Asildo-Jea Myca C.-SPED-604-Section-2

SPED 604 : Dynamics of Learning to Children with
Behavioral Needs
Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez
Course: Diploma in SPED
Topic: Differentiated Instruction/Learning Styles

1.Why do we need to differentiate instruction in the classroom/s?
Differentiated instruction allows us to help each individual student reach their
fullest potential, teachers should try differentiated instruction strategies. These
educational techniques accommodate each student’s learning style, readiness,
and interest. Differentiated instruction strategies use a variety of educational
methods to teach students the same information. These techniques may also
require teachers to teach content at varying levels based on students’ readiness.
The goal of differentiated instruction strategies is to ensure that all students are
engaged in the learning process by providing tasks that match each individual’s
needs.
2.Discuss the following:
A. Thinking styles
According to science direct dot com, Thinking styles exist at the interface between cognition and
personality traits. Thinking styles are preferred ways of applying one's intellectual abilities and
knowledge to a problem. Two people may have equal levels of intelligence but differ on how
they focus their abilities on a task. Research indicates that some thinking styles promote
creativity, whereas others diminish it.
Researchers have identified five distinct styles of thinking. People typically show a marked
preference for one of the styles. Here is a brief description of each of the five styles.
1) Synthesists: This may be your thinking style if you
 are a creative thinker who perceives the world in terms of opposites.

 tend to be challenging and skeptical, even when there is no clear reason to be.
 are able to juggle arguments and counterarguments, forming new ideas from the conflict.
 are given to open argument and confrontation.
 like to speculate 'what if?'
Behavioral Needs
2) Idealists: This may your thinking style if you
 believe in lofty goals and standards.

 respond to others in an attentive and receptive manner.
 avoid conflict.
 take a long view of things.
 focus on the whole.
3) Pragmatists: This may be your thinking style if you
 look for immediate results.

 like to experiment and brainstorm.
 are good at convincing others of the validity of your ideas.
 have a willingness to agree with the ideas of others.
 are creative and innovative.
4) Analysts: This may be your thinking style if you
 value accuracy, thoroughness, and attention to detail.

 thrive on data.
 break problems into their component parts.
 frequently write lists.
 value reason and rules.
5) Realists: This may be your thinking style if you
 like to get right at tasks and get them done.

 have a high reliance on your senses to learn about the world.
 like to deal with concrete things rather than abstract concepts.
 break down complex problems into simpler problems.
 have a poor tolerance for ambiguity.
Each of the five thinking styles has its own strengths and weaknesses. One is not better than
another. The important thing is to understand and accept your thinking style. If you are a
Synthesist, you are likely to be the person who solves problems others think of as unsolvable. If
you are an Idealist, you are likely to be perceived as a nurturing person. If you are a Pragmatist,
you are likely to be willing to take risks and come up with innovative solutions to problems. If
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you are an Analyst, you are likely seen as a person who can troubleshoot problems. If you are a
Realist, you likely are the person who quickly provides practical solutions to problems.
Know your thinking style and use it to your best advantage
B. Learning styles
One of the most accepted understandings of learning styles is that student learning styles fall into
three categories: Visual Learners, Auditory Learners and Kinesthetic Learners. These
learning styles are found within educational theorist Neil Fleming’s VARK model of Student
Learning. VARK is an acronym that refers to the four types of learning styles: Visual, Auditory,
Reading/Writing Preference, and Kinesthetic. (The VARK model is also referred to as the
VAK model, eliminating Reading/Writing as a category of preferential learning.) The VARK
model acknowledges that students have different approaches to how they process information,
referred to as “preferred learning modes.” The main ideas of VARK are outlined in Learning
Styles Again: VARKing up the right tree! (Fleming & Baume, 2006)
Students’ preferred learning modes have significant influence on their behavior and learning.
Students’ preferred learning modes should be matched with appropriate learning strategies.
Information that is accessed through students’ use of their modality preferences shows an
increase in their levels of comprehension, motivation, and metacognition.
Identifying your students as visual, auditory, reading/writing, kinesthetic, learners, and aligning
your overall curriculum with these learning styles, will prove to be beneficial for your entire
classroom.Keep in mind, sometimes you may find that it’s a combination of all three sensory
modalities that may be the best option. Allowing students to access information in terms they are
comfortable with will increase their academic confidence.
Ways of learning: A closer look at 4 learning styles

Learning styles and preferences take on a variety of forms—and not all people fit neatly into one
category. But generally speaking, these are the most common types of learners:
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1. Visual learners
 How to recognize visual learners in your class: Someone with a preference for visual
learning is partial to seeing and observing things, including pictures, diagrams, written
directions and more. This is also referred to as the “spatial” learning style. Students who
learn through sight understand information better when it’s presented in a visual way.
These are your doodling students, your list makers and your students who take notes.
 How to cater to visual learners: The whiteboard or smartboard is your best friend when
teaching these types of learners. Give students opportunities to draw pictures and
diagrams on the board, or ask students to doodle examples based on the topic they’re
learning. Teachers catering to visual learners should regularly make handouts and use
presentations. Visual learners may also need more time to process material, as they
observe the visual cues before them. So be sure to give students a little time and space to
absorb the information.
2. Auditory learners
 How to recognize auditory learners in your class: Auditory learners tend to learn

better when the subject matter is reinforced by sound. These students would much rather
listen to a lecture than read written notes, and they often use their own voices to reinforce
new concepts and ideas. These types of learners prefer reading out loud to themselves.
They aren’t afraid to speak up in class and are great at verbally explaining things.
Additionally, they may be slower at reading and may often repeat things a teacher tells
them.
 How to cater to auditory learners: Since these students generally find it hard to stay
quiet for long periods of time, get your auditory learners involved in the lecture by asking
them to repeat new concepts back to you. Ask questions and let them answer. Invoke
group discussions so your auditory and verbal processors can properly take in and
understand the information they’re being presented with. Watching videos and using
music or audiotapes are also helpful ways of learning for this group.
3. Reading/writing learners
 How to recognize reading/writing learners in your class: According to the VARK

Modalities theory developed by Fleming and Mills in 1992, reading/writing learners
prefer to learn through written words. While there is some overlap with visual learning,
these types of learners are drawn to expression through writing, reading articles or
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books, writing in diaries, looking up words in the dictionary and searching the internet
for just about everything.
 How to cater to reading/writing learners: Of the four learning styles, this is probably
the easiest to cater to since much of the traditional educational system tends to center
on writing essays, doing research and reading books. Be mindful about allowing plenty
of time for these students to absorb information through the written word, and give
them opportunities to get their ideas out on paper as well.
4. Kinesthetic learners
 How to recognize kinesthetic learners in your class: Kinesthetic learners, sometimes

called tactile learners, learn through experiencing or doing things. They like to get
involved by acting out events or using their hands to touch and handle in order to
understand concepts. These types of learners might struggle to sit still and often excel at
sports or like to dance. They may need to take more frequent breaks when studying.
 How to cater to kinesthetic learners: The best way teachers can help these students
learn is by getting them moving. Instruct students to act out a certain scene from a book
or a lesson you’re teaching. Also try encouraging these students by incorporating
movement into lessons: pacing to help memorize, learning games that involve moving
around the classroom or having students write on the whiteboard as part of an activity.
Once kinesthetic learners can physically sense what they’re studying, abstract ideas and
difficult concepts become easier to understand.
Embrace all types of learning

