school.
✓ 1990- The Philippine institute for the Deaf, an oral school for children with
hearing impairment started at the Philippine Normal University.
✓ 1992- The summer training for teacher of the visually impaired started at the
Philippine Normal University
✓ 1993- DECS issued order no. 14 that directed regional officers organized the
regional special education council (RESC)
✓ 1995- The summer training for teachers of the hearing impaired was healed at
Philippine Normal University.
✓ 1996- DECS order no. 5 Reclassification of regular teacher and principal item to
Sped teachers and special schools principal item.
✓ 1999- DECS oreder no. 33 implementation of administrative order no. 101
directing the department of public work and highways. The DECS and CHED to
provide architectural facilities or structural feature for disabled persons in all
state college, universities and other buildings.
✓ 2000- DECS order No. 11. S.200
-Recignized special Education (SPED) Centers in the Philippines.

✓ 2002- DECS order no. 11. S 2000- recognized special education (SPED) Center in
the Philippines.
-an ongoing Mobile teacher-training program by the department of education
and university of the Philippines trans
 ✓ 2007- special education act of 2007 identifies ten groups of children with special
needs.
✓ 2009 – DepEd under its wing had 217 SPED centers that cater to the needs of
special disabilities.
-The department issued bralle teks books to help specially, visually impaired
children.

✓ 2010- Special act. Of 2010 an act establishing at least one special education
center for each school division.
-Guidelines for government financial assistance and other insensitive support.

✓ 2012- DepEd has increased the funding for its special education program, and its
set to open new centers.
✓ 2013- DepEd organized a national conference for SPED teacher sharpen their
skills.

Activity 3. Observe the programs, services, physical facilities and amenities that
concerns most to PWD in the locality, list them down and cite the legal bases for each.
List down as well the lacking programs, services, physical facilities and amenities that
needs to be addressed by the local government.

Gabaldon Central School in Abuyog Leyte provides Special Education to all students with
special needs. They genuinely assist our SPED students in improving and impersonating
a normal student. Special Education Programs demand allocation to focus on
individualize Instructions, as well as support and budget from government and
nongovernment agencies to sustain one's prior needs. The facilities were not entirely
spacious, and it appears that they need a SPED Center to serve and educate our fellow
Abuyognon with Special Needs.
Application. Gain firsthand experience about special education programs in the
Philippines by doing the following activities: Touch base with children
with special needs by visiting virtually a special school or a special
education class in your community.

Ask the special education teacher about the types of

exceptionality or disabilities of his pupils/students, their characteristics
and how well they are doing in school. Talk to the
pupils/students/parents. Introduce yourself, then ask them about their
school activities. Write a brief narrative report on your virtual visit.
Include the information that you got as well as your personal feelings
about the activity.

As I conduct an interview with MR. JACKSON B. MESIAS, one of

the SPED teachers at Gabaldon Central School, we both observe proper
precautions because we are in the midst of a pandemic at their
temporary learning facility in Putyukan Abuyog, Leyte.
Questions for an Interview

• What are the types of exceptionality or disabilities of your

pupils/Student?

My students have seven different types of disabilities, including

hearing loss, autism, Down syndrome, developmental delays, and
attention deficit hyperactivity disorder. In Special Education, I have four
categories or classes: Child with Autism, Down Syndrome, Learning
Disabilities, and Global Development.

• What is their characteristics and how well are they doing

Iin school?
 Since I've already mentioned the different types of classes I teach,
I'll go over the various characteristics or behaviors that my students
exhibit. The first is a child with Autism who has typical speech and tone of
voice. Second, late development of speech skills. Third, difficulty
maintaining a responding to conversation his different from a normal 5
year old kid who receives a response but in a child with Autism he/she
won't respond, limited eye-contact which is a very commonly observed
characteristic or behavior, limited response social interaction and
repetitive speech and behavior pattern, and next is difficulty of u
Somet
Evaluation

1. What is the status of special education program in the Philippines? How does the
Department of Education sustain its special education programs in the country?

- The preparation of teaching procedures and materials, as well as other

interventions, for a child with learning differences, disabilities, or giftedness is
referred to as special education. This program ensures that learners with
exceptionalities have access to excellent education by catering to their
 specific learning needs. The instillation of values in order to make learners
with special needs useful and effective members of society.

2. List the significant events that shaped the history of special education in the last
century:

A. in the early 1900’s until 1949

• In 1913, the first individual assistance for disabled children was

provided. Although this appears to be early, it was behind other
schools and institutions.

• SPED tests were used in the 1940s and 1950s to help determine
specific disabilities and appropriate placement for children

B The third quarter of the century

- In 1964, the Philippine Normal College offered Sped courses for teaching the
blind, and 14 elementary teachers were chosen for training. In 1952, a pilot school for
SPED (at the Phil. Women's University) of mentally handicapped children was
established. In 1957, all of the students at this school were transferred to the Special
Child Study Center in Cubao, Q.C.

C. the last thirty years

Nearly 30 years later, the Wisconsin Supreme Court denied a student with cerebral palsy
education because he “produce[d] a depressing and nauseating effect upon the
teachers and schoolchildren” (Smith, 2004). This is just one example of the widely held
belief at the turn of the century that students with disabilities should be kept on the
periphery of society.

3. What is the importance of legislation in the development and sustenance of

special education programs?
 - The idea act not only states that all children with disabilities are entitled to
special education services, but it also reserves those services for students
who require them in order to fully participate in school.

4. Enumerate the laws that pertain to:

a. the inclusion of children with special needs in all programs and concerns of
the government.

- Section 504 of the Rehabilitation Act of 1973 safeguards the rights of people
with disabilities in programs and activities funded by the federal government,
including federal funds.

b. the education of children with special needs.

- They provide information on the child's strengths and weaknesses at home,

as well as background information on the child's history and development
and any family factors that may affect the child's learning.

C. the participation of the home, parents and the community in special education
activities.
D. commemoration of significant events.
MODULE 2 Special Education Programs and Services

Learning Activities
Activity 1. Enumerate the different services offered in the country and
elaborate its best feature, then name a few schools that implement the
said program. Which do you think is the best and effective service for
children with special needs that would develop them and become
productive citizen of the nation?

The country offers a wide range of special education programs and services. Both
governmental and private entities provide these services.

1. Special Education Center

It is a service delivery system based on the concept of a "school
within a school." Special education teachers oversee special or
selfcontained classes, mainstreaming, tutorial and mentoring resource
room services, assessment, parent education, guidance and counseling,
and advocacy programs in order to promote the education of children
with special needs in regular schools.

2. Special class or self contained

In the Special Education Center or resource room, the special
education teacher is in charge of the special class. Thus, special classes
are available in both public and private regular schools for children with
mental retardation, giftedness and talent, hearing impairment, visual
impairment, learning disabilities, or behavioral issues.

3. Integration and Imainstreaming Programs

 It enables disabled children and youth to attend regular classes
and learn alongside their peers. Earlier, the term "integration" was used.
When it is no longer unusual to find blind, deaf, or mentally retarded
students participating in regular class activities during certain times of the
school day, the preferred term is mainstreaming.

4. Special Day school

It caters to one or more types of disabilities. Trained teachers
instruct the special education classes. Aside from special education, a
wide range of services, including medical, psychological, and social
services, are available or can be arranged

5. Presedential School
It offers its students special education as well as dormitory
services. Houseparent services, diagnostic services, guidance and
counselling, recreation and social activities are all available to supplement
the curricular programs.

Activity 2. Discuss comprehensively the features of the inclusive

education and cite example or situation in the classroom for each feature.

Measures to recognize individual diversity and foster a

respectful environment, in which teachers and students collaborate to
solve problems. Inclusion employs a multilayered, multimodal curriculum.
This implies that there are exceptional demands. Students adhere to a set
of rules and make use of specialized tools and resources to learn at their
own pace. Inclusion prepares both regular and special education teachers
to interact with students.
 Activity 3. Name the different support services for the children with
special needs and its corresponding functions. Based on your
observations which of the support services is existing in the
implementation of special education? How will you address the issues on
the support services in the country?

Related services include speech-language pathology and

audiology services, interpreting services, psychological services, physical
and occupational therapy, recreation, including therapeutic recreation,
and any other developmental, corrective, or other supportive services
required to help a disabled child benefit from special education.
Counseling services, such as rehabilitative counseling and orientation and
mobility assistance, as well as medical treatments for diagnostic or
evaluation purposes.

