ED 204 -

Foundation
of Special
and Inclusive
Education
Research and Information Gathering Task
Small Group 13

Petil, Fe Marie B.

Rado, Jinny Rose C.

 Unit 1 –
DEFINITION,
GOALS AND
SCOPE OF
SPECIAL AND
INCLUSIVE
EDUCATION
A. Inclusive Education in the Philippines
SPECIAL EDUCATION - Special education ensures that all
students who are eligible receive a free appropriate public
education alongside their peers who are not disabled, as much as
possible. 
SPECIAL EDUCATION
Designed instruction to meet the individual needs of special
student. It is an individually planned, systematically implemented,
and carefully evaluated instruction to help exceptional children
achieve the greatest possible personal self – sufficiency and
success in present and future environments.

MISSION AND VISION

“The state, community and family hold a common vision for the
Filipino child with special needs. By the 21st century, it is
envisioned that he/she could be adequately provided with basic
education. This education should fully realize his/her own
potential for development and productivity as well as being
capable of self – expression of his/her rights in society. More
importantly, he/she is God- loving and proud of being a Filipino.    
It is also envisioned that the child with special needs will get full
parental and community support for his/her education without
discrimination of any kind. This special child   should   also   be  
provided   with   a   healthy   environment   along   with   leisure  
and recreation   and   social   security   measures” (department   of
education   handbook   on inclusive education 2000). 
GOALS
To   provide   children   with   special   needs   appropriate  
educational services within the mainstream of basic education.
The two- pronged goal include the development   of   key  
strategies   on   legislation,  human   resource   development,  
family involvement and active participation of government and
non-government organizations. Likewise, there are major issues
to address on attitudinal barriers of the general public and   effort
towards   the   institutionalization   and   sustainability   of  
special   education programs and services.

OBJECTIVE
 Special education aims to:
1.Provide a flexible and individualized support system for
children and youth with special needs in a regular class
environment in schools nearest the student’s home,
2. Provide support services, vocational programs and work
training, employment opportunities for efficient community
participation and independent living,
3. Implement   a   life   –   long   curriculum   to   include   early  
intervention   and   parent education, basic   education, and 
transition  programs  on   vocational  training  or preparation for
college, 

 Special education aims to:

 Make   available   an   array   of   educational   programs   and
services:   the   special education center   built on “a  school
within  a school concept”  as the  resource center for
children and youth with special needs; inclusive education in
regular schools,   special   and   residential   schools,  
homebound   instruction,   hospital instruction   and  
community   –   based   programs;   alternative   modes   of  
service delivery tom  reach the  disadvantaged   children in  
far- flung towns,  depressed areas and underserved
barangays.

INCLUSIVE EDUCATION
“Process   of   addressing   and   responding   to   the   diversity   of
needs   of   all   learners   through increasing  
participation in learning, cultures  and  communities,  and  
reducing  exclusion   from education and from within education.”
Inclusion:
 Implementing and maintaining warm and accepting
classroom communities that embrace and respect diversity
or differences. 
 Implements a multilevel, multimodality curriculum. 
  Inclusive Education   prepares regular   teachers   and  
special education   teachers   to   teach interactively.
Students tend to learn with   and   from   each   other   rather
than compete with each other. Provides   continuous  
support   for   teachers   to   break   down   barriers   of  
professional isolation. The hallmarks of inclusive education
are co – teaching, team teaching, collaboration and
consultation and any other ways of assessing skills and
knowledge learned by all students.

VISION AND MISSION

 Vision:
  A world where every person has access to relevant, quality
education and lifelong learning. 
Mission:  
  To   provide   support   and   promote   innovative   solutions
to   the   challenges   faced   byministries   of   education   and
governments   in   the   complex   task   of   improving  
equity, quality, relevance and effectiveness of curriculum,
teaching, learning and assessment processes and outcomes.
 GOALS: 
 The goal is that the whole education system will facilitate
learning environments where teachers and learners
embrace and welcome the challenge and benefits of
diversity. Within an inclusive education approach, learning
environments are fostered where individual needs are met
and every student has an opportunity to succeed.
OBJECTIVES: 
   The   primary   objective   of   inclusive   education   is   to  
educate   disabled students   in   the   regular classroom and  
still   meet   their individual   needs.  Inclusive education
allows children with special needs to receive a free and
appropriate education along with non-disabled students in
the regular classroom.
 WHAT IS THE SCOPE OF INCLUSIVE?
 The Scope of Inclusive Education on the basis of the persons
it caters to can be described as ones who are covered under
the title of Children with Special Needs ( CWSN) as well as
ones who are fully abled, yet are at a very disadvantage
position. 

SCOPE OF INCLUSIVE EDUCATION

It seeks to identify and dismantle barriers to education for
all children so that they have access to, are present and
participate in and achieve optimal academic and social
outcomes from school.

SCOPE OF SPECIAL NEEDS

The Scope of Special Education. The goals of special
education are the same as those of education for normal
children—to teach each child up to the level of the child’s
abilities. In some cases this means teaching the same
material as is taught in regular classrooms.

A. INCLUSIVE EDUCATION IN OTHER COUNTRIES

A. IDEA - US 
                    The U.S. Department of Education’s Individuals with
Disabilities Education Act (IDEA) brings together IDEA
information and resources from the Department and our
grantees.
 The Individuals with Disabilities Education Act (IDEA) is a
law that makes available a free appropriate public education
to eligible children with disabilities throughout the nation
and ensures special education and related services to those
children.
 What is the two IDEA authorized?
 Formula grants to states to support special education and
related services and early intervention services.
  Discretionary grants to state educational agencies,
institutions of higher education, and other nonprofit
organizations to support research, demonstrations, technical
assistance and dissemination, technology development,
personnel preparation and development, and parent-
training and -information centers.

II. Other countries supporting Special and Inclusive

Education

The first 13 Country Reports also demonstrate a wide

variation in practice
CHINA - China is criticised for only integrating those with
physical and mild visual impairments and for an expanding
programme of special school building. 
AUSTRIA -  Austria, which had developed moves to inclusion a
decade ago is criticised for lacking continuing momentum in this
process. 
In New Brunswick Policy No 322 on inclusive education
states
Canada -  1) Segregated, self contained programs or classes for
students with learning or behavioural challenges, either in school
or in community based learning opportunities. 2) Alternative
education programmes for students enrolled in kindergarten to
grade eight.”
UNITED KINGDOM -The Global Campaign for Education in the
UK is focusing on getting the 40% of out-of- school children who
are disabled, into school. 
ENGLAND -  Despite the weakening of the presumption of
inclusion in the Children and Families Act (2014), it is still there,
with more than 90% of the two million disabled pupils and
students attending schools and colleges. 
EAST AFRICA -  The nature and quality of that schooling has not
been adequate with a recent survey of 350,000 pupils in East
Africa (Tanzania, Kenya, Uganda) showing only 15% achieved
expected literacy and numeracy levels
The Inclusive Education in Europe
• In Europe the concept of inclusive education develops
according to the international education laws.  
• Concept includes the pupil with special educational needs 

B. Models of Disability
1. Religious Model of Disability
The moral/religious model of disability is the oldest
model of disability and is found in a number of religious
traditions, including the Judeo-Christian tradition
(Pardeck & Murphy 2012:xvii). The religious model of
disability is a pre-modern paradigm that views disability
as an act of a god, usually a punishment for some sin
committed by the disabled individual or their family. In
that sense, disability is punitive and tragic in nature.
2. Biomedical Model of Health
The biomedical model of health is the most dominant in
the western world and focuses on health purely in terms
of biological factors. Contained within the biomedical
model of health is a medical model of disability. In a
similar vein, this focuses on disability purely in terms of
the impairment that it gives the individual. The
biomedical model is often contrasted with the biop-
sychosocial model.
3. The Functional / Rehabilitation Model
This model is similar to the medical model in that it
conceptualizes disability as an impairment or deficit.
Disability is caused by physical, medical or cognitive
deficits. The disability itself limits a person’s functioning
or the ability to perform functional activities.

4. Social Model

The social model of disability sees the issue of "disability"

as a socially created problem and a matter of the full
integration of individuals into society.

5. Rights based model and twin track approach

 allow for children and youth with disabilities to access
education on a full and equitable basis with others. This
process includes a twin-track approach—combining
social and rights-based approaches— in embracing a
holistic change in the education system. Applying a twin-
track approach means ensuring women, men, boys and
girls with all types of impairments, being hearing or visual
impairment, physical impairments or cognitive
impairment, as well as intellectual or learning disabilities
have full access to relief operations and protection by
removing barriers

Unit 1 References in APA Style:

18 Things Authentically Inclusive Schools Do. (2020, May 26).

Brookes Blog. https://blog.brookespublishing.com/18-things-
authentically-inclusive-schools-do/

Inclusive Education - Santiago City Tel/Fax: (078)-682-8454 /

305- northeasterncollege.edu COLLEGE. (n.d.). StuDocu.
Retrieved April 26, 2022, from
https://www.studocu.com/ph/document/northeastern-
college/teacher-education/inclusive-education/16816930?
fbclid=IwAR2WgzTGBCcRkEiOJ5aZX434Udye9wqC-dAmkgjE-
NwIDfnjYGJDkpyw79Y

Inclusive Education Essay - 3477 Words | Bartleby. (n.d.).

Www.bartleby.com.
https://www.bartleby.com/essay/Inclusive-Education-
P3JXPNNZVJ

Riser-Kositsky, M. (2019, December 17). Special Education:

Definition, Statistics, and Trends. Education Week.
https://www.edweek.org/teaching-learning/special-
education-definition-statistics-and-trends/2019/12

DREDF. (2012, October 23). Special Education Acronyms and

Glossary. Disability Rights Education & Defense Fund;
Disability Rights Education and Defense Fund.
https://dredf.org/special-education/special-education-
resources/special-education-acronyms-and-glossary/

02 Summary OF White Paper 6 - Providing effective

development and support for educators, parents and. (n.d.).
StuDocu. Retrieved April 26, 2022, from
https://www.studocu.com/en-za/document/university-of-
south-africa/inclusive-education-a/02-summary-of-white-
paper-6/14382787

UNICEF Europe & Central Asia. (2011, October 4). Inclusive

Education in European Countries.
https://www.slideshare.net/unicefceecis/inclusive-
education-in-european-countries

U.S. Department of Education. (2017). Individuals with

Disabilities Education Act. Ed.gov.
https://sites.ed.gov/idea/about-idea/

D E P A R T M E N T O F E D U C A T I O N, U. (n.d.). The
Individuals with Disabilities Education Act Provisions Related
to Children With Disabilities Enrolled by Their Parents in
Private Schools.
https://www2.ed.gov/admins/lead/speced/privateschools/i
dea.pdf
The Individuals with Disabilities Education Act (IDEA) Funding:
A Primer. (2019). https://sgp.fas.org/crs/misc/R44624.pdf

Models of Disability: Medical, Social, Religious, Affirmative and

More... (2021, September 18). WeCapable.
https://wecapable.com/disability-models-medical-social-
religious-affirmative/

Twin track approach | CBM HHoT. (n.d.). Hhot.cbm.org.

https://hhot.cbm.org/en/card/twin-track-approach

Twin Track Approach Disability - JournalsOfIndia. (2021,

January 15). https://journalsofindia.com/twin-track-
approach-disability/

Disability and Inclusion – Social and Medical Models of

Disability: Paradigm Change. (n.d.).
http://www.artbeyondsight.org/dic/definition-of-disability-
paradigm-change-and-ongoing-conversation/
#:~:text=Medical%20or%20Individual%20Model

Research, N. R. C. (US) C. on N. and E. M. in B. and B. (1998).

Biomedical Model Definition. In www.ncbi.nlm.nih.gov.
National Academies Press (US).
https://www.ncbi.nlm.nih.gov/books/NBK230283/#:~:text=
A%20biomedical%20model%20is%20a

UNIT 2 -
BASES AND
POLICIES OF
SPECIAL AND
INCLUSIVE
EDUCATION

A. Review of the Bases

1. Psychological Bases
1.1 Piaget’s Cognitive Development

Cognition refers to thinking and memory processes, and

cognitive development refers to long-term changes in these
processes. One of the most widely known perspectives about
cognitive development is the cognitive stage theory of a Swiss
psychologist named Jean Piaget. Piaget created and studied an
 account of how children and youth gradually become able to think
logically and scientifically.
Piaget believed that learning proceeded by the interplay of
assimilation (adjusting new experiences to fit prior concepts) and
accommodation (adjusting concepts to fit new experiences). The
to-and-fro of these two processes leads not only to short-term
learning, but also to long-term developmental change. The long-
term developments are really the main focus of Piaget’s cognitive
theory.
After observing children closely, Piaget proposed that cognition
developed through distinct stages from birth through the end of
adolescence. By “stages” he meant a sequence of thinking patterns
with four key features:

1. The stages always happen in the same order.

2. No stage is ever skipped.
3. Each stage is a significant transformation of the stage before it.
4. Each later stage incorporated the earlier stages into itself.

Basically, this is a “staircase” model of development. Piaget

proposed four major stages of cognitive development, and called
them (1) sensorimotor intelligence, (2) preoperational thinking,
(3) concrete operational thinking, and (4) formal operational
thinking. Each stage is correlated with an age period of childhood,
but only approximately.