Understanding these different learning styles doesn’t end in the classroom. By equipping
students with tools in their early years, teachers are empowering them for their futures.
Pinpointing how a child learns best can dramatically affect their ability to connect with the
topics you’re teaching, as well as how they participate with the rest of the class.
C. Sensory approaches to learning

Many educational institutions refer to teaching techniques that entail appealing to more than one
sense at once as multisensory learning approaches. A multimodal strategy, which involves using
visual, auditory, and kinesthetic-tactile pathways, can improve memory and learning capacity.
Aside from sight, hearing, touch, and movement, this can also include taste and smell. The
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lessons can be experienced by the students in a variety of ways, each of which will best engage
and excite their minds as they learn. Since Montessori, John Dewey, and Grace Fernald, to name
a few, there has been a rich history in the literature on education.
All children benefit from exposure to multisensory lessons; including those who may not have
any difficulties with learning or paying attention. Whether general education or special
education, if a student could learn something using more than one sense, the information is more
likely to make a memorable impact and be internalized.
However, multisensory learning can be particularly helpful for students with learning disabilities
and cognitive limitations who may have difficulty in one or more areas of education. For
example, a differently abled student may have trouble processing visual information. This can
make it challenging for them to learn and retain information through only reading and visual
stimuli. Using other senses, such as tactile or auditory, these children can make a stronger
connection with what they’re learning.
Instead of each student experiencing a lesson through a singular medium like a textbook, a
multisensory approach will involve more students in taking active roles in learning. This kind of
hands-on learning enhances students’ ability to collect and remember information, make
connections between what they already know and new information, understand and work
through complexities, and use nonverbal problem-solving skills.
Ultimately, using a multisensory approach in a learning environment helps to meet the varying
needs of all children giving them each a chance to succeed.
D. Multiple intelligences
The concept of multiple intelligences is a theory proposed by Harvard psychologist Howard
Gardner. When you hear the word intelligence, the concept of IQ testing may immediately come
to mind. Intelligence is often defined as our intellectual potential; something we are born with,
something that can be measured, and a capacity that is difficult to change.
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In recent years, however, other views of intelligence have emerged, including Gardner's
suggestion that multiple different types of intelligence may exist.
his theory suggests that traditional psychometric views of intelligence are too limited. Gardner
first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences,
where he suggested that all people have different kinds of "intelligences."
Gardner proposed that there are eight intelligences, and has suggested the possible addition of a
ninth known as "existentialist intelligence."1
In order to capture the full range of abilities and talents that people possess, Gardner theorizes
that people do not have just an intellectual capacity, but have many kinds of
intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.
While a person might be particularly strong in a specific area, such as musical intelligence, he or
she most likely possesses a range of abilities. For example, an individual might be strong in
verbal, musical, and naturalistic intelligence.
Gardner’s Multiple Intelligences

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds,
meanings and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and
capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize
accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle
objects skillfully)
5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods,
motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs
and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other
objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep questions about human
existence such as, “What is the meaning of life? Why do we die? How did we get here?”
E. Brain-based Learning
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Brain-based learning refers to teaching methods, lesson designs, and school programs that are
based on the latest scientific research about how the brain learns, including such factors as
cognitive development—how students learn differently as they age, grow, and mature socially,
emotionally, and cognitively.
Brain-based learning is motivated by the general belief that learning can be accelerated and
improved if educators base how and what they teach on the science of learning, rather than on
past educational practices, established conventions, or assumptions about the learning
process. For example, it was commonly believed that intelligence is a fixed characteristic that
remains largely unchanged throughout a person’s life. However, recent discoveries in cognitive
science have revealed that the human brain physically changes when it learns, and that after
practicing certain skills it becomes increasingly easier to continue learning and improving those
skills. This finding—that learning effectively improves brain functioning, resiliency, and
working intelligence—has potentially far-reaching implications for how schools can design their
academic programs and how teachers could structure educational experiences in the classroom.
F. Gender-based learning
Gender-based pedagogy exploits instructional methodologies and approaches that
appeal differently to the genders in ensuring learning takes place. For example,
English instruction is aligned to the needs of boys including more “factual work,
factual writing, ‘boy friendly’ content and cloze procedure tasks”
G. Emotional intelligence
Emotional intelligence (otherwise known as emotional quotient or EQ) is the
ability to understand, use, and manage your own emotions in positive ways to
relieve stress, communicate effectively, empathize with others, overcome
challenges and defuse conflict. Emotional intelligence helps you build stronger
relationships, succeed at school and work, and achieve your career and personal
goals.
Emotional intelligence is commonly defined by four attributes:
Self-management – You’re able to control impulsive feelings and behaviors,
manage your emotions in healthy ways, take initiative, follow through on
commitments, and adapt to changing circumstances.
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Self-awareness – You recognize your own emotions and how they affect your
thoughts and behavior. You know your strengths and weaknesses and have self-
confidence.
Social awareness – You have empathy. You can understand the emotions, needs,
and concerns of other people, pick up on emotional cues, feel comfortable socially,
and recognize the power dynamics in a group or organization.
Relationship management – You know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well in a
team, and manage conflict.
H. Personality types (of learning)
Personality type refers to the psychological classification of different types of
individuals. Personality types are sometimes distinguished from personality traits,
with the latter embodying a smaller grouping of behavioral tendencies.
Different Personality Types of Learning
The Inspector – ISTJ Learning Style - tend to learn best through experience, hands-
on practice, and repetition
The Counselor – INFJ Learning Style - are visionaries and idealists. This
personality type oozes creative imagination and brilliant ideas from every pore
The Mastermind – INTJ Learning Style - This personality type tends to be quiet,
reserved and comfortable in their own company.
The Provider – ESFJ Learning Style- This personality type is effortlessly social,
born of a need to interact with others.
The Giver – ENFJ Learning Style - are eternal people-pleasers. They are
extroverted, idealistic, charismatic, outspoken, highly principled and ethical.
The Idealist – INFP Learning Style - This personality type prefers not to talk about
themselves, especially upon first meeting a new person.
Behavioral Needs
The Visionary – ENTP Learning Style – it is among the rarest in the world, which
is understandable. Although they are extroverts, ENTPs reject small talk – and may
not thrive in social situations.
The Craftsman – ISTP Learning Style- This personality type is typically defined by
rationality and logic but is also capable of spontaneity and enthusiasm
The Performer – ESFP Learning Style- Born to provide amusement and
distraction to others and to hog the limelight, ESFPs love to hold court in a group.
The Champion – ENFP Learning Style - This personality type is highly
individualistic. Champions are not followers, and care little for the status quo.
Instead, they strive toward creating their own methods, looks, actions, habits, and
ideas
The Doer – ESTP Learning Style – This personality lives for social interaction,
drawing power from feelings and emotions.
The Supervisor – ESTJ Learning Style – This learning style places a great deal of
emphasis on traditional values. These include organization, honesty, dedication
and dignity. This personality type believes firmly in doing what they believe is
right and socially acceptable.
The Commander – ENTJ Learning Style - primary concern is focus is managing
external circumstances with logic and discipline
The Thinker – INTP Learning Style- re highly regarded for brilliant theories and
unrelenting logic. This makes sense, as this personality type is arguably the most
logical of all
The Nurturer- ISFJ Learning Style - This personality type is always ready to give
back, and any generosity received will be returned threefold.
The Composer – ISFJ Learning Style- they are introverts but may not always seem
this way. Even if an ISFP has difficulties connecting to other people initially, they
eventually grow warm, approachable, and friendly.
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3.What goals are we trying to achieve through differentiation of instruction in

the classroom?
The goal of differentiated instruction strategies is to ensure that all students are
engaged in the learning process by providing tasks that match each individual's
needs. The instruction will help each individual student reach their fullest potential
and accommodate each student’s learning style, readiness, and interest
Topic: Inclusive Education/LSEN Handbook
4.What is Inclusive Education (IE)?