Application. Revisit virtually the special class you went earlier. Find out from the
teacher how inclusive education is implemented. Write your impressions
about this type of special education service delivery mode.

According to my observations and information gathered, SPED teachers

frequently request allocation for student improvement. It is both a
passion and a profession for them; they genuinely want to assist our
SPED students in becoming and living as normal children.
Evaluation

1. What is the meaning of prevalence? What is the prevalence of children with

special needs based on:

a. the World Health Organization’s estimate?

-Global disability prevalence is higher than previous WHO estimates from

the 1970s, which suggested a figure of around 10%. The firstever
WHO/World Bank World Report on Disability examines evidence about the
global situation of people with disabilities. Following chapters on disability
understanding and measurement, the report includes topic-specific
chapters on health, rehabilitation, assistance and support, enabling
environments, education, and employment. In its final chapter, the report
makes nine concrete policy and practice recommendations that, if
implemented, could lead to significant improvements in the lives of people
with disabilities.

b. the UNICEF’s estimate?

-Globally, it is estimated that between 500 and 650 million people have a
significant impairment. According to the World Health Organization (WHO),
approximately 10% of the world's children and young people, or
approximately 200 million, have a sensory, cognitive, or mental health
impairment.

2. Based on the number of Filipino children with special needs who are in special
education program, how many are out-of-school? What do the numbers mean to
you?

-According to the most recent Department of Education 2000 report, 50 percent

of the 80 million Filipinos are children and youth (0-24 yrs.) According to the
Department of Education's SPED Division, 12 percent of the country's children
have special needs; 2 percent are gifted, and 10 percent have disabilities.
3. More than 32 million disabled children worldwide are deprived of an education,
accounting for roughly one-third of the out-of-school population (Report of the
Commission on Education, 2016).Fill in the matrix to illustrate the salient
features, similarities and differences among the types of special education
services.

Types of SpEd Services Salient features, Similarities and

Difference

Special Education Students with disabilities are

given individualized instruction.
These programs aim to meet
students' individual learning
needs in order to provide them
with the best possible
opportunities to succeed in their
school environment.
Push-in Services As a first step in the special
education process, students with
disabilities who require minimal
intervention are frequently
provided with "push-in" services.
It also allows students'
instructors to interact directly
with them, allowing them to
provide even more individualized
support. There are some things
to be aware of when using this
service.

Pull-out Services Students who require more

focused assistance from a
speech-language therapist,
occupational therapist, or
another specialist may be pulled
out of class for one-onone or
group work. Students who
struggle with reading, writing, or
speaking are frequently placed in
these programs

Inclusive Classrooms With an inclusive classroom,

students each have the
opportunity to receive
individualized care that meets
their specific needs.
 Exclusive Education
Specialty Schools
Residential Programs
MODULE 3 Meaning of Special Education and Categories with Special Needs
Providing students with an
environment where they can
relate even more with their peers
can also allow them to feel
understood and accepted more
so in another type of
environment.
Specialty schools have the ability
to provide students with a more
structured and individualized
school day which may not be
easily achieved in a general
school environment as well.
Students in these types of
programs will often be
transitioned into adult assisted
living or residential care facilities
as they mature out of the
program.
Learning Activities
Activity 1. Enumerate the different services offered in the country and
elaborate its best feature, then name a few schools that implement the
said program. Which do you think is the best and effective service for
children with special needs that would develop them and become
productive citizen of the nation?

The country offers a wide range of special education programs and services. Both
governmental and private entities provide these services.

1. Special Education Center

It is a service delivery system based on the concept of a "school
within a school." Special education teachers oversee special or
selfcontained classes, mainstreaming, tutorial and mentoring resource
room services, assessment, parent education, guidance and counseling,
and advocacy programs in order to promote the education of children
with special needs in regular schools.

2. Special class or self contained

In the Special Education Center or resource room, the special
education teacher is in charge of the special class. Thus, special classes
are available in both public and private regular schools for children with
mental retardation, giftedness and talent, hearing impairment, visual
impairment, learning disabilities, or behavioral issues.

3. Integration and Imainstreaming Programs

It enables disabled children and youth to attend regular classes
and learn alongside their peers. Earlier, the term "integration" was used.
When it is no longer unusual to find blind, deaf, or mentally retarded
 students participating in regular class activities during certain times of the
school day, the preferred term is mainstreaming.

4. Special Day school

It caters to one or more types of disabilities. Trained teachers
instruct the special education classes. Aside from special education, a
wide range of services, including medical, psychological, and social
services, are available or can be arranged

5. Presedential School
It offers its students special education as well as dormitory
services. Houseparent services, diagnostic services, guidance and
counselling, recreation and social activities are all available to supplement
the curricular programs.

Activity 2. Discuss comprehensively the features of the inclusive

education and cite example or situation in the classroom for each feature.

Measures to recognize individual diversity and foster a

respectful environment, in which teachers and students collaborate to
solve problems. Inclusion employs a multilayered, multimodal curriculum.
This implies that there are exceptional demands. Students adhere to a set
of rules and make use of specialized tools and resources to learn at their
own pace. Inclusion prepares both regular and special education teachers
to interact with students.

Activity 3. Name the different support services for the children with
special needs and its corresponding functions. Based on your
observations which of the support services is existing in the
 implementation of special education? How will you address the issues on
the support services in the country?

Related services include speech-language pathology and

audiology services, interpreting services, psychological services, physical
and occupational therapy, recreation, including therapeutic recreation,
and any other developmental, corrective, or other supportive services
required to help a disabled child benefit from special education.
Counseling services, such as rehabilitative counseling and orientation and
mobility assistance, as well as medical treatments for diagnostic or
evaluation purposes.

Application. Revisit virtually the special class you went earlier. Find out from the
teacher how inclusive education is implemented. Write your impressions
about this type of special education service delivery mode.

According to my observations and information gathered, SPED teachers

frequently request allocation for student improvement. It is both a
passion and a profession for them; they genuinely want to assist our
SPED students in becoming and living as normal children.

Evaluation
1. What is the meaning of prevalence? What is the prevalence of children with
special needs based on:

a. the World Health Organization’s estimate?

-Global disability prevalence is higher than previous WHO estimates from

the 1970s, which suggested a figure of around 10%. The firstever
WHO/World Bank World Report on Disability examines evidence about the
global situation of people with disabilities. Following chapters on disability
understanding and measurement, the report includes topic-specific
chapters on health, rehabilitation, assistance and support, enabling
environments, education, and employment. In its final chapter, the report
makes nine concrete policy and practice recommendations that, if
implemented, could lead to significant improvements in the lives of people
with disabilities.

b. the UNICEF’s estimate?

-Globally, it is estimated that between 500 and 650 million people have a
significant impairment. According to the World Health Organization (WHO),
approximately 10% of the world's children and young people, or
approximately 200 million, have a sensory, cognitive, or mental health
impairment.

2. Based on the number of Filipino children with special needs who are in special
education program, how many are out-of-school? What do the numbers mean to
you?

-According to the most recent Department of Education 2000 report, 50 percent

of the 80 million Filipinos are children and youth (0-24 yrs.) According to the
Department of Education's SPED Division, 12 percent of the country's children
have special needs; 2 percent are gifted, and 10 percent have disabilities.
3. More than 32 million disabled children worldwide are deprived of an education,
accounting for roughly one-third of the out-of-school population (Report of the
Commission on Education, 2016).Fill in the matrix to illustrate the salient
features, similarities and differences among the types of special education
services.

Types of SpEd Services Salient features, Similarities and

Difference

Special Education Students with disabilities are

given individualized instruction.
These programs aim to meet
students' individual learning
needs in order to provide them
with the best possible
opportunities to succeed in their
school environment.
Push-in Services As a first step in the special
education process, students with
disabilities who require minimal
intervention are frequently
provided with "push-in" services.
It also allows students'
instructors to interact directly
with them, allowing them to
provide even more individualized
support. There are some things
to be aware of when using this
service.

Pull-out Services Students who require more

focused assistance from a
speech-language therapist,
occupational therapist, or
another specialist may be pulled
out of class for one-onone or
group work. Students who
struggle with reading, writing, or
speaking are frequently placed in
these programs

Inclusive Classrooms With an inclusive classroom,

students each have the
opportunity to receive
individualized care that meets
their specific needs.
Exclusive Education Providing students with an
environment where they can
relate even more with their peers
can also allow them to feel
understood and accepted more
so in another type of
environment.
Specialty Schools Specialty schools have the ability
to provide students with a more
structured and individualized
school day which may not be
easily achieved in a general
school environment as well.