Jean Piaget's theory of cognitive development suggests that

children move through four different stages of mental
development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature
of intelligence.1 Piaget's stages are:

 Sensorimotor stage: birth to 2 years

 Preoperational stage: ages 2 to 7
 Concrete operational stage: ages 7 to 11
 Formal operational stage: ages 12 and up
Stages of Cognitive Development

Instead of viewing children as miniature adults — a common

attitude in his time — Piaget theorized that intellectual growth
moves through a series of stages:

 Sensorimotor (birth to around age 2): Reasoning is largely

dependent on perception. Babies’ senses help them
understand and experiment with their environment, and
they use their eyes, mouths, and hands to learn more about
objects.
 Preoperational (around ages 2 to 7): Children can mentally
represent objects and events without needing to use senses
like touching, hearing, or seeing. For example, in this stage
children might pretend a block is a phone, and interact with
it the way they would with a real phone.
 Concrete operational (around ages 7 to 11): Children can
perform inductive reasoning around concrete objects — that
is, they can logically generalize from a specific experience.
For instance, if they sneeze a lot around their friend’s dog,
they may conclude that they will be allergic to other dogs as
well.
 Formal operational (adolescence to adulthood): Teens and
tweens start to be able to reason logically about abstract
concepts like algebra, social justice, or freedom. They may
begin to think more critically about moral or ethical issues,
such as norms in an online community or principles
regarding right or wrong. They are able to devise their own
solutions and answers to problems without needing
firsthand experience.

1.2 Albert Bandura’s Social Learning Theory

 Bandura's social cognitive theory of human
functioning emphasizes the critical role of self-beliefs in human
cognition, motivation, and behavior. Social cognitive theory gives
prominence to a self-system that enables individuals to exercise a
measure of control over their thoughts, feelings, and actions.
Social Cognitive Theory (SCT) started as the Social Learning
Theory (SLT) in the 1960s by Albert Bandura. It developed into
the SCT in 1986 and posits that learning occurs in a social context
with a dynamic and reciprocal interaction of the person,
environment, and behavior.
Social learning theory, proposed by Albert Bandura, emphasizes
the importance of observing, modelling, and imitating the
behaviors, attitudes, and emotional reactions of others. Social
learning theory considers how both environmental and cognitive
factors interact to influence human learning and behavior.

Observational Learning
Children observe the people around them behaving in various
ways. This is illustrated during the famous Bobo doll
experiment (Bandura, 1961).
Individuals that are observed are called models. In society,
children are surrounded by many influential models, such as
parents within the family, characters on children’s TV, friends
within their peer group and teachers at school. These models
provide examples of behavior to observe and imitate, e.g.,
masculine and feminine, pro and anti-social, etc.

Mediational Processes
SLT is often described as the ‘bridge’ between traditional learning
theory (i.e., behaviorism) and the cognitive approach. This is
because it focuses on how mental (cognitive) factors are involved
in learning.
Unlike Skinner, Bandura (1977) believes that humans are
active information processors and think about the relationship
between their behavior and its consequences.
Observational learning could not occur unless cognitive processes
were at work. These mental factors mediate (i.e., intervene) in the
learning process to determine whether a new response is
acquired.
There are four mediational processes proposed by Bandura:

1. Attention: The individual needs to pay attention to the

behavior and its consequences and form a mental
representation of the behavior. For a behavior to be
imitated, it has to grab our attention. We observe many
behaviors on a daily basis, and many of these are not
noteworthy. Attention is therefore extremely important in
whether a behavior influences others imitating it.
2. Retention: How well the behavior is remembered. The
behavior may be noticed but is it not always remembered
which obviously prevents imitation. It is important therefore
that a memory of the behavior is formed to be performed
later by the observer.

Much of social learning is not immediate, so this process is

especially vital in those cases. Even if the behavior is
reproduced shortly after seeing it, there needs to be a
memory to refer to.

3. Reproduction: This is the ability to perform the behavior

that the model has just demonstrated. We see much
behavior on a daily basis that we would like to be able to
imitate but that this not always possible. We are limited by
our physical ability and for that reason, even if we wish to
reproduce the behavior, we cannot.

This influences our decisions whether to try and imitate it or

not. Imagine the scenario of a 90-year-old-lady who
struggles to walk watching Dancing on Ice. She may
appreciate that the skill is a desirable one, but she will not
attempt to imitate it because she physically cannot do it.
 4. Motivation: The will to perform the behavior. The rewards
and punishment that follow a behavior will be considered by
the observer. If the perceived rewards outweigh the
perceived costs (if there are any), then the behavior will be
more likely to be imitated by the observer. If the vicarious
reinforcement is not seen to be important enough to the
observer, then they will not imitate the behavior.

Critical Evaluation
The social learning approach takes thought processes into
account and acknowledges the role that they play in deciding if a
behavior is to be imitated or not. As such, SLT provides a more
comprehensive explanation of human learning by recognizing the
role of mediational processes.
For example, Social Learning Theory is able to explain many more
complex social behaviors (such as gender roles and moral
behavior) than models of learning based on simple reinforcement.
However, although it can explain some quite complex behavior, it
cannot adequately account for how we develop a whole range of
behavior including thoughts and feelings. We have a lot of
cognitive control over our behavior and just because we have had
experiences of violence does not mean we have to reproduce such
behavior.
It is for this reason that Bandura modified his theory and in 1986
renamed his Social Learning Theory, Social Cognitive Theory
(SCT), as a better description of how we learn from our social
experiences.
Some criticisms of social learning theory arise from their
commitment to the environment as the chief influence on
behavior. It is limiting to describe behavior solely in terms of
either nature or nurture and attempts to do this underestimate
the complexity of human behavior. It is more likely that behavior
is due to an interaction between nature (biology) and nurture
(environment).
1.3 Lev Vygotsky Scaffolding
Vygotsky scaffolding is a theory that focuses on a student's ability
to learn information through the help of a more informed
individual. When used effectively, scaffolding can help a student
learn content they wouldn't have been able to process on their
own. To help learners achieve independence, Vygotsky outlined
scaffolding as a tool for growth. Learners complete small,
manageable steps in order to reach the goal. Working in
collaboration with a skilled instructor or more knowledgeable
peers help students make connections between concepts.
Vygotsky scaffolding is a method of teaching that helps learners
understand educational content by working with an educator or
someone who has a better understanding of the material. The
concept states students learn more when working with people
who have a broader scope of knowledge than the student learning
the content. The educators or students teaching the learners
scaffold the material in smaller chunks so the learner can expand
their understanding of the material more than they would on
their own.
How does it work in an Educational Setting?
Vygotsky scaffolding, commonly referred to as scaffolding, is a
process used in the classroom in which a teacher or capable
student helps a student within their ZPD. When the learner and
teacher begin working together, the teacher models most of work,
explaining how and why they do things to help the learner
comprehend the content. As the learner becomes more
comfortable with the material, the assistance of the educator
lessens and the learner does more of the work on their own. The
scaffolding continues to decrease until the student has mastered
the content and no longer needs any scaffolding.
Tips for Using Vygotsky Scaffolding in the Classroom

Know Each Student's ZPD

In order to use ZPD and scaffolding techniques successfully, it's

critical to know your students' current level of
knowledge. Without this information, you won't be able to teach
them in their ZPD or provide effective scaffolding support.

Before you begin a lesson with ZPD or Vygotsky scaffolding, find

their baseline knowledge by giving a short quiz or having an
introductory discussion on the topic where you ask students
questions to figure out what they already know.

Encourage Group Work

Group work can be a very effective way of using scaffolding

principles in the classroom because students can learn from each
other while working together on a project. More advanced
students can help others learn while improving their own skills
by explaining their thought process. Try to create groups that
contain students with different skill sets and learning
levels to maximize the amount students learn from each other.

Make sure each student in the group is actively participating. If

you see one student doing most of the work, have her ask the
other students for their opinions, and emphasize the importance
of everyone contributing.

Don't Offer Too Much Help

A potential drawback of Vygotsky scaffolding is the possibility of

providing too much help. This causes the student to be a passive,
instead of active, learner and actually reduces the amount the
student learns.
If you're using scaffolding techniques, don't jump in right away
and start offering advice. Let each student work on their own
first. When they begin to struggle, first start by asking them
questions about what they've done and what they think they
should do next. As much as possible, ask open-ended questions
that encourage them to find a solution on their own, as opposed
to just telling them the next step.

For example, if a student is trying to build a block tower, it's much

more helpful to say things like "How do you think you can make
this tower stronger?" or "Why do you think the tower fell down?"
than "You need to make the base bigger."

If after you've had the student think through the problem,

then you can begin offering concrete advice for what to do
next, but be sure to continue to ask questions to help increase the
student's understanding. For example, after giving advice on how
to improve the block tower, you can ask "Why do you think
making the base bigger helps the tower stay up?"

Have Students Think Aloud

Having students discuss their thought process is one of the best

ways to figure out where their current skills are (and thus
determine their ZPD) and make sure they're actively learning. As
a student is working on a project, have her talk about why she's
making certain decisions, what she thinks she should do next, and
what she's unsure about. When you give advice, make sure you
also explain your own thought process so students can
understand why you're making the decisions you did.

1.4 Jean Lave’s Situated Learning

The concept of Situated Learning Theory is that learning occurs
within authentic context, culture, and activity and that it is
widely unintentional. Jean Lave and Etienne Wenger argue that
learning is necessarily situated, a process of participation in
communities of practice, and that newcomers join such
communities via a process of ‘legitimate peripheral
participation’—or learning by immersion in the new community
and absorbing its modes of action and meaning as a part of the
process of becoming a community member.

Guidelines for Use

Guideline 1 – Authentic Contexts

Learning involves a setting that creates an authentic real-life

context.  Activities should include opportunities for students to
explore and investigate from a wide variety of sources.  The
investigation should focus on a relatively wide focus rather than
smaller fragmented tasks so that relevant information can be
sought.

Guideline 2 – Legitimate Peripheral Practice/ Scaffolding

Students start at the periphery of the learning as a novice in the

subject matter and instructors become more of a facilitator and
provide scaffolding of the learning.  As the students expand their
knowledge, the scaffolding is removed, and they move toward
becoming an expert in the subject.

Guideline 3 – Community of Practice/ Collaboration

Students move from the periphery within the community of

practice circle as they learn and collaborate with one another. 
Activities are designed with the group setting that allows for
various viewpoints and difference of opinion. Opportunities for
students to interact with experts in the subject matter is another
important aspect of building their community of practice.

Concepts 
The following concepts help to define SLT: (a) learning, the skills
and knowledge gained as a result of participating in a community
of practice; (b) context, the environment within which the
situated aspect of learning occurs; (c) novice, the learner and
newcomer in the community of practice who will learn from the
experts around; and (d) experts, the set of individuals who know
about the subject to be learned.
Constructs
Constructs include a community of practice, which pertains to the
setting where learning occurs. The participants
of the community are the learners and
the experts. The relationships between these participants, as well
as activities, artifacts, and identities, are also part of
these communities (Lave & Wenger, 1991).
LPP describes the process by which newcomers become part of a
community of practice and how they transition toward full
participation in the sociocultural practices of the community. At
first, learners participate from the periphery until they become
more skilled and become experts.
Proposition
Learning does not occur exclusively by
receiving decontextualized content and applying it later. Learning
happens as a result of participating actively in a community of
practice which includes LPP as its central defining
characteristic. Learning occurs when it takes place in the context
in which it is applied.

2. Philosophical Bases
The general philosophy of special education is that all people have
the ability to learn, regardless of their particular disabilities.
Participation of students with exceptional needs in inclusive
settings is based on the philosophy of equality, sharing,
participation and the worth and dignity of individuals. This
philosophy is based on the belief that all children can learn and
reach their full potential given opportunity, effective teaching and
appropriate resources.

The Philosophy of Special Education

The general philosophy of special education is that all people have
the ability to learn, regardless of their particular disabilities. The
trend in public education has shifted from isolating special
education students in separate classrooms to mainstreaming
them in the regular classroom for at least part of the day. This is
in keeping with the U.S. Department of Education's Office of
Special Education and Rehabilitative Services
(OSERS) mission to '…achieve full integration and participation in
society of people with disabilities by ensuring equal opportunity
and access to, and excellence in, education, employment, and
community living.'
CHILDREN WITH DISABILITIES
  Should have the right as normal children do
  Must not be isolated nor be looked down
 Must be treated as person with dignity
 Needs should be provided

A. Inclusivity
  is something that does not leave any part or group out.

EX. is a school that has students of all races and

backgrounds.
 Inclusive education is the most effective way to give all
children a fair chance to go to school, learn and develop the
skills they need to thrive.
 Inclusive education means all children in the same
classrooms, in the same schools. It means real learning
opportunities for groups who have traditionally been
 excluded – not only children with disabilities, but speakers
of minority languages too.
B. Equality
 It means that everyone has the same opportunities to
learn without ranking the students. Thus, when we speak
of equal opportunities, we refer to the confluence of and
respect for differences

 Equality in education is necessary for students to have the

same opportunities to start off with positive educational
outcomes, and equity helps to make sure those equal
opportunities are adjusted to make room for students who
might need extra help and attention.

3. Historical and Sociological

3.1 Convention and the Rights of Child

FOUR BASIC PRINCIPLES
 Best Interest of the Child
 Right to life, survival and development
 Non-discrimination
 Right to participation
FOUR CATEGORIES
 Survival
 Development
 Protection
 Participation
What are the Rights of the Child?
 To be born. To have a name and nationality.
 To have a good education.
 To have enough food, shelter, a healthy and active body.
 To be given the opportunity for play and leisure.
 To be given protection against abuse, danger and violence
brought by war and conflict.
 To be defended and assisted by the government.
 To be able to express own views. 
 3.2 UNESCO
 that was outlined in a constitution signed November 16, 1945.
 The constitution, which entered into force in 1946, 
 called for the promotion of international collaboration
in education, science, and culture. 