Inclusion represents an opportunity for students with disabilities who traditionally
are educated in “special” separate programs, to attend their home schools and
participate in general education classrooms and curricula with their age-group
peers. Inclusion is an evolutionary process through which the needs of the
individual students are addressed by general and special education staff who help
provide the necessary support to meet the students’ needs. The inclusion process
teaches staff and students the value of diversity. It provides a learning environment
intended to better prepare everyone involved for cooperative living in a diverse
community.
5.How are LSENs accommodated in IE setting?
In Section 9 of the policy (p. 26), test accommodations are prescribed as
follows:
1. Separate, accessible testing room situated at the ground floor near clean and
accessible restrooms. They must be grouped according to difficulty;
2. Double the time for test taking. This is to give them ample time to read and
answer the test;
3. Flexible rules such as allowing test takers to stand up once in a while or get
out of the room for those who have difficulty concentrating;
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4. Personal assistant must be allowed to help those with difficulty

walking/moving/climbing steps;
5. Qualified sign language interpreters who shall ensure that all spoken
instructions during testing are adequately interpreted to those who have
difficulty hearing;
6. Alternative test formats (Braille, large print, audio, electronic);
7. For examinees with difficulty seeing, alternative response formats can be
used, such as oral type wherein an examiner reads the test items to the
examinee and a scribe shades the answers in the scannable answer sheet.
These alternative formats may also be used by other learners as needed;
8. Appropriate test furniture (table, chair).
6. What possible challenges may hinder IE implementation?

There are many factors that may hinder IE implementation:
Economic Factors- inadequate funding of inclusive schools; inadequate number of
personnel, inadequate training for personnel; and inadequate funding to purchase
the necessary technological materials
Emotional Factors- discrimination of LSENs, lack of awareness of the special
needs of children loss of sense of belonging.
7. Explain the government’s overall goal for Special Education.

The government participates in the development of Inclusive education by crafting a curriculum
for LSENS. One of the curricula created was the so-called Compensatory Curriculum wherein it
is designed to develop learners with special needs the essential skills they will need in order to
access the K-12program.( orientation and mobility, braille reading, writing, auditory, speech and
rhythm, total communication,daily and community living.
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Also, government builds teachers’ knowledge and skills in order to enhance special education
programs in an inclusive setting. The capacity of the teachers shall improve in order to create an
environment that promotes the inclusion of diverse learners and facilitates teaching activities
may include, but not limited to immersion, coaching, mentoring and benchmarking. DepEd shall
collaborate with CHED to ensure integration of IE in major courses in the teacher education
program. In –service and continuing education shall be provided to strengthen knowledge on
theory and practice in IE. Government created policies and guidelines for hiring and promotion
of teachers shall not be discriminatory and shall provide equal opportunities.
8. In your own little way how will you help address these challenges in
implementing IE?
Students with special and exceptional needs are placed in inclusive learning
environments more frequently than in the past. For general educators with a limited
special education background, this can often be anxiety provoking and stressful.
Every teacher wants to provide the best instruction and education for her students..
I work with them to ensure that all students have the necessary resources in order
to be successful, and that they themselves can grow and learn as an educator.
1. Get to know your students’ IEPs/504s
2. Implement Universal Design for Learning (UDL)
3. Support Important Life Skills
4. Engage in Collaborative Planning and Teaching
5. Develop a strong Behavior Management Plan
 Posting daily schedules

 Displaying classroom rules and expectations
 Encouraging peer to peer instruction and leadership
 Using signals to quiet down, start working, and putting away materials.
 Giving students folders, labels and containers to organize supplies.
 Checking in with students while they work
 Utilizing proactive rather than reactive interventions as needed
 Speaking to students privately about any concerns
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 Employing specific, targeted positive reinforcement when a student meets a

behavioral or academic goal.
9.Enumerate the different difficulties indicated in the handbook.

 Difficulty in mobility
 Behavior difficulty
 Basic Skill difficulty
 Adaptive skill difficulty
 Reading and Writing Difficulty
 Learning Difficulty
 Spelling Difficulty
 Speech Difficulty
 Hearing Difficulty
10.What is the great challenge that the Department of Education is facing in

achieving its goal (Education for All)?
 Inequality is one of the foremost challenges to reaching education for all.
 The quality of education is the second major challenge.
 Financing is the third priority, a key to unlocking the crisis in education.
11.Describe the ICF Concepts.
 ICF Definition:
ICF stands for International Classification of Functioning, Disability and
Health. It is a framework for describing and organizing information on
functioning and disability. It provides a standard language and a conceptual
basis for the definition and measurement of health and disability.
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 Background:
In recent years, reaching out more learners with disabilities to enjoy their rights
in education posed a bigger challenge. Hence, the shift from identifying learners
with disability solely based on medical condition to social model is timely.
In order to reach out more learners with special needs, concepts of the
International Classification of Functioning, Disability and Health (ICF) developed
by the World Health Organization was incorporated. The ICF was developed over
seven-year period in an international collaborative process and validated in over 70
countries. It reflects the modern day thinking about disability. It is based on a bio-
psychosocial model of functioning and disability, integrating medical and social
models.
The ICF Classification system uses, to the extent possible, neutral language
to name its components and categories. For example:
 Vision functions instead of blindness
 Intellectual functions, complete impairment instead of totally dull
 Participation restriction instead of handicap
 Persons with disabilities instead of disabled persons
 ICF MODEL
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NOTE: Disability in the ICF arises out of Activity limitations and restrictions placed
upon Participation that grow out of the interaction between Body Structure and Function
limitations and an unaccommodating environment
CONCEPTS OF FUNCTIONING AND DISABILITY