Residential Programs Students in these types of

programs will often be
transitioned into adult assisted
living or residential care facilities
as they mature out of the
program.

MODULE 4
 The Biological and Environmental Causes of Developmental Disabilities

Learning Activities
Activity 1. Illustrate the stages of human development in utero and discuss each
stages comprehensively.

Geminal stage
-The germinal stage involves several different processes that change an egg and
sperm first into a zygote, and then into an embryo. The processes include
fertilization, cleavage, blastulation, and implantation. The germinal stage
of development is the first and shortest of the stages of the human
lifespan.

Embryonic stage
-The embryonic stage lasts until the eighth week after fertilization, at which point
the embryo is referred to as a fetus. The embryonic stage is brief, lasting
only about seven weeks in total, but the changes that occur during this
stage cause enormous changes in the embryo.

Fetal Stage
-A fetus is a prenatal human being who exists between the embryonic and birth
stages. The fetal stage lasts from the beginning of the ninth week after
fertilization until the average time of birth, which is around 38 weeks
after fertilization. The fetal stage lasts about 30 weeks in total.

Activity 2. List down and discuss the Do’s and Don’ts of a pregnant mother to avoid
birth defects and developmental disabilities to her baby.

Do’s

• Do take a multivitamin.
 Make sure your body has all of the nutrients it needs to support a growing baby.

• Do get lots of sleep

If you're tired, take a quick nap and schedule naps whenever possible. Set and stick
to bedtimes.

• Do work out
Regular exercise may help you deal with many of the issues that arise during
pregnancy.

• Do have sex
Sex with your partner is safe until your water breaks. If you are experiencing
discomfort, you may need to experiment with different positions.

• Do stay hydrated
Staying hydrated will help you avoid premature labor. It also aids in migraine and
dizziness prevention.

Don’ts

• Don't smoke.
Babies born to smoking mothers are more likely to have a lower birth weight and
are at a higher risk of learning disabilities than children born to nonsmoking mothers.

• Don't drink alcohol.

Even trace amounts of alcohol can be harmful. There appears to be no such thing as a
safe level of alcohol consumption during pregnancy.
 • Don’t eat unpasteurized milk products.
Raw milk is not advised. Because it is unpasteurized, it is a trusted source for expectant
mothers. This indicates that it has not been heated to kill bacteria that could make you
sick.

• Don't eat raw meat.

These conditions can cause serious, life-threatening illnesses, which can result in severe
birth defects and even miscarriage. Make sure that all of the eggs and meat you
consume while pregnant are thoroughly cooked.

• Don't sit in a hot tub.

The high-heat environment of hot tubs, Jacuzzis, and saunas, while relaxing, may be too
dangerous for pregnant women.

Activity 3. Revisit virtually the class of children with special needs. Ask the teacher
for permission for you to talk to one parent. Ask the parent about the
history of his child’s disability. Relate the information you have gathered
to the content of the lesson.

Evaluation

1. Fill in the matrix on prenatal development. Write the sequence of growth in

each stage of development. Identify the causes of developmental disabilities
during this period. Define the terms specific to each stage.
 Stages of Prenatal Development Causes of Developmental Disabilities
I. Geminal stage According to the National Institute on
Deceased Development (NDD) in the
United States, some of the most common
causes of birth defects include exposure
to teratogens or toxic substances,
maternal diseases, substance exposure or
excessive alcohol and drug intake, and
smoking.

II. Embryonic stage Ingestion of dermatogens or toxic

chemicals, such as those found in alcohol,
narcotics, and nicotine, as well as artificial
food additives, stress, and accidents, can
all result in trauma and disrupt
development.

III. Fetal stage A neonate with an insufficient birth

weight as a result of malnutrition or early
birth also has a developmental
disadvantage.

The Birth Process The cervix is a part of the human body

that divides into three stages during
labor, with the baby descending and
being born in the first stage. The placenta
is delivered during the third stage, when
the mother's body is still attached to the
womb.

2. List all the significant terms and define each of them.

 ➢ Developmental disabilities

-Developmental disabilities are a group of conditions caused by impairments

in physical, learning, language, or behavioral areas.

➢ . Prenatal development

-Prenatal development is the process that takes place during the 40 weeks
preceding a child's birth.

➢ .Human reproductive

-Any form of sexual reproduction that results in human fertilization is

considered human reproduction.

➢ Genetic determination

-Human behavior is directly controlled by an individual's genes or a

component of their biology, usually at the expense of the environment's role,
whether in embryonic development or learning.

➢ . DNA

-DNA or deoxyribonucleic acid is a long molecule that contains our unique

genetic code

3. Cite examples of deviations from the normal development milestones that you
have observed.

- A child's receptive language begins to develop at one and a half years of age.
The infant is still unable to raise his or her chin at six months. A gross motor skill
that can be observed at one month when forced to lie on the stomach is called
lying on your stomach.
 MODULE 5 Students with Mental Retardation

Learning Activities
Activity 1. Answer the following questions comprehensively.

a. Before you studied this module, what were your ideas about persons
with mental retardation? How did such preconceived ideas come
about?

- Children's abilities may be challenged or they may already be

disabled. It all boils down to a person's intellectual limitations, or the
 specifics of his or her cognitive ability and behavior, when it comes to
mental retardation. It is defined as significantly belowaverage
cognitive ability and a reduced ability to adapt to one's surroundings.
During the developmental period, the condition manifests itself.

b. What skills can a child with profound mental retardation do?

c. How do you feel about being a person with a developmental disability?

- They may be angry, frustrated, depressed, hopeless, and even

embarrassed, in my opinion. They may also have difficulty
communicating their needs, desires, and feelings to others. Families
who have a member with a developmental disability may also struggle
to cope.

d. How can you take care of yourself so that you will continue to develop
normally and be a successful adult?
-Taking care of myself is essential to the success of my process. I need
to eat healthy foods and manage my stress. I must practice good
hygiene because it is important for social interaction and influences
how others perceive me. Every day, I try to do something I enjoy and
find ways to relax. I need to maintain a positive attitude in order to
grow as a person. Self-care will assist you in improving your physical
and mental health while also allowing you to live a full intellectual life.

Activity 2. Revisit virtually the SpEd schools nearest you and ask the following
questions to the SpEd teacher assigned to handle classes for mental
retardation.

a. How many learners with mental retardation are enrolled in your

school?
- Gabaldon Central School has 29 Lerners with special educational needs
enrolled, with needs ranging from CWA class to ADHD, LD, and HIV I
CLASS.

b. What is the most common cause of mental retardation among your

learners? What are their characteristics?

- The most common causes of mental retardation are unhealthy

pregnancy, using not prescribed drugs, attempted abortion, and
heredity.

Types of Disabilities:

1. CWA Child With Autism

2. Child with Down Syndrome

3. Children with Learning Disability

Characteristics of CWA

1. atypical speech patterns and tone of voice.

2. late development of speech skills.

3. difficulty maintaining or responding to conversation.

4. limited eye contact.

5. limited response to social interaction.

6. repetitive speech and behavior patterns.

7.difficulty in understanding other people's feelings and expressing

their own.

Common learning and behavioral symptoms of Down syndrome

include:

Delays in speech and language growth.

 Attention problems.

Sleep difficulties.

Stubbornness and tantrums.

Delays in cognition.

The common characteristics of LD?

Poor decoding skills.

Poor reading fluency.

Slow reading rate.

Lack of self-monitoring reading skills.

Poor comprehension and/or retention.

Difficulty identifying important ideas in context.

Extreme difficulty building ideas and images. Delayed

toilet training

c. What are the programs implemented to cater the children with mental
retardation in your school?

- The SpED program was implemented to cater to sped students, and

those programs were designed as Self-Contained Classrooms (SCC) and Inclusive
Education Programs (IEP). All students, including those with special needs, benefit from
inclusive education programs. On a full-time basis, these programs serve all children in
the regular classroom. Inclusion, also known as mainstreaming, refers to students who
spend the majority of their school day with non-disabled peers. A "self-contained
classroom" is one in which one teacher instructs the same students for the majority of
the instructional day.
 d. Are you also implementing inclusive education in your school? What
are your thoughts about the program?