The fundamental principles of UNESCO

 Non-discrimination, solidarity, equality of opportunity and
treatment and universal access to education are enshrined
in UNESCO’s Constitution. 
 The right to education and provide the basis for the
Organization’s legal action.
3.3 EFA
 EFA (Education for All ) movement is a global commitment
to provide quality basic education for all children, youth and
adults.
 launched at the World Conference on Education for All in
1990 by UNESCO, UNDP, UNFPA, UNICEF and the World
Bank

The Six EFA goals:

 Goal 1: Expand early childhood care and education
 Goal 2: Provide free and compulsory primary education for
all
 Goal 3: Promote learning and life skills for young people and
adults
 Goal 4: Increase adult literacy by 50 per cent
 Goal 5: Achieve gender parity by 2005, gender equality by
2015
 Goal 6: Improve the quality of education

4. LEGAL
4.1 The 1987 Phil. Constitution, Art. XIV, Sec 1&2
 ARTS AND CULTURE
Section 14. The State shall foster the preservation,
enrichment, and dynamic evolution of a Filipino national
 culture based on the principle of unity in diversity in a
climate of free artistic and intellectual expression.
4.2 RA 10533 Enhanced Basic Education Act – Including ALS
and Learners with Special Needs
 10533 (RA 10533), otherwise known as the Enhanced Basic
Education Act of 2013, has expanded the years of
schooling in basic education from 10 years to 12 years.
In school year 2018-2019, an additional 2 years
representing Grades 11 and 12 will be introduced in the
basic education system through senior high school. The
enhanced basic education program encompasses at least
one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of
senior high school education.

10533 (RA 10533), otherwise known as the Enhanced Basic

Education Act of 2013, has expanded the years of
schooling in basic education from 10 years to 12 years.
In school year 2018-2019, an additional 2 years
representing Grades 11 and 12 will be introduced in the
basic education system through senior high school.
In order to achieve functional basic education, the State
shall; • (a) Give every student an opportunity to receive
quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with
international standards; • (b) Broaden the goals of high
school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and
Make education learner-oriented and responsive to the
needs, cognitive and cultural capacity, the circumstances
and diversity of learners, schools and communities through
the appropriate languages of teaching and learning,
including mother tongue as a learning resource.
For kindergarten and the first three (3) years of elementary
education, instruction, teaching materials and assessment
shall be in the regional or native language of the learners. •
The Department of Education (DepED) shall formulate a
mother language transition program from Grade 4 to Grade
6 so that Filipino and English shall be gradually introduced
as languages of instruction
To achieve an effective enhanced basic education
curriculum, DepED shall undertake consultations with other
national government agencies and other stakeholders
including: • Department of Labor and Employment (DOLE),
• Professional Regulation Commission (PRC),
• private and public schools associations,
• national student organizations, the national teacher
organizations,
• parents-teachers associations
• chambers of commerce on matters affecting the concerned
stakeholders.

Standards and principles in developing the enhanced basic

education curriculum :
• (a) The curriculum shall be learner- centered, inclusive
and developmentally appropriate;
• (b) The curriculum shall be relevant, responsive and
research-based;
• (c) The curriculum shall be culture- sensitive;
The curriculum shall be contextualized and global;
• (e) The curriculum shall use pedagogical approaches that
are constructivist, inquiry- based, reflective, collaborative
and integrative;
• (f) The curriculum shall adhere to the principles and
framework of Mother Tongue- Based Multilingual Education
(MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known to
the unknown; instructional materials and capable teachers
to implement the MTB-MLE curriculum shall be available
4.3 RA 8371 Indigenous Peoples Right Act
 Indigenous Peoples Rights Act 1997 (Republic Act No. 8371
of 1997). An Act to recognize, protect and promote the rights
of Indigenous Cultural Communities/Indigenous Peoples,
creating a National Commission on Indigenous Peoples,
establishing implementing mechanisms, appropriating funds
therefor, and for other purposes.
The Act makes provision for the promotion and recognition of the
rights of Indigenous Cultural Communities/Indigenous Peoples
(ICCs/IPs), with a view to preserve their culture, traditions and
institutions and to ensure the equal protection and non-
discrimination of members.
Philippines?
In sum, IPRA is one of the world's most advanced laws when it
comes to the rights of indigenous people. It clearly states that
lands and forests that they have traditionally used for their
existence, as well as the resources under them, belong to these
communities.

Republic Law 8371, known as the Indigenous Peoples Rights Act

(IPRA), was enacted in 1997. It has been praised for its support
for the cultural integrity of Indigenous Peoples, the right to their
lands and the right to self-directed development of these
lands.

Ownership; Develop & manage lands & natural resources; Stay in

territories; Rights in case of displacement; Regulate entry of
migrants; Claim reservations; Right to safe & clean air & water;
Resolve conflict through customary law; To transfer ancestral
lands; To redeem ancestral lands lost through vitiated consent.

4.4 PD 603
Presidential Decree No. 603: The Child and Youth Welfare
Code

Article 1.  Declaration of Policy. – The Child is one of the most

important assets of the nation. Every effort should be exerted to
promote his welfare and enhance his opportunities for a useful
and happy life.

The child is not a mere creature of the State. Hence, his individual
traits and aptitudes should be cultivated to the utmost insofar as
they do not conflict with the general welfare.

The molding of the character of the child start at the home.

Consequently, every member of the family should strive to make
the home a wholesome and harmonious place as its atmosphere
and conditions will greatly influence the child’s development.

4.5 RA 7610 Special Protection Against Child Abuse and

Exploitation
 An act providing for stronger deterrence and special
protection against child abuse, exploitation and
discrimination, providing penalties for its violation and
for other purposes.
 “Children” refers to person below eighteen (18) years of age
or those over but are unable to fully take care of themselves
or protect themselves from abuse, neglect, cruelty,
exploitation or discrimination because of a physical or
mental disability or condition;
 (b) “Child abuse” refers to the maltreatment, whether
habitual or not, of the child which includes any of the
following:
 
(1) Psychological and physical abuse, neglect, cruelty, sexual
abuse and emotional maltreatment;
 (2) Any act by deeds or words which debases, degrades or
demeans the intrinsic worth and dignity of a child as a
human being;
 (3) Unreasonable deprivation of his basic needs for survival,
such as food and shelter; or
 (4) Failure to immediately give medical treatment to an
injured child resulting in serious impairment of his growth
and development or in his permanent incapacity or death.
  
(c) “Circumstances which gravely threaten or endanger
the survival and normal development of children”
include, but are not limited to, the following:
 
(1) Being in a community where there is armed conflict or
being affected by armed conflict-related activities;
 (2) Working under conditions hazardous to life, safety and
normal which unduly interfere with their normal
development;
 (3) Living in or fending for themselves in the streets of
urban or rural areas without the care of parents or a
guardian or basic services needed for a good quality of life;
 (4) Being a member of a indigenous cultural community
and/or living under conditions of extreme poverty or in an
area which is underdeveloped and/or lacks or has
inadequate access to basic services needed for a good
quality of life;
 (5) Being a victim of a man-made or natural disaster or
calamity; or
 (6) Circumstances analogous to those above-stated which
endanger the life, safety or normal development of children.

4.6 RA 9344 JUVENILE JUSTICE AND WELFARE ACT

An act establishing a comprehensive juvenile justice and welfare
system, creating the juvenile justice and welfare council under the
department of justice, appropriating funds therefor and for other
purposes.

 A system dealing with children at risk and children in

conflict with the law.
  It provides child-appropriate proceedings, including
programs and services for prevention, diversion,
rehabilitation, re-integration and aftercare to ensure their
normal growth and development. 
Instead of using the word “juvenile”, Philippine laws made use of
the word “child”. As defined in R.A. No. 9344, “Child” is a person
under the age of eighteen (18) years. While “Child at Risk” refers
to a child who is vulnerable to and at the risk of committing
criminal offences because of personal, family and social
circumstances. Some of the examples mentioned in the law are:
being abandoned or neglected, and living in a community with a
high level of criminality or drug abuse. “Child in Conflict with the
Law” or CICL on the other hand refers to a child who is alleged as,
accused of, or adjudged as, having committed an offence under
Philippine laws.
A child can commit an act or omission whether punishable under
special laws or the amended Revised Penal Code which is referred
to as an “Offence”. Under Republic Act 10630, offences which only
apply to a child and not to adults are called “Status Offences”.
These shall not be considered as offences and shall not be
punished if committed by a child. Examples of status offences
include curfew violations, truancy, parental disobedience and the
like. Before R.A. No. 9344 was enacted, children at risk and CICL
were treated much like adult offenders as when former President
Ferdinand Marcos, Sr. signed into law the Judiciary
Reorganization Act 1980 which abolished the juvenile and
domestic relations courts. As such child offenders were subjected
to the same adversarial proceedings as their adult counterparts.
As an offshoot of the United Nations Convention on the Rights of
the Child (UNCRC), the R.A. No. 9344 intends to deal with these
children without resorting to judicial proceedings. Instead of
punishing juvenile offenders and treating them as criminals, these
child offenders will be provided by the State and the community
with assistance to prevent them from committing future offences.
4.7 RA 9442 Magna Carta for Disabled Person
Disabled persons have the same rights as other people to
take their proper place in society. They should be able to live
freely and as independently as possible. This must be the
concern of everyone the family, community and all government
and non-government organizations.

 9442, an Act Amending Republic Act No. 7277, Otherwise

known as the Magna Carta for Disabled Persons, and For
Other Purposes' Granting Additional Privileges and
Incentives and Prohibitions on Verbal, Non-verbal
Ridicule and Vilification Against Persons with Disability.

 AN ACT PROVIDING FOR THE REHABILITATION, SELF-

DEVELOPMENT AND SELF RELIANCE OF DISABLED
PERSONS AND THEIR INTEGRATION INTO THE
MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.

 Consistent with the provisions of the Constitution, the State

shall recognize the right of disabled persons to participate
in processions, rallies, parades, demonstrations, public
meetings, and assemblages or other forms of mass or
concerted action held in public.

 It is the objective of Republic Act No. 9442 to provide

persons with disability, the opportunity to participate fully
into the mainstream of society by granting them at least
twenty percent (20%) discount in all basic services. It is a
declared policy of RA 7277 that persons with disability are
part of Philippine society, and thus the State shall give full
support to the improvement of their total well being and
their integration into the mainstream of society. They have
the same rights as other people to take their proper place in
society. They should be able to live freely and as
independently as possible. This must be the concern of
everyone    the family, community and all government and
non-government organizations. Rights of persons with
disability must never be perceived as welfare services.
Prohibitions on verbal, non-verbal ridicule and vilification
 against persons with disability shall always be observed at
all times.

4.8 RA 10665 Open High School System Act

 President Benigno Aquino 3rd has signed a law establishing

the country's “Open High School System” that will benefit
out of school youths and adults. Republic Act 10665, or the
alternative secondary education program, provides access to
education through the open learning modality.
 It seeks to provide more learners access to secondary
education through the open learning modality

Republic Act (RA) 10665 or the Open High School System Act
seeks to provide more learners access to secondary education
through the open learning modality. 
According to a copy of the law made public on Tuesday, July 21,
open learning is a philosophy of learning that is “learner-centered
and flexible, enabling learners to learn at the time, place and pace
which satisfies their circumstances and requirements.”
The law, which encourages young people to complete their
secondary education, comes as the Department of Education
(DepEd) works on its “last mile”: bringing the schools to where
the learners are.
To date, there are already 980 schools under DepEd’s Open High
School Program. (READ: Gaps remain as PH misses 2015
education goals)
The new open high school system will be open to elementary
graduates and high school qualifiers of two tests: the Philippine
Educational Placement Test and the Accreditation and
Equivalency Test of DepEd’s Alternative Learning System.
The vision is to enable the youth to overcome “personal,
geographical, socioeconomic and physical constraints” to
education. (READ: Luistro: Don’t forget far-flung schools)
When the law was still being proposed in Congress, lawmakers
saw this system as a means to bring education services to high
school students through different means:
 print
 radio
 television
 computer-based communications
 satellite
 broadcasting
 teleconferencing
 other multi-media learning and teaching technologies
These alternative delivery modes will “allow students to study on
their own without having to regularly attend classes in
conventional classrooms.”
Under the new law, DepEd is in charge of authorizing public high
schools and other institutions to practice open learning, which
should still adopt the standards and learning competencies under
the K to 12 curriculum.
The law mandates every DepEd school division to establish
centers in authorized mother high schools for learners of the open
high school system. It will also hire teachers that will manage the
centers on a full-time basis.
Local government units can also help out, especially since
qualified, locally-hired teachers will be prioritized in the hiring
for the open high school system.
In fact, RA 10665 encourages the adoption of a memorandum of
agreement between DepEd and LGUs to “define their respective
roles” in the system.
“The DepEd shall encourage and promote partnership with
concerned civil society organizations and other service providers
in order to sustain an enabling environment for participatory
planning, budgeting, and implementation of the OHSS-related
programs and projects,” the law said.

4.9 RA 7277 Rehabilitation, and Integration of Disabled

Persons in Mainstream Society
 Disabled persons have the same rights as other people to
take their proper place in society. They should be able to
live freely and as independently as possible. This must be
the concern of everyone       the family, community and all
government and non-government organizations. Disabled
person’s rights must never be perceived as welfare
services by the Government.
  The rehabilitation of the disabled persons shall be the
concern of the Government in order to foster their
capability to attain a more meaningful, productive and
satisfying life. To reach out to a greater number of
disabled persons, the rehabilitation services and benefits
shall be expanded beyond the traditional urban-based
centers to community based programs, that will ensure
full participation of different sectors as supported by
national and local government agencies.

 It shall develop their skills and potentials to enable them

to compete favorably for available opportunities.
 (b). Disabled persons have the same rights as other
people to take their proper place in society. They should
be able to live freely and as independently as possible.
This must be the concern of everyone       the family,
community and all government and non-government
organizations. Disabled person’s rights must never be
perceived as welfare services by the Government.
  (c). The rehabilitation of the disabled persons shall be the
concern of the Government in order to foster their
capability to attain a more meaningful, productive and
satisfying life. To reach out to a greater number of
disabled persons, the rehabilitation services and benefits
shall be expanded beyond the traditional urban-based
centers to community based programs, that will ensure
full participation of different sectors as supported by
national and local government agencies.
 (d). The State also recognizes the role of the private sector
in promoting the welfare of disabled persons and shall
encourage partnership in programs that address their
needs and concerns.
 (e). To facilitate integration of disabled persons into the
mainstream of society, the State shall advocate for and
encourage respect for disabled persons. The State shall
exert all efforts to remove all social, cultural, economic,
environmental and attitudinal barriers that are
prejudicial to disabled persons.