 As the diagram indicates, in ICF disability and functioning are viewed as
outcomes of interactions between health conditions (diseases, disorders and
injuries) and contextual factors.
 Among contextual factors are external environmental factors (for example,
social attitudes, architectural characteristics, legal and social structures, as
well as climate, terrain and so forth); and internal personal factors, which
include gender, age, coping styles, social background, education, profession,
past and current experience, overall behaviour pattern, character and other
factors that influence how disability is experienced by the individual.
 The diagram identifies the three levels of human functioning classified by
ICF:
Functioning at the level of body or body part, the whole person, and the
whole person in a social context.
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Disability therefore involves dysfunctioning at one or more of these same

levels: impairments, activity limitations and participation restrictions.
The learners in this Handbook covers those who have difficulty or
impairments, have activity limitations and experience participation restrictions and
learners who have already been properly diagnosed and assessed by specialists.
 ICF PRINCIPLES
Universality. A classification of functioning and disability should be applicable
to all people irrespective of health condition and in all physical, social and cultural
contexts. The ICF achieves this and acknowledges that anyone can experience
some disability. It concerns everyone’s functioning and disability, and was not
designed, nor should be used, to label persons with disabilities as a separate social
group
Parity and aetiological neutrality. In classifying functioning and disability, there
is not an explicit or implicit distinction between different health conditions,
whether ‘mental’ or 'physical'. In other words, disability is not differentiated by
aetiology. By shifting the focus from health condition to functioning, it places all
health conditions on an equal footing, allowing them to be compared using a
common metric. Further, it clarifies that we cannot infer participation in everyday
life from diagnosis alone.
Neutrality. Domain definitions are worded in neutral language, wherever
possible, so that the classification can be used to record both the positive and
negative aspects of functioning and disability.
Environmental Influence. The ICF includes environmental factors in
recognition of the important role of environment in people’s functioning. These
factors range from physical factors (such as climate, terrain or building design) to
social factors (such as attitudes, institutions, and laws). Interaction with
environmental factors is an essential aspect of the scientific understanding of
'functioning and disability'.
The body functions and structures of people, and impairments thereof
(functioning at the level of the body
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The activities of people (functioning at the level of the individual) and the
activity limitations they experience;
The participation or involvement of people in all areas of life, and the
participation restrictions they experience (functioning of a person as a member of
society); and
The environmental factors which affect these experiences (and whether these
factors are facilitators or barriers).
 ICF COMPONENTS
Body functions - The physiological functions of body systems (including
psychological functions).
Body structures - Anatomical parts of the body such as organs, limbs and their
components.
Impairments - Problems in body function and structure such as significant
deviation or loss.
Activity - The execution of a task or action by an individual.
Participation - Involvement in a life situation.
Activity limitations - Difficulties an individual may have in executing activities.
Participation restrictions - Problems an individual may experience in involvement
in life situations.
Environmental factors - The physical, social and attitudinal environment in which
people live and conduct their lives. These are either barriers to or facilitators of the
person's functioning.
Functioning is an umbrella term for body function, body structures, activities and
participation. It denotes the positive or neutral aspects of the interaction between a
person’s health condition(s) and that individual’s contextual factors (environmental
and personal factors).
Behavioral Needs
Disability is an umbrella term for impairments, activity limitations and

participation restrictions. It denotes the negative aspects of the interaction between
a person’s health condition(s) and that individual’s contextual factors
(environmental and personal factors).
12.What are the suggested activities for LSENs?
Here some suggested activities for LSENs
 Play Trivia
 Turn on the Subtitles!
 Play Word Association
 Play Word Lottery
 Turn Instructions into Songs
 Put Activities on a Menu
 Have the students create something
 Find the Learning Possibilities in Things Students Love
 Special Challenges and Rewards
13. Enumerate appropriate measures in handling LSENs.
 Effective teaching strategies may include the use of ‘procedural facilitators’
like planning sheets, writing frames, story mapping and teacher modelling of
cognitive strategies, although for quality and independence in learning it is
crucial to extend these technical aids with elaborated ‘higher order’
questioning and dialogue between teachers and pupils.
 Research evidence and professional guidance emphasizes the importance of
the classroom as a whole learning environment, including the distinctive
new developments in ICT.
 There is evidence about the need for explicit, comprehensive and integrated
teaching of different aspects of reading linked to spelling and writing.
 There is little evidence of the need for distinctive teaching approaches for
children with specific learning difficulties although responding to individual
differences is crucial. The key to appropriate teaching lies in careful and
ongoing assessment linked with teaching.
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14. What are some observable difficulties of LSENs?

 Difficulty in displaying Interpersonal behavior
 Making friends and maintaining friends
 Interacting people with authority
 Creating and maintaining family relationship
 Difficulty in basic Learning and applying knowledge
 Learning to read/write/ count/ calculate
 Acquiring skills (manipulating tools, learning names)
 Thinking and solving problems
 Difficulty in Communicating
 Understanding others
 Producing message
 Communicating with others
 Communicating using devices
 Difficulty in Hearing
 Difficulty in Seeing
 Difficulty in remembering and concentrating
 Difficulty in Performing adaptive skills
 Washing oneself
 Care of body parts
 Dressing and undressing
 Eating and drinking
15. What are the different processes that the school’s multi-disciplinary team
considered in assessing the LSENs? Describe each.
 The assessment of LSENs shall be a continuous process. The school shall
organize a multi-disciplinary team to take charge of the assessment of all
learners in the following processes:
Child Find
Behavioral Needs
 DepEd shall strengthen its Child Find Program in all schools. It shall be
conducted and announced through an issuance of a DepEd
Order/Memorandum (DO No. 5, s. of 2016).
Identification
 Public schools shall admit all learners regardless of their ethnicity, culture
diversity, academic strengths and weaknesses, physical, mental and
emotional capabilities. Early identification of learners with special
educational needs shall be one of the priority activities of the school. Upon
enrolment, the school shall conduct assessment using appropriate tools such
as Multi-Factored Assessment Tool (MFAT), Interest Inventory Checklist
and full diagnostic assessment based on DepEd existing guidelines.
Screening
 Screening of learners shall be done for placement and appropriate
intervention. Based on the result of initial assessment conducted, learners
with manifestation of special educational needs shall be given in-depth
assessment. The teacher shall inform and discuss the results with the parents
and may provide assistance for referral of the learner to the appropriate
specialist.
Classroom Assessment
 Classroom assessment is a process of identifying, gathering, organizing and
interpreting quantitative and qualitative information about what learners
know and can do. It recognizes diversity of learners and the need for
multiple ways of measuring their varying abilities and learning potentials. It
is used to track learner progress that measures achievement of competencies
by the learners (D.O.8, s. 2015). Teachers shall use appropriate assessment
activities/strategies, and provide classroom learning experiences for learners
to demonstrate success.
Referral
Behavioral Needs
 Learners who are in need of further assessment and assistance to improve

their cognitive, social and emotional skills may be referred to other
government agencies or non-government organization who could provide
assessment, medical, financial and other related services. A coordinated
referral system as well as procedure for effective referral transition shall be
included in an inter-agency and/or non-government agreement.
Placement
 All identified LSEN shall be in a class where their needs shall be addressed.
Teacher shall provide appropriate intervention, accommodation and
modification for them. The placement could be any of the following:
Inclusive classroom
 Mainstreaming
 Self- contained
 Hospital/ home base
 Transition Program
Exit Assessment
The exit assessment shall be provided to learners who leave school and
acquired the necessary skills for the next school level or for work. The
learner shall be referred to an appropriate agency to respond to his/her needs
as a result of counseling after enrolment and provision of appropriate
intervention/education.
12. Describe a conducive learning environment for LSENs?
A conducive learning environment should offer a climate of safety, where
risk-taking is encouraged, there is open authentic conversation, trust and
respect are fostered, and positive interaction is the norm. A conducive
learning environment should be well-planned, structured and organized. It
should be organized into different and separate space. There should be a
provision of a space where entire class can learn together and a space where
learners can engage in small group activity.
Behavioral Needs
13. Do you think that Specialized Facilities Technology are important tools for
LSENs? Why?
Specialized Facilities Technology are important tools for LSENs because it makes
possible for a classroom to be enhanced with individual learning events, allowing
instructors to provide greater flexibility and differentiation in instruction. Teachers
can use technology to offer a variety of learning opportunities and approaches that
engage, instruct, and support special education students with a myriad of tactics
designed to appeal to individual learners. No longer are students stuck in a
classroom they don’t understand, trying to learn at a pace they can’t keep up with
or participate in.”
14.What are Specialized Facilities and Technology needed by the LSENs?
These are some of the Specialized facilities and Technology needed by the
LSESNs:
 Information on available technical aids
 2. Accessibility and utilization of software that will enhance easy access of
information and education materials.
 3. Acquire, standardize, produce, fabricate, adopt, repair and maintain
assistive devices for all services providers.
 4. Provide teachers who will train LSENs on the use of assistive devices
like:
 Braille Machines, Laptops with Voice Input, Assistive Listening Devices
Augmentative and alternative Communication devices, Use of CD-ROM,
audio or video, closed circuit television, talking or large print calculators
depending on the need of the learners.
15. Who will help us in the implementation of the program?
In line with the thrust on access to quality education, DepED through the
Student Inclusion Division of the Bureau of Learning Delivery (BLD)
institutionalize the Special Education Program at the elementary and
secondary levels.
Behavioral Needs
16. Enumerate the different difficulties indicated in the handbook.