- Yes, inclusive education is being implemented, which means that

students with disabilities will have access to real-world learning opportunities. For
inclusive systems to work, changes at all levels of society are required. Some of the
benefits of inclusion for children with (or without) impairments include friendship skills,
peer models, problem-solving skills, a positive self-image, and respect for others. This
can spread to their families, teaching parents and family members to accept
differences. It is required for accelerated students to learn.

e. What are the different methods of instructions utilized in teaching the

children with mental retardation in your class? Which of the methods
of instruction is most effective?

- Mr. Jackson's personal experience in teaching students with

disabilities has taught him that one-on-one instruction or
individualized instruction is the most effective approach. Individualized
instruction is a method of instruction that involves one-on-one
teaching and self-paced learning based on an outline of progressive
goals that lead to course/curriculum objectives. Furthermore, the best
practice method in the SpEd is task analysis, which is the process of
breaking a skill down into smaller, more manageable components or
from simple to difficult that was required previously.

Evaluation

1. Test how much you have learned about mental retardation by answering the
following questions:

a. Explain the four elements in the 1992 AAMR definition of mental

retardation.
 - This definition is based on four assumptions: (1) Valid assessment
considers cultural and linguistic diversity, as well as differences in
communication and behavioral factors; (2) The existence of limitations in
adaptive skills occurs within the context of community environments
typical of the individual’s age peers and is indexed to the person’s
individualized needs for support; (3) Specific adaptive limitations often
coexist with strengths in other adaptive skills or other personal
capabilities; (4) With appropriate supports over a sustained period, the
life functioning of the person with mental retardation generally will
improve.

b. What makes a mental retardation a complex, rather than a simple

developmental disability?

- Intellectual disorders are distinguished by a lack of mental

capacity and difficulty with adaptive behaviors such as coping with
routines or social situations. A person with an intellectual disability has a
lower-than-average intelligence quotient (IQ) and lacks daily living skills.

c. List the labels used in the past to describe children with mental
retardation. Why are these terms not used anymore today?

-We are all aware that words can be extremely painful. Labeling has a
tumultuous history for people with Down syndrome and their families.
People with Down syndrome were once labeled as idiots, morons, and
imbeciles by society and the medical profession. For short, the terms
Mongoloid, handicapped, mentally retarded, and retarded evolved into
retard. These designations are now considered politically incorrect,
insulting, and demeaning, which is why they are no longer used.

d. What are the classifications of mental retardation? In what ways are

they different from each other?
 • Mild mental retardation with IQ scores from 55 to 70

-Intermittent supports are on “as needed” basis, that is, the person
needs help only at certain periods of time and not all the time. Support
will most likely be acquired during periods of transition.

• Moderate mental retardation with IQ scores from 40 to 54

-Limited supports are required consistently, though not on a daily basis.

The support needed is of a non-intensive nature. • Severe mental
retardation with IQ scores from 25 to 39

-Extensive supports are needed on a regular basis, daily supports are

required in some environments.

• Profound mental retardation with IQ scores below 25

-Pervasive supports are daily extensive supports, perhaps of a

lifesustaining nature required in multiple environments.

e. Enumerate and describe the causes of mental retardation.

- Illness during and after birth: Learning disabilities can be caused

by an illness or injury during or after birth. Other potential risk factors
include drug or alcohol use during pregnancy, physical trauma, poor
uterine growth, low birth weight, and premature or prolonged labor.

f. What are the common characteristics of persons with mental

retardation? Explain why they manifest these characteristics?

- Mild to Moderate Intellectual Disability is a category of

intellectual disability that ranges from mild to moderate. Severe
Intellectual Disability which manifests as major delays in development.
Individuals with mental retardation manifest substantial limitations in
 age-appropriate intellectual and adaptive behavior. These people often
have the ability to understand speech but limited communication skills.

g. What assessment procedures are used in the Philippines to identify

children and youth with mental retardation?

- in the Philippines, where the educational system does not

support clinicians such as school psychologists or psychometricians, the
classroom teacher conducts an initial assessment to determine which
regular students require special education. Teacher nomination is used
for the initial assessment.

When a child is suspected of having a developmental disability, such as

mental retardation, a complete diagnosis is required. A thorough
assessment of the condition is essential in determining a child's eligibility
for special educational services and/or assisting in the planning of
educational and other services that he and his family may require.

h. Enumerate the types of educational placement for students with mental

retardation. Describe each.

- Placements of Students with Mental Retardation in School

Settings (SMR)

Many kinds of educational placements are possible for students who

have mental retardation (SMR): (a) Specialized, segregated school solely
for SMR and/or students who have other disabilities; (b) Specialized,
segregated classes for SMR located within regular public

(government) or private schools; (c) Special rooms in a regular school to

which SMR can go for a portion of the day while remaining in a regular
classroom the rest of the time; (d) Full-time placement in regular
education settings; (e) Individual tutoring, private or public; and (f)
Combinations of these and any other settings, e.g., part-time placement
in a community work setting plus attending a specialized class for SMR.

i. Do you favor inclusive education for students with disabilities? Explain

your stand on the issue.

- As a result, effective inclusive education models not only benefit

students with disabilities, but also foster an environment in which all
students, including those without disabilities, can thrive. Schools serve
as the setting for a child's first encounter with the world outside of their
families, allowing for the development of social relationships and
interactions.

j. What strategies are used in teaching students with mental

retardation?
An intellectual disability, formerly known as "mental retardation," is
characterized by a combination of deficits in both cognitive functioning
and adaptive behavior. The method used to teach students with mental
retardation is as follows:
-Teach one concept or activity component at a time.
-Teach one step at a time to aid in memorization and sequencing.
-Whenever possible, teach students in small groups or one-on-one.
-Always provide multiple opportunities for students to practice skills in a
variety of settings.
-Guide correct responses with physical and verbal prompting, and
reinforce these responses with specific verbal praise.
 MODULE 6 Students with Learning Disabilities

Learning Activities
Activity 1. A. Can you recall one or two of your classmates in elementary or high
school who had learning difficulties? What were their learning
characteristics? Their behavior characteristics? How did the teacher
react to the students’ poor performance in class? were they given
instruction? Were they punished sometimes?

-In high school, I had a classmate who struggled with learning. My

classmates' behavior differs from ours. He is restless all the time, and I
 believe he was unable to concentrate on listening due to his difficulties.
My teacher must comprehend the situation of a classmate who is
experiencing difficulties.

B. After gaining knowledge about learning disabilities, what do you think should
have been done by the school and the teachers to help your
classmates with learning disabilities?
-Begin with heavily mediated instruction from the teacher, also known as
explicit instruction, and gradually begin to let the students acquire the skill, progressing
to student mediated instruction. Individual achievement, individual progress, and
individual learning must be prioritized for students with learning disabilities to achieve
success. For students who are struggling, this necessitates targeted, directed,
individualized, intensive remedial instruction.

Activity 2. Revisit virtually the SpEd schools nearest you and ask the following questions
to the SpEd teacher assigned to handle classes for mental retardation.

a. How many learners with learning disabilities are enrolled in your

school?

- Gabaldon Central School has 29 Lerners with special educational

needs enrolled, with needs ranging from CWA class to ADHD, LD, and
HIV I CLASS.

b. What are their most common characteristics displayed?

- The most common causes of mental retardation are unhealthy

pregnancy, using not prescribed drugs, attempted abortion, and
heredity.

Types of Disabilities:

1. CWA Child With Autism

2. Child with Down Syndrome

3. Children with Learning Disability

Characteristics of CWA

1. atypical speech patterns and tone of voice.

2. late development of speech skills.

3. difficulty maintaining or responding to conversation.

4. limited eye contact.

5. limited response to social interaction.

6. repetitive speech and behavior patterns.

7.difficulty in understanding other people's feelings and expressing

their own.

Common learning and behavioral symptoms of Down syndrome

include:

Delays in speech and language growth.

Attention problems.

Sleep difficulties.

Stubbornness and tantrums.

Delays in cognition.

The common characteristics of LD?

Poor decoding skills.

Poor reading fluency.

Slow reading rate.

Lack of self-monitoring reading skills.

Poor comprehension and/or retention.

 Difficulty identifying important ideas in context.

Extreme difficulty building ideas and images.

Delayed toilet training

c. What are the programs implemented to cater the children with

learning disabilities in your school?