B. PRINCIPLES, POLICIES AND DIMENSION

1. Early Intervention
Inclusive Education for Children and Youth with Special
Needs (S.B. No. 1414) 

 Sec. 21 Public Information, Education and

Communication. 
 A nationwide information dissemination campaign on eh
prevention, early identification and the strategic
intervention programs for CYSNs shall be intensified. This
shall be the joint responsibility of the Philippine Information
Agency (PIA), Council for the Welfare of Children (CWC), the
NCDA and the DepEd; in collaboration with the DOH, DOLE,
and LGUs shall disseminate materials and information
concerning effective practices in working with, training, and
education of CYSNs 
Process of Inclusion:
Philippine Model 
 Capitalizing on the benefits of clusters, networks and families
of schools.
 Adopting a local solution approach.
 Stimulating co-construction between schools.
 Expanding the concept of system leadership.

TRANSITION PROGRAM
 The transition program is designed for special learners that
are intellectually disabled and those that are physically
handicapped.
 The transition program is designed for special learners that
are intellectually disabled and those that are physically
handicapped. It is designed to meet their special needs and
respond to their specific interests. It is like a care package
that will empower the learners in their transition from home
to school, or from post elementary or postsecondary to the
world of work. The Transition Program in the Philippines
could be expanded to many different possible points of entry
that would extend the scope of transition program from
young children to adults. These may include the following
samples: 1) transition to school life, 2) transition after post-
secondary schooling, 3) transition from school to
entrepreneurship, 4) transition from school to adult life, and
5) transition to functional life.
The Transition Program aims to help special learners
become functional in spite of their disabilities. It aims to
make them enjoy their daily lives, and empower them to
become more useful and productive citizens. This program
is not just a set of activities; it is an educational equity
package that includes curriculum and policies that will
support the education of special learners.

The transition program includes the philosophy, legal

framework, policies, and curriculum for special learners who
 are capable of being educated in either formal or non-formal
learning systems. The philosophy component provides the
overarching principles, commitment, and underlying values
of the program. The educational policy component of this
program ensures that there is an efficient system of support
for the implementation of the program to ensure
sustainability and continuity. The curriculum is a set of
competencies, programs, and learning activities designed for
all the learners under this program. The transition program
is designed for special learners that are intellectually
disabled and those that are physically handicapped. It is
designed to meet their special needs and respond to their
specific interests. It is like a care package that will empower
the leaners in their transition from home to school, or from
post-elementary or post-secondary to the world of work. In
the transition program, the learners will also enjoy an
education that will enable them to become functional in
their everyday lives.

Sustaining Programs
 The Fund Allocation for SPED Centers
 Pupil development activities, training, educational visits,
camp activities, sports and pupil participation in SPED
related activities = 30%
 (b) Procurement of assistive technology devices like Perkins
Brailler, Braille display, speech synthesizer, canes,
magnifiers, writing slate and stylus, abacus, Job Access with
Speech Program (JAWS), computers, sports, musical
instruments, speech trainer, vestibular balls, sensory
integration materials, early stimulation devices, adapted P.E.
apparatuses, sewing machines, stove, cooking wares and
carpentry tools for the work centers/transition program,
etc., = 25%

This program supports the Government of Indonesia’s

strategies and programs towards achieving Sustainable
Development Goal 4 (to ensure inclusive and quality
 education for all and promote lifelong learning). On the
supply side, it focuses on employing sport for development
models which was done by investing in trained personnel,
improved tools, tested sport-based activities, knowledge
generation, and advocacy. This, in turn, led to improved
effectiveness and efficiency of government investments,
which ultimately will improve the access and quality of
education for the most marginalized children. On the
demand side, the program worked to create an enabling
environment towards ensuring that children with
disabilities fully enjoy their rights to play and to access
ultimately will improve the access and quality of education
for the most marginalized children. The other interventions
included: Continuation and preferably greater investment in
the ongoing policy work, further work on collecting quality
data, Inclusive teaching methods, curriculums, and learning
materials with universal design, supported by coherent pre-
service and in-service training curriculum, further
investment on disability service units and special needs
schools as the technical support system for inclusive
education, Policy and strategy at the provincial level to
foster good practices of district governments, along with a
systematic cross-learning platform and sustainable
platforms of participation for persons with disabilities.

Results/Outputs/Impacts

10 districts have now an allocated budget for inclusive education,

and 369 trained education personnel and government officials (at
the national and subnational level) are now managing inclusive
education-related programs as part of cross-sectoral working
groups (called POKJAs, which is the acronym for Kelompok Kerja).
Although a limited budget is still viewed as a constraint, this has
been a positive step forward as there were no specific budgets
identified in the baseline study. Budget allocations are still
currently more focused on teacher competency improvements,
rather than on infrastructure. 10 preservice training institutions
were engaged with the program. As part of the program’s
sustainability strategies, tested sports-based and other inclusive
education-related capacity-building modules are expected to be
institutionalized in pre-service and in-service teacher-training
institutions.

National IEP Education Policy

An Individualized Education Plan (or Program) is also

known as an IEP. This is a plan or program developed to
ensure that a child with an identified disability who is
attending an elementary or secondary educational
institution receives specialized instruction and related
services. The IEP is developed by a team of individuals from
various educational disciplines, the child with a disability,
family members, and/or designated advocates.
 The IEP is the cornerstone of a quality education for each
child with disability.
 Students part of the Inclusion Program are given an IEP
aligned to the general curriculum to the general education
curriculum and focuses on the following: 
 Cognitive skills: Reading, Writing, Math, Language, Science,
Filipino. 
 Behavior
 Socialization skills
 Psychomotor Skills (Fine Motor and Gross-Motor) Language
and Communication Self-help Skills

An IEP typically includes the following:

 The involvement and progress of the child with a disability in the
general curriculum.
 All related services for which the child qualifies.
 Appropriate educational accommodations necessary for the child
to be successful.
 The child's present levels of educational performance.
 Measurable annual goals and objectives for the child's education.

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constitution-of-the-republic-of-the-philippines-article-xiv/
Official Gazette. (2013, May 15). Republic Act No. 10533 | GOVPH.
Official Gazette of the Republic of the Philippines.
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no-10533/
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FAOC013930/#:~:text=Indigenous%20Peoples%20Rights
%20Act%201997
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Philippines (From UNAFEI-Resource Material Series, Number 17,
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-based-corrections-youthful-offenders-philippines-
unafei#:~:text=Presidential%20Decree%20No.
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Exploitation and Discrimination Act | Philippine Commission on
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7610-special-protection-of-children-against-abuse-exploitation-
and-discrimination-act/
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6.html#:~:text=%2D%20This%20Act%20shall%20be%20known
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Affairs. (n.d.).
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individualized-education-plan
 Unit 3
Typology of
Learners
with Special
Needs
A. Learners with intellectual ability
1. Cerebral palsy
CEREBRAL PALSY
 - Cerebral palsy (CP) is a group of disorders that affect a
person’s ability to move and maintain balance and posture.
Cerebral Palsy is the most common motor disability in
childhood. 
 Cerebral - from a latin word "cerebrum" means having to do
with the brain. 
 Palsy - came from a greek word "para" means weakness or
problem using the muscles.
 A motor function disorder cause by permanent, non-
progressive brain lesion. It may be present at birth or shortly
thereafter.
 Non-curable, it is a lifelong condition
 Damage does'nt worsen 
 May be congenital or acquired
 CLASSIFICATION OF CEREBRAL PALSY
 Doctors classify Cerebral Palsy according to the main type of
movement disorder involved. 
1. Stiff muscless (Spasticity)
2. Uncontrollable movement (Dyskinesia)
3. Poor balance and coordination (Ataxia)

TYPES OF CEREBRAL PALSY

    1. Spastic Cerebral Palsy
 is the most common type of Cerebral Palsy
 means that the muscle are stiff which results movement can
be awkward
usually described by what parts of the body are affected.
2. Dyskinetic Cerebral Palsy 
 have problems controlling the movement of their hands,
arms, feet, and legs, making it difficult to sit and walk. 
 movements are uncontrollable and can be slow and writhing
or rapid and jerky. 
3. Ataxic Cerebral Palsy

 people with ataxic Cerebral Palsy have problems with

balance and coordination. 
 having hard time with quick movements that need a lot of
control, like writing.
4.  Mixed Cerebral Palsy
 Some people have symptoms of more than one type of CP.
The most common type of mixed CP is spastic-dyskinetic CP
CEREBRAL PALSY AFFECTS
 Movement
  Coordination
 Muscle Strength
 Balance
 Posture
 Muscles are unaffected.
 Brain is unable to send the appropriate signals neccessary to
instruct muscles when to contract and relax.
CAUSES OF CEREBRAL PALSY
Cerebral palsy is caused by damage or abnormal
development in the parts of the brain that control
movement. These events can happen before, during, or
shortly after birth or in the first few years of life, when the
brain is still developing. In many cases the exact cause of
Cerebral Palsy is not known.
 Damage to the white matter of the brain - the brain’s white
matter sends signals throughout the brain and the rest of the
body.
 Abnormal brain development - disruptions in the normal
growth process of the brain can cause abnormalities.
 Bleeding of the brain - a fetus can have a stroke which is a
common cause of brain bleeding.
 Lack of oxygen in the brain - the brain can become damage
if it does not get enough oxygen for a long time
COMMON TREATMENT OF CEREBRAL PALSY
 Physical therapy and rehabilitation - one of the most
importante part of treatment. 
 Orthotic devices - braces, splints, and casts can be placed on
the affected limbs.
 Assistive devices and technologies - include computer-
based communication mavhines.
 Medication - help relax stiff or overactive muscles and
reduce movement.
 Surgery - a child may need surgery if the symptoms are very
severe.

2. Trisomy 21
 Also known as Down Syndrome, caused by the presence of
all part of a third copy of chromosome 21. 
 It is named after John Langdon Down, the British physician
who described the syndrome for the first time in 1866.  
 Down Syndrome (Trisomy 21) is a genetic disorder.
 CAUSES AND RISK FACTORS
 Occurs because of the extra copy of chromosome 21, which
can cause the body and brain to develop differently than a
child without the syndrome.
 Abnormalities in the cell division during the development of
the sperm and egg cell
 A mother’s age at her child’s birth is the only factor linked to
the risk of having a baby with Down syndrome. This risk
increases with each year of age, especially after age 35.
SIGNS AND SYMPTOMS 
 Distinctive facial features
 Mild to moderate intellectual disabilities
 Heart, kidney, and thyroid issues
 Numerous respiratory infections
 Skeletal abnormalities , including spine, hip, foot, and hand
disorder.
 Flexible joints and weak, floppy muscles
 Overly quiet baby
 Less responsive to stimuli
 Vision and hearing impairment
 Inwardly curved little finger
 Wide space between the great and the second toe

 TESTING AND DIAGNOSIS

  Tests to confirm Down syndrome are often done before a
baby is born through amniocentesis or chorionic villus
sampling (CVS). For amniocentesis, a needle is inserted
through the mother’s abdominal wall into the amniotic sac
and a small sample of amniotic fluid is drawn out and tested
in a laboratory.

 Genetic testing - in which a sample of your child's saliva is

used to identify your child's DNA.
 Blood test - which can help determine drug usage and
effectiveness, biochemical diseases and organ function.
 X-rays - which produce images of bones
 Magnetic resonance imaging (MRI) - which uses a
combination of large magnets, radiofrequences and a
computer to produce detailed image of organs within the
body.
 Computed tomography (CT) scan - which uses a
combination of X-rays and computer technology to produce
cross-sectional images ("slices") of the body.
 EOS imaging - an imaging technology that creates 3-
dimensional models from two planar images. Unlike a CT
scan, EOS images are taken while the child is in an upright or
standing position, enabling improved diagnosis — for some
conditions — due to weight-bearing positioning.
 TREATMENTS
 There is no cure for Down syndrome. Treatment is ordered
when the baby have the certain issues — such as the
following
1. Heart defects 
2. Intestinal problems
3. Vision Problems
4. Hearing Loss
5. Learning Problems