 Difficulty in displaying Interpersonal behavior
 Making friends and maintaining friends
 Interacting people with authority
 Creating and maintaining family relationship
 Difficulty in basic Learning and applying knowledge
 Learning to read/write/ count/ calculate
 Acquiring skills (manipulating tools, learning names)
 Thinking and solving problems
 Difficulty in Communicating
 Understanding others
 Producing message
 Communicating with others
 Communicating using devices
 Difficulty in Hearing
 Difficulty in Seeing
 Difficulty in remembering and concentrating
 Difficulty in Performing adaptive skills
 Washing oneself
 Care of body parts
 Dressing and undressing
 Eating and drinking
17. What are your insights and learning about the handbook?
18. How important is the handbook to the teachers and LSENs?
A good teacher’s handbook lays out the basic principles of the coursebook and the
recommended procedures for using the book. As such is it a guide for teachers,
particularly novice teachers who may have little teacher training or classroom
experience.
19. Knowing the content of the handbook, are you ready to
implement/embrace inclusive education?
Behavioral Needs
Topic: Learners with Difficulty in Mobility

20.What do you think are the causes of difficulty in mobility?
Common causes of difficulty in mobility are:
 Neurological conditions.
 Aging process.
 Obesity.
 Injury.
 Mental health illness.
21. How were you able to classify learners with difficulty in mobility?
Mobility impairment is defined as a category of disability that includes people
with varying types of physical disabilities. We can classify them by their
characteristics. This type of disability includes upper or lower limb loss or
disability, manual dexterity and disability in co-ordination with different organs
of the body.
22. Can you give an example/s of the physical features of learners with
mobility problems?
 Club Foot (bent foot)- is a deformity of the ankle and foot that happens
during pregnancy. Parts of the ankle and foot are in the wrong position.
 Amputation - is when part of the arm or leg is missing. It might have been
lost due to an accident, or is removed by a doctor because of disease.
 Congenital deformity of the arm/leg. - This is when the person is born
with an arm or leg that is different. Part it might be missing or there may be
extra parts e.g. 6 toes.
 Polio - is a disease that infects the spinal cord (cord inside the backbone that
connects to the brain). The person first gets sick (fever, vomiting, and
diarrhea) then cannot move their body.
 Cerebral Palsy- Cerebral means ‘brain’ and palsy means ‘paralysis’. The
brain is damaged and cannot send the correct messages to the muscles. The
Behavioral Needs
child cannot move easily- the body can be stiff and the child cannot control
their movements.
 Spinal cord injury (back broken) - is when the cord inside the backbones
is damaged or broken. This means when the brain tries to sends a message to
the muscles to move it the message does not get there. The child cannot
move their body. The muscles get weaker and smaller as they are not used.
 Head injury - is an accident to the brain. The person will fall and hit their
head. Dependent on how severe the brain damage is the person can have
problems with learning, memory, speaking, moving and emotions.
23.How do you feel when you see people with mobility problems?
When I see children with mobility problem, I pity them, for their life is so
challenging, especially by doing daily- life activities independently. By
watching them, I am more thankful that I was born blessed with a normal life
with complete body parts.
Topic: Hard of Hearing/Deafness (difficulty in hearing)
24.Describe the nature and causes of deafness.

Hearing loss can be temporary or permanent. Hearing loss may be caused by a
number of factors, including: genetics, ageing, exposure to noise, some
infections, birth complications, trauma to the ear, and certain medications or
toxins. A common condition that results in hearing loss is chronic ear
infections.
25.What accommodations can be given to learners with deafness/hearing loss?
These are some of the accommodations that we can give to hearing impaired
children:
 Sign Language Interpretation
 Speech-to-Text and Captioning Services
Behavioral Needs
 Assistive Listening Devices and Systems

 Oral Transliteration
 Cued Language Transliteration
Topic: Learners with Difficulty in Remembering/Concentrating (LDRC)
26.Give the instructional strategies in teaching Learners with Difficulty in
Remembering or Concentrating (LDRC)
 Mnemonics - learning strategy where students associate familiar words,
rhyming words or phrases, or songs with terms they're struggling to
remember.
 Rote Practice Exercises - Repetition is one of the best ways to learn and
retain new information, so teachers should constantly review concepts with
students struggling with memory loss problems. Teachers can create drills
students can complete on their own or conduct drills with the entire class.
 Use Multiple Formats - We know that children have different learning
styles. Try presenting the same information in as many formats as possible
to increase the chances of retention. Use vocal cues by talking, write on
paper or the board, use pictures and other visuals that are related to the
material.
 Episodic organizer - Strategies that help students review and retrieve known
information. These types of strategies are very valuable for students. That is
because many times students learn information but then don't have a plan to
easily retrieve or recall that information when it is needed (during a test, for
example). It is important that the students know the information well.
27. Identify/cite examples of multi-sensory materials that support the learning
of LDRC.
 Songs
 color-coded letter tiles - help students connect sounds to letters.
 Use of color for highlighting, organizing information or imagery
 Graphic organizers, outlining passages
 Student created art, images, text, pictures and video
Behavioral Needs
 Books on tapes
 Video or film with accompanying audio
 Music, song, instruments, speaking, rhymes, chants and language games
 Sand trays, raised line paper, textured objects, finger paints and puzzles to
improve fine motor
28. Describe the characteristics of learners with difficulty in remembering or
concentrating.
 Learning difficulties typically have difficulties in one or more areas of
reading, spelling, writing, math, listening comprehension and expressive
language.
 Poor decoding skills
 Poor reading fluency
 Slow reading rate
 Poor comprehension and/or retention
 Difficulty identifying important ideas in context.
 Extreme difficulty building ideas and images.
29.What are the accommodations needed to support this type of learners?