- The SpED program was implemented to cater to sped students, and

those programs were designed as Self-Contained Classrooms (SCC) and Inclusive
Education Programs (IEP). All students, including those with special needs, benefit from
inclusive education programs. On a full-time basis, these programs serve all children in
the regular classroom. Inclusion, also known as mainstreaming, refers to students who
spend the majority of their school day with non-disabled peers. A "self-contained
classroom" is one in which one teacher instructs the same students for the majority of
the instructional day.

d. Are there learners with learning disabilities enrolled in full or partial

inclusion? How are they inside the regular class?

- Yes, inclusive education is being implemented, which means that

students with disabilities will have access to real-world learning opportunities. For
inclusive systems to work, changes at all levels of society are required. Some of the
benefits of inclusion for children with (or without) impairments include friendship skills,
peer models, problem-solving skills, a positive self-image, and respect for others. This
can spread to their families, teaching parents and family members to accept differences.
It is required for accelerated students to learn.

e. What are the different methods of instructions utilized in teaching the

children with learning disabilities in your class? Which of the methods
of instruction is most effective?
 - Mr. Jackson's personal experience in teaching students with
disabilities has taught him that one-on-one instruction or
individualized instruction is the most effective approach.
Individualized instruction is a method of instruction that involves
one-on-one teaching and self-paced learning based on an outline of
progressive goals that lead to course/curriculum objectives.
Furthermore, the best practice method in the SpEd is task analysis,
which is the process of breaking a skill down into smaller, more
manageable components or from simple to difficult that was
required previously.

Evaluation

1. How much did you learn about learning disabilities? Find out by answering the
following questions.

a. What are the major concepts in the NJCLD definition of learning

disabilities? Explain each of them.

• Listening
-Listening is the ability to accurately receive and interpret messages in
the communication process.

• Speaking
-Speaking is an act of making vocal sounds.

• Reading
-Reading is an active process of constructing meanings of words.

• Writing
-Writing skills are specifics abilities which help writers put their thoughts.
into words in a meaningful form and to mentally interact with the
message.

• Reasoning
 -the ability of the mind to think and understand things in a logical way.

b. In what way or ways is learning disabilities different from mental

retardation?

- An intellectual disability is defined as having a lower-than-average

IQ and a lack of daily living skills. This condition was previously known as
"mental retardation." A learning disability is characterized by deficiencies
in specific academic skills.

c. Enumerate the learning and behavior characteristics of students with

learning disabilities.

d. What are the causes of learning disabilities? Explain each of them.

- Illness during and after birth: Learning disabilities can be caused

by an illness or injury during or after birth. Other potential risk factors
include drug or alcohol use during pregnancy, physical trauma, poor
uterine growth, low birth weight, and premature or prolonged labor.

e. What are the assessment procedures for learning disabilities? Explain

each of them.

- Common achievement tests used to diagnose a learning disability

include the Woodcock-Johnson Tests of Achievement (WJ), the Wechsler
Individual Achievement Test (WIAT), the Wide Range Achievement Test
(WRAT), and the Kaufman Test of Educational Achievement (KTEA). These
tests focus on reading, writing, and math.

f. What are the special education programs for children with learning
disabilities? How do the methods of teaching differ from those used in
teaching average students?
-Students who complete the special education - learning disabilities
program are prepared to effectively teach all children. Students learn
how to use teaching methods that maximize understanding and social
 and emotional growth for students with special needs. Different teaching
styles are required because students must be able to learn what the
teacher is teaching. However, the choice of teaching styles can also be
influenced by the school mission statement, classroom demographics,
the teacher's educational philosophy, and, most importantly, the subject
area.

MODULE 7 Students who are Gifted and Talented

Learning Activities
Activity 1. A. Look for references and materials on the great people of the 20 th

century, the leaders, activists, pioneers, innovators, scientists and

creators. Write a brief paper about them.

Activity 2. Visit a special class of giftedness and talented pupils in a school near
 your home. Talk to them, keeping in mind the characteristics that you
have learned in the module. Write a report on your findings.

Evaluation

1. Using the matrix, compare and contrast the theories and definitions of
intelligence as advanced by the proponents.

Proponent Theory of Intelligence Definition of Intelligence

Alfred Binet and Theodre Binet's definition of
Binet and Simon
intelligence emphasizes
Simon created and co-wrote a
three characteristics of the
test to assess the
thought process: (1) the
cognitive development
tendency to take and
of young children aged
maintain a definite
three to twelve. They
direction; (2) the ability to
wanted to find a way to
make adaptations for the
assess children's
purpose of achieving a
cognitive and reasoning
desired end; and (3) the
abilities. Binet created
capacity for selfcriticism.
a test in which children
were asked to follow
commands, copy
patterns, name objects,
and put

things in order or
arrange them properly.
 According to the theory, The performance of any

Charles Spearman if one knows how a intellectual act requires

person platforms on one some combination of "g" or
task that is highly general factor which is
saturated with "g," one available to the same degree
can safely predict a for all intellectual acts and
similar level of of "s" or specific to that act
performance for and which varies in strength
another highly "g" from one act to the next,"
saturated task. wrote Charles Spearman.
Platformance on tasks
with high "s" factors is
less accurate.
Nonetheless, because
"g" is present in all tasks,
prediction will
outperform chance. As a
result, the most
important indication of a
person's intellectual
ability is a rough
estimate of hus "g."

In 1906, while at The classic IQ formula is:

Lewis M. Terman Stanford University, IQ= mental age divided

Lewis Madison Terman, by chronological age

an American cognitive multiplied by 100. By far the

phychologist best available individual

(1877-1956), published a intelligence test is Terman's

revised and perfected Stanford

Binet- Binet Individual

Simon scale for Intelligence test.

American populations.

In 1916, he adopted
William Stern's
suggestion that the ratio
of mental to
chronological age be
used as a unitary
measure if intelligence
was multiplied by 100 to
remove the decimals.
The IQ was named after
the resulting intelligence
quitient.
 Thorndike made an
Edward L. Thorndike
important distinction
between three broad
types of intellectual
functioning: abstract
intelligence, which is
measured by standard
intelligence tests.
Mechanical intelligence
is the ability to visualize
relationships between
objects and understand
how the
physical world works,
and social intelligence is
the ability to function
successfully in
interpersonal situations.
He created a multi-factor
rest of intelligence test that
included completion,
arithmetic, vocabulary, and
directions tests (CAVD). The
logic behind the CAVD tests
eventually became the
foundtion of modern
intelligence tests. Thorndike
is remembered for his work
on what he considered to be
the two most fundamental
intelligences: trial and
error and stimulus response
association. His hypothesis
stated that stimulus
response connections that
are used repeatedly are
strengthened, while those
that are not used are
weakened.
Louis L. Thurstone Thurstone was one of the
first to propose and
According to his theory,
demonstrate that a person's
intelligence is made up
performance in each of the
of several primary
seven primary mental
mental abilities rather
abilities can be improved in
than a comprehension,
a variety of ways.
such as word fluency,
number facility, spatial
visualization, associative
memory, perceptual
speed, and reasoning. In
1938, he devised the
test of primary mental
abilities. Thurstone later
discovered that the
abilities are not entirely
independent of one
another. Instead, there
were only minor
correlations between
the abilities.
J.P. Guiford He created a wide range of
psychometric tests to assess
J.P. Guilford, an
the specific mental abilities
American psychologist,
predicted by the theory. The
advanced a general
tests provided operational
theory of human
definitions of the mental
intelligence with major
abilities proposed by the
applications or uses in
theory
educational research,
personnel selection and
placement, and gifted
and talented education.
The theory of the
structure of the intellect
(SOI) proposes that
human intelligence is
made up of 180 distinct
mental abilities (the
original count was 120)
identified through factor
analysis.

Robert Sternberg According to Robert The triarchic theory of

Sternberg, intelligence is intelligence seeks to explain
a fixed capacity of a the relationship between: 1.
person. As a result, with Intelligence and the internal
higher intellectual world of the individual, or
capabilities, as in the the mental mechanisms that
case of gifted and underpin intelligent
talented children and behavior: 2. Individual
youth, almost any task
intelligence and the external
can be completed at a
world, or the use of these
high level of
mental mechanisms in
performance. The
everyday
abilities that underpin
life in order to achieve an
intelligence will allow a
intelligent fit to the
highly intelligent child of
environment: and 3.
any age to outperform
Sternberg calls his theory
Hispeers or age mates.
triarchic because intelligence
Given a supportive
has three main parts or
environment and
dimensions: a contextual
effective teaching
part, an experiential part,
learning conditions,
and a componential part.
intellectual abilities
should increase with
age.
 -In contrast to general
He developed his intelligence, which implies
Howard Gardner
groundbreaking theory that there is a single
of multiole intelligence, "computer" in the brain that
or Ml, based on his determines whether a
studies of many seven person is competent or
people from various incompetent at everything,
walks of life in everyday he describes the mind as
circumstances and having 7,8,9, or even a
professions. He dozen different
conducted a massive "computers." Some people
synthesis of a large have better computers than
amount of research, others because of their
including evolutionary parents, where they live,
and genetic studies. He and how they were raised.
conducted brain
research on stroke
victims, prodigies,
autistic people, and
even stupid "sanvants."