B. Learners with Learning Disability

1. Dyslexia
Dyslexia
Dyslexia is a learning disability in reading. People with dyslexia
typically have trouble reading fluently . They often read slowly
and make mistakes. That can impact how well they comprehend
what they read. But when other people read to them, they often
have no problem understanding the text. But these challenges
aren’t a problem with intelligence.
Dyslexia can create difficulty with other skills, too. These include:
 Reading comprehension
 Spelling and Writing
 Math
People sometimes believe dyslexia is a problem with vision . They
think of it as reversing letters or writing backwards . But dyslexia
is an issue with language.
Dyslexia signs and symptoms
Dyslexia impacts people in different ways. So, symptoms might
not look the same from one person to another.
A key sign of dyslexia is trouble decoding words . This is the
ability to match letters to sounds. Kids can also struggle with a
more basic skill called phonemic awareness . This is the ability to
recognize the sounds in words. Trouble with phonemic
awareness can show up as early as preschool.
In some people, dyslexia isn’t picked up until later on, when they
have trouble with more complex skills. These can include
grammar, reading comprehension, reading fluency, sentence
structure, and more in-depth writing.
Some of the signs of dyslexia have to do with emotions and
behavior. People with dyslexia might avoid reading, both out loud
and to themselves. They may even get anxious or frustrated when
reading. This can happen even after they’ve mastered the basics
of reading.
Possible causes of dyslexia
 Genes and heredity: Dyslexia often runs in families
 Brain anatomy and activity: Brain imaging studies have
shown brain differences between people with and without
dyslexia.
How dyslexia is diagnosed?
 The only way to know for sure if someone has dyslexia is
through a full evaluation, done either at school or privately .
 Having a diagnosis (schools call it an identification) can lead
to supports and services at school, and accommodations at
college and work.
There are a few types of professionals who can assess people for
dyslexia. These include school psychologists, clinical
psychologists, and neuropsychologists . An evaluator will give a
series of tests for dyslexia . They’ll test in other areas as well to
see exactly where any weaknesses and strengths lie.
2. Dysgraphia
Dysgraphia is a term that refers to trouble with writing. Many
experts view dysgraphia as challenges with a set of skills known
as transcription. These skills — handwriting, typing, and
spelling — allow us to produce writing.
For example, people with dysgraphia may write more slowly than
others. That can affect how well they express themselves in
writing. Plus, they tend to have trouble with spelling because it’s
hard for them to form letters when they write. 
Dysgraphia isn’t a matter of intelligence. The challenges are often
caused by trouble with motor skills. Those skills can improve with
help. And people with dysgraphia may also be eligible to use
accommodations at work or school.
Signs of dysgraphia
One of the main signs of dysgraphia is messy handwriting. Here
are some of the key handwriting skills people with dysgraphia
may struggle with:
- Forming letters
- Writing grammatically correct sentences 
- Spacing letters correctly 
- Writing in a straight line
- Holding and controlling a writing tool 
- Writing clearly enough to read back later
- Writing complete words without skipping letters
Learn more about messy handwriting in kids. If you’re noticing
trouble with expressing ideas in writing, explore signs of written
expression disorder in kids and adults.
How trouble with motor skills impacts writing
Producing writing involves different motor skills. For example,
people use fine motor skills for holding writing tools. They use
gross motor skills for holding their arm in the right position. And
they use motor planning for forming and spacing letters.
Having trouble with motor skills has a direct effect on
transcription. Kids who have these challenges may be diagnosed
with developmental coordination disorder (DCD). You may also
hear the term dyspraxia.
How dysgraphia is diagnosed
Years ago, dysgraphia was considered a learning disorder. It was
the term for trouble with written expression. Dysgraphia
appeared in the DSM, the manual used to make diagnoses.
While dysgraphia is no longer an official diagnosis, some people
may still use the term. (Dysgraphia also isn’t considered a
learning disability under IDEA. That’s the federal special
education law. Difficulty in written expression is a learning
disability.)
Even though dysgraphia isn’t a formal diagnosis, the challenges
with transcription are very real. And people who have them often
need extra support to improve skills and manage the challenges.
Occupational and physical therapists often do the evaluations that
look at the motor skills involved in writing. 
For kids, this evaluation can happen at school for free. Adults have
to find private therapists to evaluate motor skills.
Dysgraphia often occurs along with ADHD and learning
differences. These include dyslexia, written expression disorder,
and expressive language disorder. So, it’s important for kids to
have a full evaluation at school to see if something else is going
on. 
How to help
There are many ways to help with dysgraphia at home, at school,
and at work. Two common treatments are occupational
therapy (OT) and physical therapy (PT). Occupational therapists
help improve fine motor skills and motor planning. Physical
therapists work on gross motor skills. 
The earlier therapy starts, the better. Kids may get these services
for free at school. They may also get accommodations to keep
dysgraphia from getting in the way of learning.
OT can be helpful for some adults. But they’ll need to find
therapists who work privately, outside of schools. Adults may get
accommodations that can help at work.

4. Dyscalculla
Dyscalculia is a learning difficulty that affects an individual’s
ability to do basic arithmetic such as addition, subtraction,
multiplication and division. Adults with dyscalculia often take
longer when working with numbers and may be more prone to
making mistakes in calculations. 
What is dyscalculia? 
According to some researchers, there is less genetic evidence
available for dyscalculia than for other learning difficulties, like
dyslexia, but studies have shown it does run in families (1). The
most characteristic trait is experiencing difficulties when dealing
with numbers, including counting and doing arithmetic.
Other early signs of dyscalculia are a reliance on counting with
fingers when peers have ceased the practice (this is due to
difficulty learning math facts) and trouble estimating numbers. 
For example, dyscalculia can impair your ability to look at a group
of objects and understand approximately how many there are, or
to grasp the difference between the relative size of two things. It
may make it hard to work with fractions and graphs. In day to day
life, someone with dyscalculia may struggle with any activity
where numbers are involved, from telling time and paying for
something at the cash register, to adding up points in a board
game or following a sports game.
What are the signs of Dyscalculia?
Dyscalculia is not the same as maths anxiety, but people with
dyscalculia can react strongly to activities involving mathematics,
for instance they may get upset or frustrated when playing board
games. 
Keep in mind that all people can occasionally struggle with maths.
Those with dyscalculia will struggle to a greater extent than their
peers, and their difficulties will continue over time.
Use the following checklists to keep an eye on any potential signs
of dyscalculia and then discuss your concerns with your / your
child’s educational establishment or your employer.
C. Learners with Physical Disabilities
1. Visual Impairment

Visual impairment
Students with visual impairments have difficulty seeing even with
corrective lenses. Most commonly the difficulty has to do with
refraction (the ability to focus), but some students may also
experience a limited field of view (called tunnel vision) or be
overly sensitive to light in general. As with hearing loss, labels for
visual impairment depend somewhat on the extent and nature of
the problem. Legal blindness means that the person has significant
tunnel vision or else visual acuity (sharpness of vision) of 20/200
or less, which means that he or she must be 20 feet away from an
object that a person with normal eyesight can see at 200 feet. Low
vision means that a person has some vision usable for reading, but
often needs a special optical device such as a magnifying lens for
doing so. As with hearing loss, the milder the impairment, the
more likely that a student with a vision problem will spend some
or even all the time in a regular class.

Signs of visual impairment

Students with visual impairments often show some of the same

signs as students with simple, common nearsightedness. The
students may rub their eyes a lot, for example, blink more than
usual, or hold books very close to read them. They may complain
of itchiness in their eyes, or of headaches, dizziness, or even
nausea after doing a lot of close eye work. The difference between
the students with visual impairment and those with “ordinary”
nearsightedness is primarily a matter of degree: the ones with
impairment show the signs more often and more obviously. If the
impairment is serious enough or has roots in certain physical
conditions or disease, they may also have additional symptoms,
such as crossed eyes or swollen eyelids. As with hearing loss, the
milder forms ironically can be the most subtle to observe and
therefore the most prone to being overlooked at first. For
classroom teachers, the best strategy may be to keep track of a
student whose physical signs happen in combination with
learning difficulties, and for whom the combination persists for
many weeks.

Teaching students with visual impairment

In general, advice for teaching students with mild or moderate

visual impairment parallels the advice for teaching students with
hearing loss, though with obvious differences because of the
nature of the students’ disabilities.

 Take advantage of the student’s residual vision. If the student

still has some useful vision, place him or her where he can
easily see the most important parts of the classroom—
whether that is you, the chalkboard, a video screen, or
particular fellow students. Make sure that the classroom, or
at least the student’s part of it, is well lit (because good
lighting makes reading easier with low vision). Make sure
that handouts, books and other reading materials have good,
sharp contrast (also helpful with a visual impairment).
 Use non-visual information liberally. Remember not to expect
a student with visual impairment to learn information that is
by nature only visual, such as the layout of the classroom, the
appearance of photographs in a textbook or of story lines in a
video. Explain these to the student somehow. Use hands-on
materials wherever they will work, such as maps printed in
 three-dimensional relief or with different textures. If the
student knows how to read Braille (an alphabet for the blind
using patterns of small bumps on a page), allow him to do so.
 Include the student in the community of the classroom. Make
sure that the student is accepted as well as possible into the
social life of the class. Recruit classmates to help explain
visual material when necessary. Learn a bit of basic Braille
and encourage classmates to do the same, even if none of you
ever become as skilled with it as the student himself or
herself.

2. Hearing impairment
A child can acquire a hearing loss for a variety of reasons, ranging
from disease early in childhood, to difficulties during childbirth,
to reactions to toxic drugs. In the classroom, however, the cause
of the loss is virtually irrelevant because it makes little difference
in how to accommodate a student’s educational needs. More
important than the cause of the loss is its extent. Students with
only mild or moderate loss of hearing are sometimes
called hearing impaired or hard of hearing; only those with nearly
complete loss are called deaf. As with other sorts of disabilities,
the milder the hearing loss, the more likely you are to encounter
the student in a regular classroom, at least for part of the day.

Signs of hearing loss

Although determining whether a student has a hearing loss may
seem straightforward (“Just give a hearing test!”), the assessment
is often not clear cut if it takes the student’s daily experiences into
account. A serious or profound hearing loss tends to be noticed
relatively quickly and therefore often receive special help (or at
least receives additional diagnosis) sooner. Mild or moderate
hearing loss is much more common, however, and is more likely
to be overlooked or mistaken for some other sort of learning
problem (Sherer, 2004). Students with a mild hearing loss
sometimes have somewhat depressed (or lowered) language and
literacy skills—though not always, and in any case so do some
students without any loss. They may also seem not to listen or
attend to a speaker because of trouble in locating the source of
sounds—but then again, sometimes students without loss also fail
to listen, though for entirely different reasons. Students with
hearing loss may frequently give incorrect answers to questions
—but so do certain other students with normal hearing. In
addition, partial hearing loss can be hidden if the student teaches
himself or herself to lip read, for example, or is careful in choosing
which questions to answer in a class discussion. And so on.
Systematic hearing tests given by medical or hearing specialists
can resolve some of these ambiguities. But even they can give a
misleading impression, since students’ true ability to manage in
class depends on how well they combine cues and information
from the entire context of classroom life.

In identifying a student who may have a hearing loss, therefore,

teachers need to observe the student over an extended period of
time and in as many situations as possible. In particular, look for a
persistent combination of some of the following, but look for them
over repeated or numerous occasions (Luckner & Carter, 2001):

 delayed language or literacy skills, both written and oral

 some ability (usually partial) to read lips
 less worldly knowledge than usual because of lack of
involvement with oral dialogue and/or delayed literacy
 occasionally, tendency to social isolation because of
awkwardness in communication

Teaching students with hearing loss

In principle, adjustments in teaching students with hearing loss

are relatively easy to make though they do require deliberate
actions or choices by the teacher and by fellow students.
Interestingly, many of the strategies make good advice for
teaching all students!
  Take advantage of the student’s residual hearing. Seat the
student close to you if you are doing the talking, or close to
key classmates if the students are in a work group. Keep
competing noise, such as unnecessary talking or whispering,
to a minimum (because such noise is especially distracting to
someone with a hearing loss). Keep instructions concise and
to-the-point. Ask the student occasionally whether he or she
is understanding.
 Use visual cues liberally. Make charts and diagrams wherever
appropriate to illustrate what you are saying. Look directly at
the student when you are speaking to him or her (to facilitate
lip reading). Gesture and point to key words or objects—but
within reason, not excessively. Provide handouts or readings
to review visually the points that you make orally.
 Include the student in the community of the classroom.
Recruit one or more classmates to assist in “translating” oral
comments that the student may have missed. If the student
uses American Sign Language (ASL) at home or elsewhere,
then learn a few basic, important signs of ASL yourself
(“Hello” “thank you” “How are you?”). Teach them to
classmates as well.
3. Speech Impairment

What is Speech Impairment?

People who have speech impairments have a hard time
pronouncing different speech sounds. They might distort the
sounds of some words and leave other sounds out completely.
There are three general categories of speech impairment:

 Fluency disorder. This type can be described as an unusual

repetition of sounds or rhythm.
 Voice disorder. A voice disorder means you have an atypical
tone of voice. It could be an unusual pitch, quality, resonance,
or volume.
  Articulation disorder. If you have an articulation disorder,
you might distort certain sounds. You could also fully omit
sounds.

Stuttering, or stammering, is a common fluency disorder that affects

three million Americans. It usually affects young children who are
just learning to speak, but it can continue on into adulthood.

Types of Speech Impairments

Speech impairments can begin in childhood and carry on through
your adult years. Others can happen due to trauma, or after a
medical event like a stroke.
The types of speech impairments are:

 Childhood apraxia of speech. This can happen to children

when it’s time for them to start talking. The brain’s signals
don’t communicate with the mouth, so the child can’t move
their lips and tongue in the way they’re mean to.
 Dysarthria. This type of speech impairment happens when
the muscles you use to talk are too weak, and can’t form words
properly.
 Orofacial myofunctional disorders (OMD). OMDs are
characterized by an abnormal pattern of facial muscle use.
OMD interferes with how the facial muscles, including the
tongue, are used. People who suffer from OMD might also
struggle to breathe through their nose.
 Speech sound disorders. It’s normal for children to struggle
to pronounce certain sounds as they learn to talk. But after
ages four or five, constant mispronunciation might signal a
problem. It can continue into adulthood, or some people get it
after a stroke.
 Stuttering. Stuttering can mean repeating words or sounds
like “uh” and “um” (disfluencies) involuntarily. Stuttering can
be intensified by strong emotions or stress.
  Voice. A voice disorder can mean you “lost” your voice
because you stressed it too much. It can also mean a chronic
cough or paralysis of the vocal cords, among others.