 For some students who read slowly or with difficulty, a “read-along”
technique may be used with taped texts and materials to allow learning of
printed materials.
 For students with memory problems or difficulty taking notes, a fellow
student might share notes; the student might tape the lesson; or the teacher
might provide a copy of the lesson outline.
 For students who read below expected levels, educational videos and films
or talking books can provide the general information that cannot be acquired
from the printed page.
 For students with short term memory problems (e.g., understand math
processes, but have short term memory problems that interfere with
remembering math facts), a table of facts or a calculator could be provided.
Behavioral Needs
 For students whose handwriting is slow, illegible or includes many reversed

letters, a cassette recorder or a computer with word processing software
could be used for written work or tests.
 For students who have difficulty with spelling, a “misspeller’s dictionary” or
computerized spell checker can help make written materials readable.
 For students who have difficulty reading cursive, small, or crowded print,
typed handouts, large print, or double spaced materials can help.
 To develop memory and listening skills, poetry, rhymes, songs, audio-taped
materials and mnemonics may improve performance.
 To teach spelling, the teacher might use a multi-sensory approach that
combines saying, spelling aloud, and writing words.
 Ways to improve vocabulary and comprehension can include a student-
developed file of vocabulary words and the use of word webs and visual
organizers to relate words and ideas heard or read on paper. A dictionary or
thesaurus, suited to the child’s learning level, is also an excellent tool for
building vocabulary, spelling and reading comprehension.
 For students who have difficulty organizing time, materials and information,
a variety of approaches can be used, including:
 a quiet, uncluttered homework space
 alarm watch
 purchased texts that can be marked with a highlighter
 a homework assignment diary coordinated between home and school
 study skills instruction
 a personally-developed date-book or scheduler
 For students who copy inaccurately, but need written practice to solidify
learning, changes that may help include: leaving a space directly under each
word, phrase or sentence, or having handouts on the desk for those who
can’t copy from the blackboard or take dictation accurately. For left-handed
students, place the list of words at the right margin. For students whose
writing is large, provide enlarged spaces for “fill in the blank” activities.
 For students who seem to process auditory information slowly (e.g., not
fully understanding questions asked, recalling needed information, or
Behavioral Needs
forming an appropriate answer), be patient. Allow sufficient “wait-time for

the answer or provide the questions in written form.
 Oral and written language should be taught together as much as possible.
Illustrations in a book being read should be used to generate conversation,
vocabulary and concepts that will relate to what is to be read. Material that
is read can be translated into a verbal summary, a word web, a visual
organizer, or a computer presentation.
 Students who find reading slow and difficult may benefit from
supplementing the subject matter being read with video tapes, DVDs,
captioned TV programs, or computer software.
Topic: Learners with Difficulty in Performing Adaptive Skills

30.Give the common characteristics of learners with difficulty in performing
adaptive skills in terms of conceptual, social and practical life skills.
 Due to the fact that adaptation to one’s social and physical environment
requires intellectual ability, persons with mental retardation are likely to
demonstrate significant deficits in adaptive behavior.
 Self-care & daily living skills – They are often taught basic self-care skills
deliberately which normal individuals learn by absorption and imitation.
Direct instruction, simplified routine, prompts and task analysis are used to
teach self-care skills in hygiene and grooming, daily living skills in eating,
toileting, communication and the other areas of adaptive behavior.
 Social development – Limited cognitive processing skills, poor language
development, and unusual or inappropriate behaviors can seriously impede
interaction with others. Thus, making friends and sustaining personal
relationships are difficult for persons with mental retardation.
31.Give the appropriate accommodation based on the needs of learners with
difficulty in performing adaptive skills.
 Recognize that you can make an enormous difference in this student’s life!
Behavioral Needs
 Learn more about intellectual disabilities in general and your student in

particular.
 Be an active participant in the student’s IEP team.
 The IEP is developed by the student’s parents and school personnel—and,
often, the student, too. As this student’s teacher, you have a great deal to
contribute to what’s included in the IEP, including supports for you as the
teacher.
 Provide accommodations and supports that help students with intellectual
disabilities.
Accommodations are often made in five main areas:

 scheduling (e.g., giving the student extra time to complete an assignment or
test)
 setting (e.g., having the student work in a small group or with a partner)
 materials (e.g., providing the student with teacher notes or taped lectures)
 instruction (e.g., breaking a lesson up into smaller parts, having the student
work with a tutor)
 student response (e.g., allowing the student to respond orally or on a
computer)
 Be as concrete as possible.
An effective teaching method is to demonstrate what you mean in addition to
giving verbal directions. With new information shared verbally, also show a
picture. And rather than just showing a picture, provide the student with hands-on
materials and experiences and the opportunity to try things out.
Go step by step.
Break longer, new tasks into small steps. Demonstrate the steps. Have the student
do the steps, one at a time. Provide assistance, as necessary. Give the student
multiple opportunities to practice each individual step by itself and all the steps
together.
Behavioral Needs
Give immediate feedback.

Immediately providing feedback helps the students make a connection between
their answers, behaviors, or questions and the information you’re presenting as the
teacher.
Help the student learn life skills.
Schools play an important part in helping students with ID learn these life skills,
which include health and safety, personal hygiene, manners, getting along with
others, basic math and reading, money management, and skills for the workplace.
Address the social aspects of the school.
Students with intellectual disabilities often have trouble with social skills, which
can make it difficult for them to interact appropriately with their peers and become
involved in the social activities going on at school. They are also often a target for
bullying, which simply cannot be allowed. Teachers can play a positive role in
supporting the inclusion of students with intellectual disabilities in classrooms and
throughout the school.
Communicate with your student’s parents.
Regularly exchange information with parents and work with them (and other
members of the IEP team) to create and implement an IEP tailored to meet the
student’s needs.
32. What are the innovative instructional strategies in teaching learners with
difficulty in performing adaptive skills?
It is important to know that despite difficulties in a learning environment
student with intellectual disability can and do have the capacity to acquire and use
new information. There is a range of inclusive teaching strategies that can assist all
students to learn but there are some specific strategies that are useful in teaching a
group which includes students with intellectual disability:
Behavioral Needs
Provide an outline of what will be taught - highlight key concepts and provide
opportunities to practice new skills and concepts.
Provide reading lists well before the start of a course so that reading can begin
early.
Consider tailoring reading lists and provide guidance to key texts. Allow work to
be completed on an in-depth study of a few texts rather than a broad study of
many.
Whenever you are introducing procedures or processes or giving directions, for
example in a laboratory or computing exercise, ensure that stages or sequences are
made clear and are explained in verbal as well as written form. Students may
benefit from using assistive technology. Use as many verbal descriptions as
possible to supplement material presented on blackboard or overhead Use clear,
succinct, straightforward language. Reinforce learning by using real-life examples
and environments.
Present information in a range of formats – handouts, worksheets, overheads,
videos – to meet a diversity of learning styles. Use a variety of teaching methods
so that students are not constrained by needing to acquire information by reading
only. Where possible, present material diagrammatically - in lists, flow charts,
concept maps etc.
Keep diagrams uncluttered and use color wherever appropriate to distinguish and
highlight.
Ensure that lists of technical/professional jargon which students will need to learn
are available early in the course. Recording lectures will assist those students who
have handwriting or coordination problems and those who write slowly as well as
those who have a tendency to mishear or misquote.
Students will be more likely to follow correctly the sequence of material in a
lecture if they are able to listen to the material more than once. Wherever possible,
ensure that key statements and instructions are repeated or highlighted in some
way. One-to-one tutoring in subjects may be important; this can include peer
Behavioral Needs
tutoring. Students may benefit from having oral rather than written feedback on
their written assignments. It may be helpful for students with intellectual disability
to have an individual orientation to laboratory equipment or computers to minimize
anxiety.
33.What are the characteristics of the learners with Difficulty in Performing
Adaptive Skills?
 difficulty understanding new information
 difficulties with communication and social skills
 slow cognitive processing time
 difficulty in the sequential processing of information
 difficulties comprehending abstract concepts.
34.How will you address the learning needs of these learners?
When it comes to offering students with ID a fulfilling, suitable and
productive learning environment, it’s important to consider the accommodations
and requirements the child may need to perform as well in a mainstream education
setting as other students. As such, employing practical strategies can be the perfect
place to start.
These strategies are more versatile than simply applying to ID, though; there is
also a great deal of crossover with the challenges faced by students with other
learning difficulties, such as ADHD or autism spectrum disorder. As such,
developing the insight and techniques needed to support students with ID can offer
benefits for a range of different children.
Here are just a few of the teaching methods that educators can employ to support
students with an intellectual disability:
 Using small steps
For students with an intellectual disability, breaking down each learning task into
small, easy-to-digest steps can be invaluable. Teachers can modify their existing
curriculum by introducing each learning task as a series of short, individual actions
instead of looking at the bigger picture.
Behavioral Needs
This step-wise approach is the basis of many different learning models for all kinds
of students, with each step and level of investment varying according to the
specific requirements of the individual student.
 Modify teaching to be more hands-on
Students with ID are known to individually struggle with abstract concepts,
making some traditional teaching styles incompatible with their specific
challenges. Opting to go more hands-on with teaching can provide a more
kinesthetic approach for students.
An example of this would be teaching gravity by demonstrating how it functions in
the real world, by dropping an object to illustrate the force.
 Think visual
The visual world and what is directly in front of the child are important factors in
teaching a student with ID. They tend to do best in environments where visual aids
or support is provided, whether it’s to learn specific subjects or to map their
completed progress. The use of charts with ID students has proven to be highly
effective, especially in combination with direct, immediate feedback.
For more insight into these teaching methods and why they are suitable for
students with ID, this article on AAC offers further information and guidance.
Topic: Learners with Difficulty in Displaying Interpersonal Behaviors (DDIB)
35.What are the common indicators/causes of learner/s with difficulty in
displaying interpersonal behaviors?
 There are two factors in the etiology or causes of emotional and behavioral
disorders: biological and environmental.
36.What are the appropriate interventions, accommodations and strategies
for learners with DDIB?
EDUCATIONAL APPROACHES
 Applied Behavior Analysis
Behavioral Needs
 Teaching Social Skills