2. What is creativity? Why is it considered as the highest expression of giftedness?

-Creativity assists students in overcoming obstacles and solving problems. It

promotes a positive attitude, motivation, and creativity. Imagination is one of
the best aspects of human expression, and while culture recognizes creativity in
children, it is often overlooked. Parents and teachers play an important role in
allowing gifted children to develop and express their abilities.
3. Quote the portion of definition of giftedness by the authorities mentioned under
the following headings: a. Intelligence

-Intelligence is defined as a composite or combination of human traits that

include the ability to gain insight into complex relationships, all of the
processes involved in abstract thinking, and the ability to learn new skills.

b. Creativity

- The ability to be creative is regarded as central to the definition of

giftedness.

c. Talent

- Some gifted children may have special talents that they begin to develop.

d. Task commitment

- Gifted and talented people have a high level of ability, creativity, and task
commitment.

e. Leadership role

- Leadership is defined as the ability to effect positive change in oneself or

one's group.
MODULE 8 Students with Emotional and Behavioral Disorder

Learning Activities

Activity 1. Every person has his or her own historicity-the so-called Banig ng Buhay,
which is like a tapestry where one’s life history is woven. Recall your own
historicity by looking back at your own banig and the significant events
woven therein, positive or negative, in the following stages of your life:

• Stories that mom and dad told me about themselves, their

families, their joys and sorrows, their success and failures.

- My parents told me that we needed to finish our studies

because education is very important. My parents, I know,
want us to have a better future and a better life. My
parents want us to finish our studies so that we don't have
to suffer because we are poor and don't have enough
money to buy our needs and wants. There are many
stories that my parents have told me, but this one stands
out because the way they explain it to me is the best way
to encourage us to finish our studies.

• My recollection of childhood, life with my family, school, happy

and sad events.
- When I was in elementary school, we were always happy
and enjoyed celebrating Christmas. As I get older,

we celebrate Christmas without my ate because she lives

far away. She works hard in order to assist us financially.
 I'm grateful to have my ate because she takes care of our
needs even though she has her own family.

• My present life, the lessons I have learned from past experiences,

how I am coping with the challenges.

- I've learned a lot of lessons from my previous experiences.

The most important lesson I've learned is to never give up
on your dreams, even if you're suffering right now. Instead,
get up and fight for your dreams, so that I can achieve
mine. I can easily cope with the challenges that life throws
at me with the help of my family and friends.

• The near future – how I see myself five years from now; how I am
preparing myself today to become the person I want to be.
- In the near future fiver years from now I can see myself
being successful in work and I can give my family a better
life. To reach this goal I need to be prepared myself in
many ways and also I need to study hard.Theres a lot
of preparation that I wanted to do so that I can achieved it.

Activity 2. Read a research paper on EBD. Summarize the content knowledge and
insights that you have gained which are not found in the text.

Evaluation

1. Explain how the person’s socialization experiences in the following sociocultural

environments influence personality development:

• home and the nuclear family

 - A nuclear family consists of a couple and their children. It
contrasts with a single-parent family or a larger extended
family. Understanding the traditional roles in this type of
family will help you better understand the relationships in
your own family, nuclear or otherwise.

• members of the extended family

- An extended family is a family unit that includes other

relatives such as aunts, uncles, and grandparents in
addition to the nuclear family. Understanding an extended
family's structure and why it can be a beneficial form of
family unit can help you better understand your own.

• school administrators, teachers and peers

- Understanding the roles of teachers, administrators, and

peers in an educational setting is critical as a starting point
for developing school activities that promote not only
social but also integral development of students.

• church, religious beliefs and practices

- It is important to note that by granting the church

representation rights, there was an implicit recognition
that they had an important role to play in education. The
fact that such an arrangement was put in place reflected
the belief that religion played a critical role in establishing
the preferred environment for education to take place.

• neighborhood and community

 - Poverty and social problems such as antisocial behavior
and poverty necessitate a thorough understanding of the
interdependence of individual, family, neighborhood, and
community conditions. Historically, research into these
issues has concentrated on individual and family factors
rather than the impact of neighborhood and community
characteristics.

2. How do the following trends shape a person’s personality pattern? Write the
significant developments in each of the trends.

3. Explain the following reasons have led to disagreements among experts and
specialists on the definition of emotional and behavioral disorders:

• Normal or abnormal behavior is shaped by social conditions, thus,

disordered behavior is a social construct.

- Any behavior that conforms to accepted societal patterns

is referred to as normal behavior, whereas behavior that
contradicts social norms is referred to as abnormal
behavior. Being labeled as "normal" or "abnormal" can
have far-reaching consequences for an individual, such as
social exclusion or stigmatization.

• It is not easy to measure and interpret behavior problems in the

different stages and setting of growth and development.

- The period between birth and the age of eight years is

critical in the development of many people. Language
allows the child to communicate with others and solve
problems. Reduce the need for special education
placements when children reach school age, according to
the National Institute of Occupational and Physical
Education.
 • There are cases of dual disabilities where emotional and behavioral
disorders exist together with other disabilities such as mental
retardation and learning disabilities.

- Mental retardation is a common disability among

students receiving special education services. Many
neurodevelopmental and psychiatric disorders can mimic
or accompany the diagnosis of mental retardation. In order
to develop plans for education, habilitation, and vocational
training, it is critical to first determine the nature of each
individual's limitations.

4. Cite the definitions of emotional and behavioral disorders according to:

a. Eli Bower

b. Council for Children with Behavioral Disorders Compare and

contrast the two definitions on the following aspects: a.
characteristics

b. chronicity

- According to this definition, three conditions must be met:

chronicity, severity, and difficulty at school. However, this
definition is rather vague and leaves too much to the
subjective opinion of the authorities who surround the
child.
- Children suffering from the most severe emotional
disturbances may exhibit distorted thinking, excessive
anxiety, bizarre motor acts, and abnormal mood swings.
 c. severity

- Eli Bower wrote a book on special education in the United

States in 1957. (zionts, 2002). Is emotionally disturbed:
Intensity refers to the severity of the child's problem.

- Severe changes in energy and behavior accompany these

mood changes.
2

b. difficulty in school

- Definition proposed by Eli M. Bower in 1960, Physical

symptoms or fears associated with personal or school
problems
- This has a significant negative impact on a child's academic
performance. Physical symptoms or fears related to
personal or school problems

c. need for special education

- In the 1960s, Eli Bower conducted research on identifying

students who required services due to severe emotional
and behavioral problems. Only those with the most severe
disorders receive services, and access to appropriate
educational services has long been a challenge.
- CCBD is a globally recognized and trusted leader in shaping
education policy and practice. Advocating on behalf of
people suffering from emotional and behavioral problems.

5. Describe each of the following classifications of emotional and behavioral

disorders. Write the significant indicators of the disordered behavior.

• The Diagnostic and Sattistical Manual of Mental Disorders (DSM IV)

 - The Diagnostic and Statistical Manual of Mental
Disorders. The American Psychiatric Association developed
and maintains the Diagnostic and Statistical Manual of
Mental Disorders, Fourth Edition (DSM-IV). The DSM-IV
provides a standardized classification system for the
diagnosis of mental health disorders in both children and
adults.

• Quay’s statistical classification

- The statistical analysis of data revealed four clusters of

traits and behaviors among children with EBD.

• Direct observation and measurement

- Direct observation provides detailed information about

frequency, duration and intensity of abouts of activity
occuring during the period of observation. This method
exceeds most methods in uts in its capacity to capture

the type and context of physical activity. It also includes

components such as where and with whom it occurs.

• Degree of severity

- The quality or state of being severe: the condition of

being very bad, serious, unpleasant, or harsh the severity
of the climate the severity of the punishments Medication
can help shorten and lessen the severity of the illness
 6. Enumerate and describe briefly the biological and environmental factors that
cause emotional and behavioral disorders.