Health Issues That Affect Speech Impairment

Other than childhood speech impairments, there are a range of
reasons you could get one in your adult years. They can happen due
to a traumatic event, illness, or surgery.
Dysarthria, aphasia, and voice disturbances can happen in
adulthood, and are usually due to these medical events.
Aphasia. Aphasia is the loss of ability to understand words, spoken
or written. There are many types of aphasia. It can happen after a
stroke or if a tumor reaches the part of the brain where language is
processed.
Medical issues that can cause aphasia:

 Dementia
 Head trauma
 Stroke
 Transient ischemic attack (TIA)
 Brain tumor
 Alzheimer’s disease

Dysarthria. Dysarthria is usually caused by a nerve problem. The

person suffering from it loses the ability to make certain sounds or
might have poor pronunciation. It can also affect your ability to
control the tongue, larynx, lips, and vocal chords.
Medical issues that can cause dysarthria:

 Facial trauma
 Head trauma
 Diseases that affect your nervous system
 Stroke
 Side effects of certain medication
 Alcoholic intoxication
  Dementia
 Dentures that don’t fit properly
 Transient ischemic attack (TIA)‌

Voice disturbances. Traumatic events or extreme stress placed

on the vocal cords can cause you to “lose” your voice or have a
vocal disturbance. Disease can also affect the way your voice
sounds.
Cancerous or noncancerous growths or nodules on the vocal
cords can make your voice sound different.

Understanding Speech Impairments

Having a speech impairment can be a very frustrating and
embarrassing experience for the person experiencing it. It’s
important to be patient and understanding when communicating.
Try the following tips to improve communication and foster an
accepting environment with someone who has a speech
impairment:

 Speak slowly and use hand gestures

 Keep a pen and paper handy in case it’s needed to
communicate
 Maintain a calm environment free of stimulating sounds
 Use simple phrases when you speak
 Use your normal tone of voice

Consulting with a mental health care provider can help with

feelings of anger and depression that can accompany speech
impairments.
 4.Multiple physical impairment

Persons with multiple disabilities have a combination of two or

more serious disabilities (e.g., cognitive, movement, sensory),
such as mental retardation with cerebral palsy. The U.S. federal
government definition includes those who have more than one
impairment, "the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments" ( (Dual
sensory impairment, or deaf-blindness, is defined as a separate
disability group.) Multiple disabilities have interactional, rather
than additive, effects, making instruction and learning complex.

Causes of Multiple Physical Impairment

Having multiple disabilities means that a person has more than

one disability. What caused the disabilities? Often, no one knows.
With some children, however, the cause is known. For example,
Sharon’s disabilities were caused by a lack of oxygen at birth.
Other causes can include:

 Chromosomal abnormalities
 Premature birth
 Difficulties after birth
 Poor development of the brain or spinal cord
 Infections
 Genetic disorders
 Injuries from accidents

To support, parent, or educate a child with multiple

disabilities, it’s important to know:

 which individual disabilities are involved;

 how severe (or moderate or mild) each disability is; and
 how each disability can affect learning and daily living.
 The different disabilities will also have a combined impact. That’s
why it’s also important to ask: How does the combination of
these disabilities affect the child’s learning, balance, use of
the senses, thinking, and so on?
The answer will help parents and involved professionals decide
what types of supports and services the child needs now and in
the future.
As you can see, there’s more to IDEA’s definition of multiple
disabilities than having more than one impairment or
disability. A key part of the definition is that the combination of
disabilities causes the student to have severe educational needs.
In fact, those educational needs must be severe enough that they
cannot be addressed by providing special education services for
only one of the impairments.

Supporting Children with Multiple Disabilities

Most children with multiple disabilities will need some level

of help and support throughout their lives. How much support
a child needs will depend on the disabilities involved. A child with
mild multiple disabilities may only need intermittent support
(meaning, support is needed every now and again, or for
particular tasks). Children with multiple, more severe disabilities
are likely to need ongoing support.
Support in major life activities | When considering
what supports a child needs, it’s helpful to think about major life
activities. “Major life activities” include activities such as:

 caring for oneself; performing manual tasks; seeing, hearing,

eating, and sleeping; walking, standing, lifting, and bending;
speaking and communicating; breathing; learning; reading;
concentrating and thinking; and working.
Are any of these major life activities a challenge for the child
because of his or her disabilities? Five-year-old Sharon has
difficulties with caring for herself, walking, standing, and
communicating. Her intellectual disability makes learning,
reading, concentrating, and thinking a challenge. Not surprisingly,
these are the areas where Sharon needs extensive support. Only
time will tell how much support she’ll need as she grows older.

D. Learners Who are Gifted and Talented

1. Visual Arts
Learners who are gifted and talented
Gifted learners are those whose potential is distinctly above
average in one or more of the following domains: intellectual,
creative, social and physical. They need services and activities not
ordinarily provided by the school in order to fully develop their
potential.

QUALITIES OF THE GIFTED AND TALENTED LEARNERS

 They learn more quickly and independently than most
students their own age. 
 They often have well-developed vocabulary, as well as
advanced reading and writing skills.
 They are very motivated, especially on tasks that are
challenging or difficult. 
 They hold themselves to higher than usual standards of
achievement.

LEARNERS WHO ARE GIFTED AND TALENTED IN VISUAL ART

Children gifted in art develop the desire and the ability to
depict people and other subjects from their environment at
an earlier age than other children. The elements of
composition, color, space and movement are handled with greater
sensitivity by visually gifted students.

Characteristics of the Visually Gifted Learners

Two sets of characteristics are associated with visually
talented children: behavioral traits and characteristics of their
artwork. 
 Early Evidence
 Emergence Through Drawing
 Rapidity of Development
 Extended Concentration
 Self-Directedness
 Possible Inconsistency with Creative Behavior
 Fluency of Idea and Expression
 Calculating Capacity
2. Music
LEARNERS WHO ARE GIFTED AND TALENTED IN MUSIC
Learners who are musically gifted and talented are generally
characterized by having extraordinary listening skills, superior
cognitive knowledge, creativity, and skillful performance. Their
brains seems to be especially good at remembering musical
information and they derive a lot of pleasure for recreating it for
themselves at will.
6 INNATE SIGNS THAT A CHILD IS MUSICALLY GIFTED
 You often catch the child humming or singing a tune
they heard before.
 The child appears to notice when an instrument is
out of tune or a song is played on the wrong key.
 The child tends to spend extensive periods of time
fiddling around on a music instrument.
 A child often talks about music or asks to listen to
music.
  A child can identify a song after hearing only a few
note.
 A child seems to have a natural and effortless
understanding of rhythm.
3. Intellectual giftedness
What is Intellectual Giftedness?
“Intellectually Gifted” means a child whose intellectual abilities,
creativity, and potential for achievement are so outstanding that
the child's needs exceed differentiated general education
programming, adversely affects educational performance, and
requires specifically designed instruction or support services.
Intellectually Gifted -Known as GIFTED or TALENTED. -Someone
who shows, or has the potential for showing, an exceptional level
of performance in one or more areas of expression. -About 5% of
the student population (3 million children)
Intellectually Gifted -Any child who is naturally endowed with a
high degree of general mental ability or extraordinary ability in a
specific sphere of activity or knowledge. -Those who have an
intelligence quotient (IQ) of 130 or above.
The various definitions of intellectual giftedness include either
general high ability or specific abilities. For example, by some
definitions, an intellectually gifted person may have a striking
talent for mathematics without equally strong language skills.
In particular, the relationship between artistic ability or musical
ability and the high academic ability usually associated with high
IQ scores is still being explored, with some authors referring to all
of those forms of high ability as "giftedness", while other authors
distinguish "giftedness" from "talent".
There is still much controversy and much research on the topic of
how adult performance unfolds from trait differences in
childhood, and what educational and other supports best help the
development of adult giftedness.
4. Performing Arts
Performing arts may include dance, music, opera, theatre and
musical theatre, magic, illusion, mime, spoken word, puppetry,
circus arts, professional wrestling and performance art. There is
also a specialized form of fine art, in which the artists perform
their work live to an audience. This is called performance art.
Students can demonstrate unusual adeptness or skill in the field
of drama, music, dance, and/or visual arts. Unlike the academic
and intellectual areas, students may not have been exposed to
these artistic area(s).
Therefore, it's possible for students to have the potential for
outstanding contribution in the arts as they become involved in
the arts.
Socio-economic advantages of some students make recognition of
truly potential artistic talent difficult. Under such circumstances,
social class,family, and economic situations rather than ability,
will be the major screener unless a conscious attempt is made to
prevent that from happening.
Since this is a performance-based talent, identification should
center on nominations and portfolios and expert assessment.
These may focus on student engagement by including: 
- Craftsmanship - Pride in performance, attention to detail, and
excellence. 
    - Perceptive Facility - Ease with which pattern design, space, or
sound relationships are perceived. 
Creative Imagination - Unique response to art opportunities. 
    - Aesthetic Intelligence - Awareness and appreciation of beauty
and grace in textures, colors, lines, shapes, spaces, balance,
contrast, rhythm movement and sound.
- Aesthetic Judgment - Sensitivity in manipulating any or all of the
variables listed in aesthetic intelligence.
Characteristics of Performing Arts Talents
 •Competitive success in any of the arts
•Can lead others in artistic pursuits
•Highly motivated to improve expressive skills
•Can produce original works superior to others of their age
•Strong reaction to being in the limelight – positive or negative
•Analyse and interpret their observations and present them
artistically
•Respond emotionally to the arts and their surroundings
•Particularly sensitive to patterns
•Have the ability to visualise
•Can engage effectively with an audience – through their work or
themselves.
•May be disinterested in other aspects of education
•Perfectionist
•Many of the negative characteristics of high creative ability may
be present
•Could be a visual/spatial learner
•Disorganised.
Strategies for Teaching Gifted and Talented Learners
 • Create alternative activities that go beyond the regular
curriculum.
 • Work with students to design an independent project that they
would be interested in completing for credit.
• If possible, involve students in academic competitions in your
area.
 • Create tired assignments, which have different expectations for
different levels of learners.
E. Learners with socio-emotional disorders
1. Emotional Behavioral Disorder
Emotional and Behavioral Disorders;
 Inability to learn not due to intellectual, sensory, or health

factors 
 An inability to maintain satisfactory relationships

 In appropriate behavior or feelings

 Pervasive mood of depression or unhappiness

 Physical symptoms or fears

COGNITIVE
 Typically, IQ in low range (less than 90)
 Comorbidity with:
 LD, ADHD, Depression
 Relationship between academic and social behaviors

INTERNALIZING 
 Anxiety
 Depression 
 Isolating Behavior
 School Avoidance
 Obsessive Compulsive Disorder
 Post Traumatic Stress Disorder
 Psychosis/Schizophrenia continued sadness in irritability 
EXTERNALIZING
 Socialize Delinquency, Frequent Angry Outburst, Aggression
Towards, People/Animals, Property Destruction/ Theft, Self-
injurious, Mood Swings, Repeatead Actions/ Rituals, Easily
Stattled, Irritable, Hostile Nightmares,
 Eating Disorders
 Posssible Diagnosis 
Internalizing

• Anxiety
• Depression
• Schizophreniia 

IDENTIFICATION
 Nondiscriminatory
 Evaluation 
 Observation
 Screening
 Pre referral
 Referral
 Nondiscriminatory
 Evaluation procedure
 Determination
CAUSES
 Genetics 
 Many brain disorders
 Cluster in families, showing a genetic component or
 Predisposition 
 Brain Damage
 Injury
 Infection
 poor nutrition
 exposure to toxins
 Child Maltreatment
 Malnutrition
 Aggression
 Neglect
  Physical/Emotional
 Abuse 
EDUCATIONAL CONSIDERATIONS
 School Factors
 Students do not receive reresearch-based interventions in
reading
 58.6% drop-out rate
 2/3 of teachers are not certified in EBD
 Teachers working with students with EBD experience
burnout and job stress more than other teachers.   
 -Objectives :
             > Controlling misbehavior
             > Teaching academic and social skills
2. Anxiety Attack
 Anxiety can occur when a person fears that something bad is
going to happen. It is a non-medical term that refers to a
feeling of fear or worry that often relates to a particular
issue or concern.

 Anxiety has been linked to stress. As well as feelings of fear

and worry, it often involves physical symptoms, such as
muscle tension.
 It is different from a panic attack, which is a symptom of
panic disorder. Anxiety often relates to a specific event or
situation, although this is not always the case.

Fast facts about anxiety

 An anxiety attack usually involves a fear of some specific
occurrence or problem that could happen.
 Symptoms include worry, restlessness, and possibly physical
symptoms, such as changes in heart rate.
  Anxiety is different from a panic attack, but it can occur as
part of an anxiety or panic disorder.
Difference in symptoms
Both panic and anxiety can involve fear, a pounding or racing
heart, lightheadedness, chest pain, difficulty breathing, and
irrational thoughts.
However, in a panic attack, these are far more severe. The person
may genuinely believe they are going to die.
A person is more likely to require medical attention if they have a
panic attack versus an anxiety attack.

Symptoms of anxiety include:

 worry and apprehension

 restlessness
 sleep problems
 difficulty concentrating
 irritability
 sadness
 feeling pressure and hurried

Physical symptoms include:

 changes in heart rate

 tension in the head or neck
 headache
 nausea or diarrhea
 sweating
 dry mouth
 tightness in the throat and difficulty breathing
  trembling or shaking
 feeling faint

Causes

Anxiety often results from stress or feeling overwhelmed.

Common causes of anxiety include:

 work pressure
 financial pressure
 family or relationships problems
 divorce, separation, or bereavement
 concerns about parenthood or being a caregiver
 problems coping with administrative issues or technology
 changing life situations, such as moving house or changing
jobs
 reduced mobility or physical function
 loss of mental function, for example, short-term memory
 having a diagnosis of a chronic health condition, such
as multiple sclerosis (MS), diabetes, and others

Types of anxiety disorder

There are several different classified anxiety disorders. Each one

features different types of symptoms that can, in some cases, be
triggered by specific situations.

Panic disorder (PD): This involves at least two panic attacks

accompanied by the constant fear of future attacks. People with
panic disorder may lose a job, refuse to travel or leave their home,
or completely avoid anything they believe will trigger an attack of
anxiety.

Generalized anxiety disorder (GAD): This is a constant state of

worry about a number of events or activities in the persons life.