 Alternative Responses
 Teaching Self-Management Skills
INTERVENTIONS
 Ecological Intervention
 Positive Reinforcement
 Rule Setting
 Pacing the lesson and using a variety of activities
 Cognitive Model
Topic: Learners with Deaf-Blindness (difficulty in seeing/hearing)
37.What the common characteristics of learners with Deaf-Blindness (DB)
who have difficulty in performing adaptive skills?
 According to the Deaf Blind Services Division, Utah Schools for the Deaf
and the Blind (N.D.) Depending on the age of onset, Deaf blindness can
affect learning in the areas of cognition, communication, social interaction,
motor skills, and motivation. Indicators of Deaf-Blindness include:
 The student has difficulty with communication
 ∙ The student may have distorted perceptions. It is difficult to see the
whole picture or relate one element to the whole.
 ∙ The student may have difficulty anticipating what is going to happen.
Clues from the environment or from the faces/actions of others may be
difficult to read.
 The student-may be somewhat unmotivated. Things may not be seen or
heard enough to be desirable.
 ∙The student needs to learn mainly through first hand experiences.
 ∙ The lack of vision and hearing make it hard to learn through incidental
or group learning experiences.
 ∙ Problems communicating
 ∙ Problems navigating the environment
Behavioral Needs
38. What teaching-strategies, accommodations, and activities appropriate to

these learners?
 Deaf-blindness presents a unique challenge to special educators. Deaf-
blindness requires educational approaches that are well planned and involve
many different techniques, technologies, and supportive services in order to
ensure these students have the opportunity to realize success in reaching
their academic, social, and vocational potential. The services offered by
schools to students with deaf-blindness need to focus on the individual needs
created by each disability. In the case of deaf or hard of hearing, services
may include:
 general speech, language, and auditory training from a specialist
 amplification systems
 services of an interpreter for those students who use manual communication
 ∙ favorable seating in the class to facilitate speech reading
 ∙ captioned films/videos
 ∙ assistance of a note-taker, who takes notes for the student with a hearing
loss, so that the student can fully attend to instruction
 ∙ instruction for the teacher and peers in alternate communication methods,
such as sign language; and counseling.
On the other hand, the visual impairments should be assessed early to benefit from
early intervention programs, when applicable. There is a crucial need, as with deaf
and hard of hearing, to include assistive technology in the form of computers and
low-vision optical and video aids. The introduction and use of these advanced
technologies enable many partially sighted, low vision and blind students to
participate in general mainstream activities. Further assistance can result from the
use of large print materials, books on tape, and Braille books are available, FM
trainers, and other augmentative communication devices.
The student with deaf blindness will need additional help with special equipment
and classroom and test modifications in the general curriculum to emphasize
listening skills, communication, orientation and mobility, vocation/career options,
and daily living skills. These students will have a greater need for an
Behavioral Needs
interdisciplinary approach and may require greater emphasis on self-care and daily
living skills.
Topic: Co-teaching
39.What is co-teaching? How can this be implemented in an inclusive

classroom environment?
Co-teaching is the practice of pairing teachers together in a classroom to share the
responsibilities of planning, instructing, and assessing students. In a co-teaching
setting, the teachers are considered equally responsible and accountable for the
classroom. Co-teaching is often implemented with general and special education
teachers paired together as part of an initiative to create a more inclusive
classroom.
Co-teaching often occurs in inclusive classrooms. In a co-taught class, general
education and special education teachers work together to plan lessons, teach,
monitor student progress, and manage the class.
It’s an approach that makes it easier to teach all students the same content and hold
them to the same educational standards. That includes students who have
Individualized Education Programs (IEPs) and 504 plans.
A co-teaching pair doesn’t necessarily use the same teaching model every day. The
method chosen by the teachers is determined by their individual teaching styles,
the unique needs of the classroom, and the lesson being taught. When the co-
teachers are prepared to use various models and are comfortable sharing their
classroom as equals, the experience for students can be seamless and effective.
Of course, there is an adjustment period for new co-teachers, and the teachers must
be dedicated to making their partnership work. Co-teachers must manage varying
levels of preparation for each model, differences in their knowledge and teaching
styles, and the individual needs of students. In a future blog post, we’ll review
Behavioral Needs
methods for co-teachers to improve their partnership and resolve conflicts that
preventing them from providing the most effective instruction in their classroom.
40.What are the advantages of co-teaching?