DIET
-Unhealthy eating habits can lead to mood swings, especially if they are caused by a
lack of a consistent source of fuel from the foods we eat, which causes our minds and
bodies to function poorly. Mood swings are commonly caused by blood sugar
fluctuations and nutritional imbalances.

STRESS
-If such difficulties exist, children's stress can be considered an aggravating factor
because it has a direct influence on the child's behavior.

BRAIN DISORDER
-Autism, learning disabilities, intellectual disability (also known as mental retardation),
conduct disorders, cerebal palsy, and vision and hearing impairments are all examples
of autism spectrum disorders.

HEREDITY
-Genetic abnormalities are to blame. Down syndrome and Fragile X syndrome are the
most common genetic causes of intellectual disabilities. The most common genetic
cause of intellectual disability is Down syndrome.

7. What are the characteristics of children with emotional and behavioral disorders?
Describe each briefly.

• Hyperactivity (short attention span, impulsiveness)

 • Aggression or self-injurious behavior (acting out)

• Withdrawal (not interacting socially with otjers, excessive fear or

anxiety)
• Immaturity (inappropriate crying,poor cooping skills)

• Learning difficulties (Academic performing)

8. Enumerate and describe the educational approaches in teaching children with

emotional and behavioral disorders. How do they differ from the approaches and
strategies used in teaching normal children?

Classroom behavior chart

- Positively behaving students advance up the chart. This

holds each student accountable while also allowing you to
track and reward progress. This will not work if the most
difficult students are always at
the bottom of the list. Keep them motivated by
emphasizing the positive aspects of life to the greatest
extent possible.

MODULE 9 Students who are Blind and Low Vision

Learning Activities

Activity 1. Close your eyes tightly for a few hours. Better still, cover them

with an eye shade or a piece of dark cloth so that you cannot see anything
at all. Then walk around the house and look for familiar things that you
use every day in the bedroom, the bathroom, the sala and the kitchen.

Next, do the usual activities you engage in, such as cleaning the house,

cooking, changing your clothes, etc.

Write a report on your experiences as a person without sight. How well did you do
the usual activities? What problems did you meet? How did you solve
them? How did you feel about the whole experience?

The first feeling was when my eyes were closed was that how can i do everyday life
activity but after an hour I was comfortable being blind. This made me think that if I
was really blind and how could makes my life goes on easily by not worrying that I
am not going to bump into obstacles. My first accomplishment was I successfully
walk from kitchen to the toilet by not using my helper and able to use the toilet
fluently. I was confident that be able to walk fluently. This made know the feeling of
the person who is blind and if a see a blind person I will be happy to know that they
can live their life by not have their eye but it able them to be a good listener to us.
People that don’t really know how the feeling of being blind is but if you try like
what I do. They think being blind is easy for blind people but it is hard for them at
first that they know that they are blind. It is difficult for them to adapt from having
eyes to not having eyes. They needs time to be comfortable without having their
and some people treat them badly. After all, being blind for them is harder then
when you have an eyes. Being blind for a day made me understand how hard to be
blind to inspire me that to take cares of your eye and use my eye wisely.
 Activity 2. Visit a school where blind students are enrolled. Ask the principal

to allow you to talk to some of them. Ask them questions about the
content of this chapter.

Evaluation

1. Describe how the process of vision takes place. Name and tell the functions of
the parts of the visual mechanism that enable man to see.

- The vision process starts when light rays from the objects you see pass through
the cornea, the clear, dome-like structure covering your eyes. These light
rays will then enter a black opening called the pupil. The optic nerve will then
deliver these signals to your brain, which translates them into the images
you see.

2. What can go wrong with the process of vision? What are the types and causes
visual problems?

- Eye diseases such as macular degeneration, glaucoma, and catarvacts can all cause
vision problems. The symptoms of these disorders vary greatly. Some vision
changes can be dangerous and necessitate immediate medical attention.

3. What are the differences between blindness and low vision?

- Blindness is defined as a lack of vision. It may also refer to a loss of vision that
cannot be corrected with glasses or contact lenses. You are partially blind if you
have very limited vision. Complete blindness means you can't see anything and
can't see light. Low vision is defined as vision loss that cannot be corrected with
glasses, contacts, or surgery. It isn't blindness because some sight remains. Blind
spots, poor night vision, and blurred vision are all symptoms of low vision

4. How do students with visual disabilities manage to get an education in regular

school side by side with their seeing classmates? What special adaptations are
introduced to make mainstreaming possible?
- Students may communicate using braille, large print, print with optical devices,
regular print, tactile symbols, a calendar system, sign language, and/or recorded
materials. Adaptations are changes in the way instruction and assessment are
carried out to allow a learner equal opportunity to demonstrate mastery of
concepts and achieve the desired learning outcomes

MODULE 10 Students with Hearing Impairment

Learning Activities
Activity 1. Do the following activity with a partner. Try to experience how it is to
have a hearing impairment. Watch your favorite TV show with one of
you not turning on the volume. On a piece of paper, write the
conversations of the show. Write specific words, phrases and
sentences uttered by the characters. Check what you have written with your
partner who watched the show with the volume on.
• How many words, phrases or sentences did you write
correctly?
• What were your mistakes? Why did you make those mistakes?
• What inconveniences did you experience? How did you feel
when you could not understand what the actors/actresses
were saying?
Repeat the activity, this time exchanging roles as a watcher with the
volume off and the other with it on.

Activity 2. Visit a special education class for students with hearing impairment.
Talk to one of them by asking questions about their studies, things
and activities they like and similar topics. Share your experience with
your classmates. What characteristics did you observe about the
student? Cite the topics in the chapter that explain why deaf children behave
the way they do.

Activity 3. What are the advantages of having intact sensory modalities

especially vision and audition? What do you do to preserve your
vision and audition? What advice can you offer young adults like you
to preserve their sensory modalities?
- Sight and vision are important because they allow us to connect with our
surroundings, keep us safe, and keep our minds active. Light bounces off
 shapes and objects before being focused by the eyes, creating a sensory
experience known as sight.

Evaluation

1. What is hearing impairment? How does deafness differ from the condition of
hard of hearing?

-Deaf" usually refers to a severe hearing loss with little or no functional hearing,
whereas "Hard of hearing" refers to a hearing loss with enough residual hearing
that an auditory device, such as a hearing aid or FM system, can provide
adequate assistance to process speech.

2. What are the parts of the hearing mechanism? How do they function so that
normal hearing may take place?
- First, air vibrations are converted to vibrations of the tympanic membrane and
middle ear ossicles. These are then converted into vibrations in the fluid within
the cochlea. Finally, fluid vibrations create traveling waves along the basilar
membrane, stimulating the hair cells of the Corti organ

3. Enumerate the causes or etiology of hearing impairment and discuss each

briefly.

- Both aging and long-term exposure to loud noises can cause hearing loss. Excessive
earwax, for example, can impair the ability of your ears to conduct sounds temporarily.
The majority of hearing loss is permanent. However, you can improve your hearing by
collaborating with your doctor or a hearing specialist.

4. What are the classifications of deafness?

-Hearing loss affects people of all ages and is caused by a variety of factors.
Sensorineural hearing loss, conductive hearing loss, and mixed hearing loss are
 the three main types of hearing loss. Here are some facts about each type that
patients should be aware of.

5. What major areas of development are affected by hearing impairments?

-Hearing is well understood to be important for speech and language

development, communication, and learning. Children who have difficulty
listening due to a hearing loss or auditory processing issues are still at risk of
developmental delays

6. Enumerate the informal methods of evaluating hearing loss. Describe each

method briefly.

a. Whisper test
- Allow the child to sit comfortably. Request that he or she insert the tip of one of his or
her forefingers into one of his or her ears.

The tester takes a seat behind the child, near the uncovered ear. After taking
a deep breath, whisper some familiar words with high and low pitch tones
directly behind the unblocked ear. The child must be able to correctly repeat
the words.
b. Conversational live voice test
- Ask the child to repeat words with high and low pitch consonants while remaining in
the same position but facing him or her. Hearing is normal if the child can hear at a
distance of 3 to 6 meters. If the child can repeat the words but his or her speech is
unclear, he or she may be deaf.

c. Ball pen click test

- Place a retractable ball pen one inch away from the ear. While the other ear is
being blocked by a finger, press and release the ball pen's button. Only do it
once. The child indicates that he or she has heard the click by raising one hand
or by acknowledging it with a yes or a nod.
 2. Cognitive Assessment
- The assessment tools that measure intellectual capacity of children with
hearing impairment do not rely primarily on verbal abilities.