Phobic disorder: This features an incapacitating and irrational

fear of an object or situation, for example, a fear of spiders or
open spaces (claustrophobia). Most adults with phobic disorder
are aware that their fear is irrational.

Obsessive-compulsive disorder (OCD): This condition is

marked by unwanted repeated thoughts (obsessions) and
behaviors (compulsions).

Tips for managing stress and anxiety include:

Know the signs: If you know when to recognize the signs that
you are stressed or overly anxious, you may be able to take some
action. Headaches, an inability to sleep, or overeating may all be
signs that it is time to take a break or ask for help.

Know your triggers: If you can learn to recognize what makes

you feel anxious, you may be able to take action. Perhaps you
have taken on too many tasks? Can you ask someone to help?
Does coffee or alcohol make it worse? Consider cutting down.

Diet: A busy lifestyle can result in too much fast food or too little
exercise. Try to make time to sit down to a healthful meal, or take
a home-made lunch with plenty of fresh fruit and vegetables to
the office, instead of grabbing a burger.

Exercise: Sitting for long periods in front of a computer screen or

while driving takes its toll. Try taking a 30-minute break and take
a walk a day to boost your sense of wellbeing.
Learn some relaxation techniques: Yoga breathing, meditation,
and other strategies can help reduce stress and anxiety. There is
some evidence that the use of aromatherapy may help reduce
stress, although further research is needed.

Try a new activity: Music, meditation, gardening, or joining a

choir, yoga, pilates, or other group can ease stress and take your
mind off your worries for a while. You may meet people with
similar concerns who you can share your feelings with.

Be social: Spend time with friends and family, or find a group

where you can meet others, for example, by volunteering or
joining a support group. You may find they can provide emotional
and practical support, as well as taking your mind off the problem
at hand.

Set goals: If you are feeling overwhelmed with financial or

administrative problems, for example, sit down and make a plan.
Set targets and priorities and check them off as you resolve them.
A plan will also help you say “no” to additional requests from
others that you do not have time for.

Treatment

Treatment options for anxiety and related

problems includeTrusted Source:

 cognitive-behavioral therapy (CBT)

 medications, such as some types of antidepressants
 support groups for people with specific conditions
Anyone who feels overwhelmed by stress or anxiety should see a
health professional for advice. Getting help early may help
prevent other problems from arising.

S3. Depression

Depression (major depressive disorder) is a common and serious

medical illness that negatively affects how you feel, the way you
think and how you act. Fortunately, it is also treatable. Depression
causes feelings of sadness and/or a loss of interest in activities
you once enjoyed. It can lead to a variety of emotional and
physical problems and can decrease your ability to function at
work and at home.

Depression symptoms can vary from mild to severe and can

include:

 Feeling sad or having a depressed mood

 Loss of interest or pleasure in activities once enjoyed
 Changes in appetite — weight loss or gain unrelated to
dieting
 Trouble sleeping or sleeping too much
 Loss of energy or increased fatigue
 Increase in purposeless physical activity (e.g., inability to sit
still, pacing, handwringing) or slowed movements or speech
(these actions must be severe enough to be observable by
others)
 Feeling worthless or guilty
 Difficulty thinking, concentrating or making decisions
 Thoughts of death or suicide

Symptoms must last at least two weeks and must represent a

change in your previous level of functioning for a diagnosis of
depression.

Also, medical conditions (e.g., thyroid problems, a brain tumor or

vitamin deficiency) can mimic symptoms of depression so it is
important to rule out general medical causes.
Depression affects an estimated one in 15 adults (6.7%) in any
given year. And one in six people (16.6%) will experience
depression at some time in their life. Depression can occur at any
time, but on average, first appears during the late teens to mid-
20s. Women are more likely than men to experience depression.
Some studies show that one-third of women will experience a
major depressive episode in their lifetime. There is a high degree
of heritability (approximately 40%) when first-degree relatives
(parents/children/siblings) have depression.

Risk Factors for Depression

Depression can affect anyone—even a person who appears to live

in relatively ideal circumstances.

Several factors can play a role in depression:

 Biochemistry: Differences in certain chemicals in the brain

may contribute to symptoms of depression.
 Genetics: Depression can run in families. For example, if one
identical twin has depression, the other has a 70 percent
chance of having the illness sometime in life.
 Personality: People with low self-esteem, who are easily
overwhelmed by stress, or who are generally pessimistic
appear to be more likely to experience depression.
 Environmental factors: Continuous exposure to violence,
neglect, abuse or poverty may make some people more
vulnerable to depression.

How Is Depression Treated?

Depression is among the most treatable of mental disorders.

Between 80% and 90% percent of people with depression
eventually respond well to treatment. Almost all patients gain
some relief from their symptoms.
Before a diagnosis or treatment, a health professional should
conduct a thorough diagnostic evaluation, including an interview
and a physical examination. In some cases, a blood test might be
done to make sure the depression is not due to a medical
condition like a thyroid problem or a vitamin deficiency
(reversing the medical cause would alleviate the depression-like
symptoms). The evaluation will identify specific symptoms and
explore medical and family histories as well as cultural and
environmental factors with the goal of arriving at a diagnosis and
planning a course of action.

Medication

Brain chemistry may contribute to an individual’s depression and

may factor into their treatment. For this reason, antidepressants
might be prescribed to help modify one’s brain chemistry. These
medications are not sedatives, “uppers” or tranquilizers. They are
not habit-forming. Generally antidepressant medications have no
stimulating effect on people not experiencing depression.

Antidepressants may produce some improvement within the first

week or two of use yet full benefits may not be seen for two to
three months. If a patient feels little or no improvement after
several weeks, his or her psychiatrist can alter the dose of the
medication or add or substitute another antidepressant. In some
situations other psychotropic medications may be helpful. It is
important to let your doctor know if a medication does not work
or if you experience side effects.

Psychiatrists usually recommend that patients continue to take

medication for six or more months after the symptoms have
improved. Longer-term maintenance treatment may be suggested
to decrease the risk of future episodes for certain people at high
risk.
4. Obsessive-Compulsive Disorder

What Is Obsessive-Compulsive Disorder?

Obsessive-compulsive disorder (OCD) is a mental illness that
causes repeated unwanted thoughts or sensations (obsessions) or
the urge to do something over and over again (compulsions).
Some people can have both obsessions and compulsions.
OCD isn’t about habits like biting your nails or thinking negative
thoughts. An obsessive thought might be that certain numbers or
colors are “good” or “bad.” A compulsive habit might be to wash
your hands seven times after touching something that could be
dirty. Although you may not want to think or do these things, you
feel powerless to stop.
Everyone has habits or thoughts that repeat sometimes. People
with OCD have thoughts or actions that:

 Take up at least an hour a day

 Are beyond your control
 Aren’t enjoyable
 Interfere with work, your social life, or another part of life

OCD Types and Symptoms

OCD comes in many forms, but most cases fall into at least one of
four general categories:

 Checking, such as locks, alarm systems, ovens, or light

switches, or thinking you have a medical condition
like pregnancy or schizophrenia
 Contamination, a fear of things that might be dirty or a
compulsion to clean. Mental contamination involves feeling
like you’ve been treated like dirt.
 Symmetry and ordering, the need to have things lined up
in a certain way
 Ruminations and intrusive thoughts, an obsession with a
line of thought. Some of these thoughts might be violent or
disturbing.
Obsessions and Compulsions
Many people who have OCD know that their thoughts and habits
don’t make sense. They don’t do them because they enjoy them, but
because they can’t quit. And if they stop, they feel so bad that they
start again.
Obsessive thoughts can include:

 Worries about yourself or other people getting hurt

 Constant awareness of blinking, breathing, or other body
sensations
 Suspicion that a partner is unfaithful, with no reason to
believe it

Compulsive habits can include:

 Doing tasks in a specific order every time or a certain “good”

number of times
 Needing to count things, like steps or bottles
 Fear of touching doorknobs, using public toilets, or shaking
hands

OCD Causes and Risk Factors

Doctors aren’t sure why some people have OCD. Stress can make
symptoms worse.
It’s a bit more common in women than in men. Symptoms often
appear in teens or young adults.
OCD risk factors include:

 A parent, sibling, or child with OCD

 Physical differences in certain parts of your brain
 Depression, anxiety, or tics
 Experience with trauma
 A history of physical or sexual abuse as a child
Sometimes, a child might have OCD after a streptococcal infection.
This is called pediatric autoimmune neuropsychiatric disorders
associated with streptococcal infections, or PANDAS.

OCD Diagnosis
Your doctor may do a physical exam and blood tests to make sure
something else isn’t causing your symptoms. They will also talk
with you about your feelings, thoughts, and habits.

OCD Treatment
There’s no cure for OCD. But you may be able to manage how your
symptoms affect your life through medicine, therapy, or a
combination of treatments.
Treatments include:

 Psychotherapy. Cognitive behavioral therapy can help

change your thinking patterns. In a form called exposure and
response prevention, your doctor will put you in a situation
designed to create anxiety or set off compulsions. You’ll
learn to lessen and then stop your OCD thoughts or actions.
 Relaxation. Simple things like meditation, yoga,
and massage can help with stressful OCD symptoms.
 Medication. Psychiatric drugs called selective serotonin
reuptake inhibitors help many people control obsessions
and compulsions. They might take 2 to 4 months to start
working. Common ones
include citalopram (Celexa), escitalopram (Lexapro), fluoxeti
ne (Prozac), fluvoxamine, paroxetine (Paxil),
and sertraline (Zoloft). If you still have symptoms, your
doctor might give you antipsychotic drugs
like aripiprazole (Abilify) or risperidone (Risperdal).
 Neuromodulation. In rare cases, when therapy and
medication aren’t making enough of a difference, your
doctor might talk to you about devices that change the
electrical activity in a certain area of your brain. One kind,
transcranial magnetic stimulation, is FDA-approved for OCD
 treatment. It uses magnetic fields to stimulate nerve cells. A
more complicated procedure, deep brain stimulation, uses
electrodes that are implanted in your head.
 TMS (transcranial magnetic stimulation).  The TMS unit
is a non-invasive device that is held above the head to induce
the magnetic field. It  targets a specific part of the brain that
regulates OCD symptoms.

5. Bipolar Disorder

Bipolar disorder (formerly called manic-depressive illness or

manic depression) is a mental disorder that causes unusual shifts
in mood, energy, activity levels, concentration, and the ability to
carry out day-to-day tasks.
There are three types of bipolar disorder. All three types involve
clear changes in mood, energy, and activity levels. These moods
range from periods of extremely “up,” elated, irritable, or
energized behavior (known as manic episodes) to very “down,”
sad, indifferent, or hopeless periods (known as depressive
episodes). Less severe manic periods are known as hypomanic
episodes.

 Bipolar I Disorder— defined by manic episodes that last at least

7 days, or by manic symptoms that are so severe that the person
needs immediate hospital care. Usually, depressive episodes
occur as well, typically lasting at least 2 weeks. Episodes of
depression with mixed features (having depressive symptoms
and manic symptoms at the same time) are also possible.
 Bipolar II Disorder— defined by a pattern of depressive
episodes and hypomanic episodes, but not the full-blown manic
episodes that are typical of Bipolar I Disorder.
 Cyclothymic Disorder (also called Cyclothymia)— defined by
periods of hypomanic symptoms as well as periods of depressive
symptoms lasting for at least 2 years (1 year in children and
adolescents). However, the symptoms do not meet the diagnostic
requirements for a hypomanic episode and a depressive episode.

Sometimes a person might experience symptoms of bipolar

disorder that do not match the three categories listed above,
which is referred to as “other specified and unspecified bipolar
and related disorders.”
Bipolar disorder is typically diagnosed during late adolescence
(teen years) or early adulthood. Occasionally, bipolar symptoms
can appear in children. Bipolar disorder can also first appear
during a woman’s pregnancy or following childbirth. Although the
symptoms may vary over time, bipolar disorder usually requires
lifelong treatment. Following a prescribed treatment plan can
help people manage their symptoms and improve their quality of
life.
Signs and Symptoms
People with bipolar disorder experience periods of unusually
intense emotion, changes in sleep patterns and activity levels, and
uncharacteristic behaviors—often without recognizing their
likely harmful or undesirable effects. These distinct periods are
called “mood episodes.” Mood episodes are very different from
the moods and behaviors that are typical for the person. During
an episode, the symptoms last every day for most of the day.
Episodes may also last for longer periods, such as several days or
weeks.
Diagnosis

Proper diagnosis and treatment can help people with bipolar

disorder lead healthy and active lives. Talking with a doctor or
other licensed health care provider is the first step. The health
care provider can complete a physical exam and order necessary
medical tests to rule out other conditions. The health care
provider may then conduct a mental health evaluation or provide
a referral to a trained mental health care provider, such as a
 psychiatrist, psychologist, or clinical social worker who has
experience in diagnosing and treating bipolar disorder.
Mental health care providers usually diagnose bipolar disorder
based on a person’s symptoms, lifetime history, experiences, and,
in some cases, family history. Accurate diagnosis in youth is
particularly important. You can find tips for talking with your
health care provider in the NIMH fact sheet on Taking Control of
Your Mental Health: Tips for Talking with Your Health Care
Provider.
Bipolar Disorder and Other Conditions

Some bipolar disorder symptoms are similar to those of other

illnesses, which can make it challenging for a health care provider
to make a diagnosis. In addition, many people may have bipolar
disorder along with another mental disorder or condition, such as
an anxiety disorder, substance use disorder, or an eating disorder.
People with bipolar disorder have an increased chance of having
thyroid disease, migraine headaches, heart disease, diabetes,
obesity, and other physical illnesses.
Psychosis: Sometimes, a person with severe episodes of mania or
depression may experience psychotic symptoms, such as
hallucinations or delusions. The psychotic symptoms tend to
match the person’s extreme mood. For example:

 People having psychotic symptoms during a manic episode may

have the unrealistic belief that they are famous, have a lot of
money, or have special powers.
 People having psychotic symptoms during a depressive episode
may falsely believe they are financially ruined and penniless, have
committed a crime, or have an unrecognized serious illness.

As a result, people with bipolar disorder who also have psychotic

symptoms are sometimes incorrectly diagnosed
with schizophrenia. When people have symptoms of bipolar
disorder and also experience periods of psychosis that are
separate from mood episodes, the appropriate diagnosis may be
schizoaffective disorder.
Anxiety: It is common for people with bipolar disorder to also
have an anxiety disorder.
Attention-Deficit Hyperactivity Disorder (ADHD): It is
common for people with bipolar disorder to also have ADHD.
Misuse of Drugs or Alcohol: People with bipolar disorder may
misuse alcohol or drugs and engage in other high-risk behaviors
at times of impaired judgment during manic episodes. Although
the negative effects of alcohol use or drug use may be most
evident to family, friends, and health care providers, it is
important to recognize the presence of an associated mental
disorder.
Eating Disorders: In some cases, people with bipolar disorder
also have an eating disorder, such as binge eating or bulimia.
Treatments and Therapies
Treatment can help many people, including those with the most
severe forms of bipolar disorder. An effective treatment plan
usually includes a combination of medication and psychotherapy,
also called “talk therapy.”
Bipolar disorder is a lifelong illness. Episodes of mania and
depression typically come back over time. Between episodes,
many people with bipolar disorder are free of mood changes, but
some people may have lingering symptoms. Long-term,
continuous treatment can help people manage these symptoms.
Medications

Certain medications can help manage symptoms of bipolar

disorder. Some people may need to try several different
medications and work with their health care provider before
finding medications that work best.
 Medications generally used to treat bipolar disorder include
mood stabilizers and second-generation (“atypical”)
antipsychotics. Treatment plans may also include medications
that target sleep or anxiety. Health care providers often prescribe
antidepressant medication to treat depressive episodes in bipolar
disorder, combining the antidepressant with a mood stabilizer to
prevent triggering a manic episode.
People taking medication should:

 Talk with their health care provider to understand the risks and
benefits of the medication.
 Tell their health care provider about any prescription drugs, over-
the-counter medications, or supplements they are already taking.
 Report any concerns about side effects to a health care provider
right away. The health care provider may need to change the dose
or try a different medication.
 Remember that medication for bipolar disorder must be taken
consistently, as prescribed, even when one is feeling well.

Avoid stopping a medication without talking to a health care

provider first. Suddenly stopping a medication may lead to a
“rebound” or worsening of bipolar disorder symptoms. For basic
information about medications, visit NIMH’s Mental Health
Medications webpage. For the most up-to-date information on
medications, side effects, and warnings, visit the U.S. Food and
Drug Administration (FDA) Medication Guides website
 UNIT 3 References in APA Style:
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%20(OCD)%20is%20a%20mental%20illness%20that

Unit- 4
Assessment,
Learning
 Resources and
Instructional
(INPUT)
Accommodation

A. Types Assessment
1. Observation Checklist
It is strategy to monitor specific skills, behaviors or dispositions
of individual, students or all the students in a class. It is also
record keeping device for teachers to use to keep track of who has
mastered the target or who has not.
Key areas to observe in student observations are:
 Academic / Instructional Behaviors – This checks for the
student’s working habits and organizational skills. (e.g Does the
student work carefully and neatly? Does he/ she follow along with
instructions and tasks? Is he/ she attentive to instructions and
tasks?)
 Social Behaviors – This refers to the interaction of the student
with the people they’re surrounded within the school (including
peers and adults). (e.g Is the student friendly and respectful
towards adults and his/ her peers? Does he/ she interact
appropriately with peers in an academic setting?)
 General Behavior and Conduct –This area pertains to the
student’s overall behavior. (e.g Does the student engage in
disruptive behaviors in class? How is his/ her attention span?
What about his/ her activity level?)
Characteristics well, effective observation checklist consists of
student's name, space for four to five target area, a code or rating
to determine students’ proficiency, and also space for any
comment, and here is the code of students’ proficiency, we have
frequently, sometimes and also not yet.
Functions, there are four functions of observation checklist
 the first function is for teacher, it can be formative assessment
focusing on specific behaviour, thinking, social skills, writing
skills, speaking skills, or even athletic skills.
 the next function is for peers it is to assess the progress of
another students
 the next function is for the group the checklist can be shared
and discussed among group members to determine who needs
additional help and to see how is the group performance
 and the last function is other function it can also be used as
performance task assessment list
Why should we use the Observation Checklist?
 it provides a quick and easy way to observe and record many
skills, criteria, and behaviors prior to the final test or summative
evaluation.
 second reason it is about provide the opportunity to change
“gear” in classroom
 checklist showed teachers and the students the areas of
concerns early enough to be able to help students before a test
 provide formative assessment of students learning and also
help the teacher monitor whether or not students are on the right
track
Examples of checklist
1. Individual Checklist – When students are going to be observed
in persistence.
2. Developing Criteria - developing specific indicators that
describe all the skills actions or behaviors that are expected in
terms of criterion.
3. T- charts - it helps students understand what certain behavior
look like, as on the example, it is about social skill encouragement.
 Criteria for Checklist – the examples are on writing, speaking,
reading, social skills, problem solving and also intelligent
behaviour.
2. Anecdotal Report
Anecdotal report is a record of some significant item of conduct, a
record of an episode in the life of students, a word picture of the
student in action, a word snapshot at the moment of the incident,
any narration of events in which may be significant about his
personality.
Purpose of anecdotal report
• The teacher is able to understand her pupil in a realistic manner.
• It provides an opportunity for healthy pupil- teacher
relationship.
• It can be maintained in the areas of behaviour that cannot be
evaluated by other systematic method
• Helps the students to improve their behavior, as itis a direct
feedback of an entire observed incident, the student can analyze
his behaviour better.
• Can be used by students for self-appraisal and peer assessment.
Steps to Collect Anecdotal Reports
 Plan ahead to collect information in important curriculum
areas.
 Choose the skills to observe during different activities and in
different areas in your classroom.
 Include the date and time, names, setting, curriculum area,
and an objective description.
 Keep it simple—use clipboards, labels, sticky notes, paper,
or an activity matrix. Choose the most efficient method for
your teaching team.
 Go high tech—record observations using a handheld
electronic device. (the teacher explains further)

Anecdotal reports are extremely valuable because they are based

on facts. They assist teachers in planning experiences for children
based on what they know about their developmental levels in all
areas. They are also extremely useful when speaking with
parents/caregivers because they are based on facts rather than
opinions. (the teacher will explain further
3. Portfolio Assessment
A portfolio assessment is a collection of student works related to
the standards you must learn. This body of work is frequently
compiled over time to reflect what you have been taught as well
as what you have learned. 
 
The portfolio's purpose can be shaped based on the needs of the
users. The goal of a teacher using a portfolio is to assess the
progress of a student over time, to determine the efficiency of
teaching, to maintain contact with the students' parents, to
evaluate the education program, to allow schools to have contact
with the commodity, to assist students in self-assessment, and to
identify the students' weak points in the learning process

The importance of portfolio assessment is it organized the

students can visual or activity materials such as individual or
group studies, his/her best studies, tests, projects, presentations,
control lists, problem solutions, questionnaire, teacher comment,
reading list and reviews, self-assessment/peer-assessment
checklist, interview notes, course note, cd and disks. 
 
TYPES OF PORTFOLIO ASSESSMENT
 A showcase portfolio.
 An assessment portfolio.
 A development portfolio.

B. Learning Resources and Instructional Accommodation

1. Special Education Program
What is Special Education Program?
Special education programs are designed for those student who
are mentally, physically, socially and / or emotionally delayed.
This aspect of ‘delay’ broadly categorized as a development delay
signify an aspect of the child overall development. Special
education programs and services adapt content, teaching
methodology and delivery instruction to meet the appropriate
needs of each child.
Primarily established through the ‘ Education for All Handicapped
Children Act 1975’. The law was later amended into the Individual
with Disabilities with Education Act 2004. In 1975,
congress enacted Public Law 94142, more commonly known  as
the Education for All Handicapped Children Act (EHA).
 Individuals with Disabilities Education Act
(IDEA)
The ( EHA) Education for All Handicapped Children Act was
amended in 1997 and is now known as the Individuals with
Disabilities Education Act or IDEA.
 Provide all students with disabilities between the ages of
three and 21 with access  to an appropriate and free public
education.
 Identify , locate and evaluate children labelled with
disabilities.
 Develop an Individualized Education Program or the IEP for
each child.
 Educate children with disabilities within their "least 
restrictive environment." This environment is ideally with
their typically developing peers but is dependent on
individual circumstances.
 Provide those students enrolled in early-intervention  (EI)
programs with a positive and effective  transition into an
appropriate preschool program
 Provide special education services for those children
enrolled in private schools.
 Ensure teachers are adequately qualified and certified  to
teach special education
 Ensure that children with disabilities are not  suspended or
expelled at rates higher than  their typically developing
peers
Different Types of Disabilities
Intellectual Disabilities
- intellectual disabilities can be defined as significantly  below
average general intelligence existing with deficits  in
adaptive behavior. 
Deaf- Blindness
- This refers to a child with both hearing and visual
disabilities evident before age three.
Specific Learning Disability
- Specific learning disability can be defined as a disorder in basic
psychological processes and the imperfect ability to think , speak ,
read, write and do math.
Deafness
-it is defined as in individual to comprehend verbal language due
to a lack of hearing ability characterized by deafness.
Developmental Delay 
- are defined as children age three through nine with
developmental delay in physical cognitive social emotional or
adaptive development.
Emotional Disturbed/ Emotional Disturbance
-  These students may be depressed anxious and have a
psychological problems as well , these children are ill tempered
and anger easily.

Speech Language Impairments

- Defined as having a communication disorder such as stuttering
impaired articulation and language or voice and cameras.
Traumatic Brain Injury - this is defined as an acquired to the brain
, caused by external physical force resulting in total or functional
dis ability.
Orthopedic Impairment
- This a disabilities is defined as a severe impairment of the bones
or muscle that adversely affects a child’s educational
performance.
Visual Impairments - is defined as an impairments in vision even
with correction glasses etc. that adversely affects a child
educational performance.
Multiple Disabilities
 - it is defined occurring at the same time provide modification
and accommodation utilize  assistive technology and monitor
behavior .
Hearing Impairment
- This is an impairment and hearing or the permanent or the
deafness students have trouble with vocabulary , grammar ,
listening to lectures and participating in classroom discussion.
Autism
or autism spectrum disorder (ASD), refers to a broad range of
conditions characterized by challenges with social skills,
repetitive behavior , speech and nonverbal communication.

2. Inclusion Programs
What is Inclusion? 
; the act of including; the stateof being included
- a mindset, an attitude and beliefs which is embracing the fact
that everyone has a value to add
- building a community that is accessible to everyone 
Inclusion is adapting the; 
 • environment 
 • methods of instructions 
 • conditions 
- Inclusion is finding student's strength and intentionally planning
for their success.
Types and Models of Inclusion
1. Physical inclusion- exits when all students including students
with disabilities have equitable access to all facilities, services and
activities 
2. Academic inclusion- engage all the students in teaching and
learning process of the general education classroom.
3. Social inclusion- insures that all students have the opportunity
for the development of authentic friendships and relationships
with a broad range of their peers in and out of the classroom.
Inclusion Models
1. Full Inclusion - is about teaching all students and using best
practices.
2. Partial Inclusion - is about allowing special needs students to
interact with their peers socially and academically.
Inclusion Program
- a program that allows the students with or without special
needs to remain in the regular education classroom setting at all
times
- this program serves all children in the regular classroom on a
full-time basis. 
Goals and Benefits of Inclusion Program 
Goals; 
• all students shall be given the opportunity to participate in all
aspects of school life, subject to limitations based on
reasonableness in each circumstances.
• a student's program must address the intellectual, learning,
communication, social emotions and physical aspects of a child's
development.
• "all students will have equitable opportunity to be included in
the typical learning environment".
Benefits;
• It allows children to work on individual goals while being with
other students.
• It provides all children with opportunities to develop
friendships with one another.
• All children are able ro be able to be part of their community
and develop a sense of belonging and becomebetter prepared for
life in the community as children and adults.
• It provides better opportunities for learning.

3. Indigenization and Contextualization of the Curriculum

Students with disabilities who use instructional accommodations
are required to learn the same content at the same level of
proficiency as their peers who do not use instructional
accommodations. A course's content and concepts can improve
student motivation, learning, and persistence. When we talk
about instructional accommodation, one of the core concepts
would be the indigenization and contextualization of the
curriculum. INDIGENIZATION Indigenizing curriculum is about
transforming curriculum and teaching practices to include
Indigenous knowledges. It goes beyond adding Indigenous
scholars to the syllabus. CONTEXTUALIZATION The
contextualization of a course's content and concepts can improve
student motivation, learning, and persistence. Why indigenize?
Embracing IPEd by practicing indigenized ways of knowing,
learning, teaching, instructing and training ensures that students
and teachers, whether indigenous or nonindigenous, are able to
benefit from education in a culturallysensitive manner that
utilizes, promotes, and enhances awareness of indigenous
traditions

What is contextualized learning resources?

Contextualized instructional materials or supplementary learning
materials through the use of technology enable the learners to
pave the way the mastery of the different competencies which are
very essential for education and learning.
What is contextualization of the curriculum?
Contextualized curriculum helps students learn language skills by
teaching the skills using the authentic contexts in which students
must use those skills in the real world. Contextualizing curriculum
is effective both for community-based and workplace classes.
How important is curriculum contextualization and
localization of lessons and learning materials?
It helps teachers and students comprehend concepts by relating
and presenting a lesson in the context of the prevailing local
environment, culture, and resources. Hence, lessons are becoming
more real-life, customized, and appropriate.
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