3. Assessment of Communication Abilities

- Assessment of speech and language abilities includes an analysis of the
development of the form, content and use of language.

4. Social and Behavioral Assessment

- Hearing loss has a significant impact on social-emotional and personality
development due to limitations in interactive experiences and communication activities
with their age group.

7. What are the formal methods of evaluating hearing loss? Describe each
method briefly?

- Auditory brainstem response testing (ABR or BSER), oto acoustic emission audiometry
(OAE), and tympanometry are examples of physiological tests. These tests are truly
functional in the sense that they describe the neurological or mechanical functioning of
the auditory system.

8. Why is early identification of a hearing loss important?

- - The goals of early detection and intervention programs for children with hearing loss
are to prevent and minimize identified language and communication delays, as well as
to improve the child's language development and communication skills for learning.

9. Enumerate at least five (5) characteristics of a student with bearing

impairment.
- Muffling of speech and other sounds is one of the signs and symptoms of hearing loss.
Words are difficult to understand, especially when there is background noise or when
there is a crowd. Consonants are difficult to hear.
 10. Name some of the technological devices that deaf persons use to
communicate to other people.

▪ Assistive listening devices (ALD's) are usually used by hard of hearing

people who uses hearing aids and by some deaf people who uses
cochlear implants.
▪ Clocks & Wake Up Alarm Systems .Hearing people wake up to the
sound of a buzzer or the sound of a radio every morning.
▪ cochlear implant (CI’s) is a device that is implanted in the cochlea to
bypass the natural ear mechanism and connect to the auditory nerve

MODULE 11
Students with Speech and Language Disorder

Learning Activities
Activity 1. Think of people you know who have speech and language disorders.
Try to explain their communication problems be referring to the parts
in the chapter.

Activity 2. Recall the times when you abused your voice. What were the results?
What lessons did you learn from such experience?

- I like sweet and cold foods at times, and I always drink cold water, especially
when it's hot outside. My throat, on the other hand, is constantly in pain.
There were times when I went to school and couldn't communicate because
they couldn't hear me well. When I got home, I drank hot water with ginger,
which helped me. I've learned a lot from this experience. I should limit my
intake of sweets and cold beverages. I must take care of my vocal cords

Activity 3. Interview your grandparents and other old people regarding certain
beliefs on how to cure sore throat, bourse voice and similar ailments.
Compare them to the effects of medicines that are advertised on TV.
Make a stand on the old versus what the present advertisements
claim.

- When I have a sore throat. I inquire about my parents' medications. Drinking

hot water with lagundi leaves and ginger powder was recommended. The
medication is either noezep or biogisic, as shown in the advertisement.
However, from personal experience, I believe that organic leaves grown in
accordance with my parents' values are more effective.

Evaluation
1. Define speech and language disorders.

- A speech disorder is a condition in which a person has difficulty creating

or forming the necessary speech sounds to communicate with others.
This can make it difficult to understand the child's speech. Articulation
and phonological disorders are two types of common speech disorders.
Language disorders, on the other hand, are disorders that affect how
linguistic information is processed.

Furthermore, people with language disorders struggle to express

themselves and comprehend what others are saying.

2. How is language different from speech?

- Speech and language are frequently used interchangeably. When we

talk about communication casually, they may seem to mean the same
thing, but they actually mean very different things. The sound of spoken
language is referred to as speech. It is a type of communication that is
done orally. Speech is talking in which the muscles of the tongue, lips,
jaw, and vocal tract are used in a precise and coordinated manner to
produce the recognizable sounds that comprise language. While
language refers to a whole system of words and symbols—written,
spoken, or expressed through gestures and body language—that are
used to communicate meaning.

3. What are the five rules must be learned for successful language acquisition?

• PHONOLOGY - The linguistic rules that govern the sound system

of a language. The rules describe how to sequence and combine
sounds

• MORPHOLOGY - The process by which basic units of meaning are

combined to form words.
 • SYNTAX - Is the set of rules that governs how words are arranged
into meaningful sentences. The syntax rules of a language are
unique to that language

• SEMANTICS - Is a set of rules that connects phonology and syntax

to meaning. Describes how people use language to convey
meaning

• PRAGMATICS - Is a set of rules that govern how language is used.

There are three types of pragmatic skills: using language to
achieve various communicative functions and goals, using
information from the conversational context, and knowing how to
use conversational skills effectively.

4. Discuss an ideal educational placement for a child with communication

disorder.
The ideal educational placement for a child with communication disorder
are as follows:

o The child with speech and language disorders is kept in the

regular classroom as much as possible.
o Inclusion encourages immediate intervention as the teacher
corrects the child's mispronunciation.
o Inclusion minizes the isolation of the children from speech
environments and social development.
o The child works with the special education teacher or speech
pathologist for speech habilitation.
 5. Justify the importance of the family’s participation in the educational
program of a child with a communication disorder.
The important role of parents in education programs are follows:

▪ Parents contribute significantly

- Parents and guardians are the only people who truly understand their
children. They are well-versed in the physical, psychological, behavioral,
and family histories of children

▪ Parents know their children Best

- Parents should work alongside their children on homework and other
academic tasks for extended periods of time.

▪ Parents provide vital insight

- Parent is present with the child through these critical school and life
changes.

▪ Parebts are their child's best advicate -

Learn as much as you can about thier disability.
- Observe your child's learning styles

MODULE 12
Students with Physical Disabilities, Health Impairments and Severe
Disabilities
Learning Activities
Activity 1: Describe the skeletal and musble systems of the human body. What
is the importance of keeping the bones and muscles healthy?

- Your musculoskeletal system includes your bones, cartilage, ligaments,

tendons and connective tissues. Your skeleton provides a framework for
your muscles and other soft tissues. Together, they support your body's
weight, maintain your posture and help you move.

Activity 2: What are the differences between orthopedica and neurological

impairments?

- Congenital orthopedic disorders may include clubfoot, hip dysplasia, and

scoliosis, while musculoskeletal injuries usually result from strenuous
activity and include broken bones, sprains and strains, and bruises.
Congenital neurological disorders may include cerebral palsy, epilepsy,
and spina bifida.

Activity 3: Enumerate the common types of physical disabilities, health

impairments and severe disabilities. Describe each of them.

- An orthopedic impairment affects the bones, joints, limbs, and associated

muscles of the skeletal system. Examples of orthopedic impairments are:
 Poliomyelitis also known as infantile paralysis
 Osteomyelitis or tuberculosis of the bones and spine
 Bone fracture or breakage in the continuity of the bone results
form falls and accidents.
 Muscular dystrophy is a group of long-term diseases that
progressively weakens, deteriorates and wastes away the muscles
of the body.
  Osteogenesis imperfecta is a rare inherited condition marked by
extremely brittle bones. The skeletal system does not grow
normally, and the bones are easily fractured.
 Crippling conditions that are congenital or present at birth
 Limb deficiency refers to the absence or partial loss of an arm or
leg.

A group of non - progressive conditions characterized by abnormal motor

control posture resulting from brain insult or injuries occurring in the peri -
natal, neo - natal or infant period of development.Hearing impairment
Loss of sixty decibels or more in the better ear in the conversational range
of frequencies.
Evaluation
1. Conduct an interview with young people you know who have physical
disabilities and health impairments. Ask them about the types and causes
of their disabilities. Ask them how they adjust to their disabilities. You may
also ask them about their future plans.

- A friend of mine was born with a cleft palate. She claimed to have
accepted her flaws. She stated that there are no plans for a scientific
procedure to correct her inborn papineal inconvenience.

2. Interview their teachers and classmates, parents and family members. Ask
them about their observations about the ways the physically disables
persons adjust to the demands of their environments. Ask them what
assistance they extend to the persons with physical disabilities or health
impairments.

- She stated that a minor issue arises when she is conversing with my
friend because she can barely understand what my friend is saying, so her
solution was to request that my friend speak slowly so she could
understand her idea.
3. Find children with severe disabilities in the community or visit an
institution for this type of children. Gather information on the causes of
the disability, their charateristics and how the parents or teachers
caregivers train them to become independent and self-reliant.
- My Uncle and his wife have a severely disabled child. Her mother
attempted to abort the child, and the child was born with a disability as a
result. They did not enroll the child in any special education program, and
he spent the majority of his time at home. I admire his family because his
family has a good relationship with his child.