Being in a co-taught classroom has many benefits. Students can spend more time
with the teachers and get more individual attention. And with more than one
teacher, it’s easier to teach students in smaller groups or one-on-one.
Students have the opportunity to learn from teachers who may have different
teaching styles, ideas, perspectives, and experience. It also makes it easier to
implement differentiated instruction, Universal Design for Learning (UDL), and
personalized learning.
 More opportunities for one on one interaction between students and teachers,
leading to stronger relationships.
 Students with disabilities have access to the general education curriculum as
required by law, which includes the classroom community and activities
they otherwise wouldn’t take part in.
 Students still have opportunities for specialized instruction when needed.
 All students can benefit from the additional supports, resources, and
diversity in the classroom.
 Increased independence for students with disabilities.
 Stronger, more creative, lessons due to teachers sharing the planning process
with each other.
 Teachers are able to support one another by complimenting each other’s
strengths and weaknesses, building camaraderie and dividing the work load
in the classroom.
41.Discuss the following:
Behavioral Needs
a. Team teaching - requires the strongest partnership, but can be one of the
most fulfilling methods of co-teaching. With team teaching, the co-teachers share
responsibility and deliver instruction at the same time as a “tag team”.
b. Parallel teaching - the teachers divide the class into two groups and they
instruct each group with the same content simultaneously. In this arrangement, the
smaller groups allow closer supervision and more opportunities for interaction
between the students and teacher.
c. Station teaching - the lesson is divided into segments as the teachers each
instruct part of the lesson at independent stations or rotate between groups of
students. This allows teachers to provide specialized support when delivering
content in areas they may have more expertise in, or if their style better fits a
certain part of a lesson.
d. One teach, one support - This approach is similar to the ‘One Teaches,
One Observes’ model, but while one teacher is instructing the classroom, the
second teacher provides additional assistance and support to students as needed.
e. Alternative teaching - In this method, one teacher handles a larger group,
while the other teaches a small group who need specialized attention and additional
supports.
42.What is meant by “least restrictive environment” (LRE)? Cite examples.
 Least restrictive environment (LRE) means kids who get special education
should be in the same classrooms as other kids as much as possible isn’t a
place — it’s a principle that guides a child’s education program. The LRE
for each child may look different because kids are unique.
Here are some common LRE scenarios:General education classroom with support.
A child spends the entire day in a general education class and gets supports and
services like a tutor or aide, assistive technology, related services, or
accommodations.
Partial mainstream/inclusion classroom. A child spends part of the day in a general
education class. The child gets some individual or small-group instruction in a
Behavioral Needs
special education class, or is pulled out of class for some services.Special

education class. This is a program with specialized instruction for kids with similar
learning needs. Specialized program outside of the school district. This includes
private schools, residential programs, and hospital programs.
Topic: Difficulty in Applying Basic Learning & Applying Knowledge

(intellectual or learning disability)
43.What are the common causes/characteristics of this type of learners?
 Biological Causes
 Environmental Causes
 Some Prenatal Causes
 Down Syndrome
 Klinefelter Syndrome
 Fragile X Syndrome
 William Syndrome
 Prader-Willi Syndrome
 Phenylketonuria (PKU)
 Perinatal Causes Include:
 Intrauterine Disorders
 Neonatal Disorders
 Postnatal Causes Include:
 Head Injuries
 Infections
 Demyelinating Disorders
 Degenerative Disorders
 Seizure Disorders
 Malnutrition
 Environmental Deprivation
 Hypoconnection Syndrome
Behavioral Needs
Genetic conditions. These include things like Down syndrome and fragile X
syndrome.
Problems during pregnancy. Things that can interfere with fetal brain development
include alcohol or drug use, malnutrition, certain infections, or preeclampsia.
Problems during childbirth. Intellectual disability may result if a baby is deprived
of oxygen during childbirth or born extremely premature. Illness or injury.
Infections like meningitis, whooping cough, or the measles can lead to intellectual
disability. Severe head injury, near-drowning, extreme malnutrition, infections in
the brain, exposure to toxic substances such as lead, and severe neglect or abuse
can also cause it. None of the above. In two-thirds of all children who have
intellectual disability, the cause is unknown.
44.What accommodations, teaching strategies and interventions that can be

given to these learners?
For babies and toddlers, early intervention programs are
available. A team of professionals works with parents to write an Individualized
Family Service Plan, or IFSP. This document outlines the child’s specific needs
and what services will help the child thrive. Early intervention may include speech
therapy, occupational therapy, physical therapy, family counseling, training with
special assistive devices, or nutrition services.
School-age children with intellectual disabilities (including preschoolers)
are eligible for special education for free through the public school system. This is
mandated by the Individuals With Disabilities Education Act (IDEA). Parents and
educators work together to create an Individualized Education Program, or IEP,
which outlines the child’s needs and the services the child will receive at school.
The point of special education is to make adaptations, accommodations, and
modifications that allow a child with an intellectual disability to succeed in the
classroom.
Behavioral Needs
Topic: Difficulty in Communicating (speech and language impairment)

45.What are the common causes/characteristics of this type of learners?
Children with speech and language disorders have problems in
receptive and expressive language. They have difficulties in understanding what is
meant by spoken communication as shown in the inability to follow directions,
improper use of words, difficulty in expressing ideas in oral, signed or written
forms, inappropriate grammatical patterns, and minimal vocabulary. Children with
receptive language deficits have difficulty in communicating their ideas as shown
in the inability to express or verbalize their thoughts, respond to questions, retain
and retrieve or recall information and difficulties in activities that require
abstraction. The areas of deficit in expressive language include difficulties in
grammar, syntax, fluency, and vocabulary. There are instances when a child has
better receptive than expressive skills. Delays in language development show when
the child is behind his or her peer in the acquisition of speech and language skills.
 CHARACTERISTICS
A child's communication is considered delayed when the child is noticeably behind
his or her peers in the acquisition of speech and/or language skills. Sometimes a
child will have greater receptive (understanding) than expressive (speaking)
language skills, but this is not always the case.
Speech disorders refer to difficulties producing speech sounds or problems with
voice quality. They might be characterized by an interruption in the flow or rhythm
of speech, such as stuttering, which is called dysfluency. Speech disorders may be
problems with the way sounds are formed, called articulation or phonological
disorders, or they may be difficulties with the pitch, volume or quality of the voice.
There may be a combination of several problems. People with speech disorders
have trouble using some speech sounds, which can also be a symptom of a delay.
They may say "see" when they mean "ski" or they may have trouble using other
sounds like "l" or "r". Listeners may have trouble understanding what someone
Behavioral Needs
with a speech disorder is trying to say. People with voice disorders may have
trouble with the way their voices sound.
A language disorder is an impairment in the ability to understand
and/or use words in context, both verbally and nonverbally. Some characteristics of
language disorders include improper use of words and their meanings, inability to
express ideas, inappropriate grammatical patterns, reduced vocabulary and
inability to follow directions. One or a combination of these characteristics may
occur in children who are affected by language learning disabilities or
developmental language delay. Children may hear or see a word but not be able to
understand its meaning. They may have trouble getting others to understand what
they are trying to communicate.
The characteristics of speech or language impairments will vary depending upon
the type of impairment involved. There may also be a combination of several
problems.
When a child has an articulation disorder, he or she has difficulty making certain
sounds. These sounds may be left off, added, changed, or distorted, which makes it
hard for people to understand the child.
Leaving out or changing certain sounds is common when young children are
learning to talk, of course. A good example of this is saying “wabbit” for “rabbit.”
The incorrect articulation isn’t necessarily a cause for concern unless it continues
past the age where children are expected to produce such sounds correctly. (4)
(ASHA’s milestone resource pages, mentioned above, are useful here.)
Fluency refers to the flow of speech. A fluency disorder means that something is
disrupting the rhythmic and forward flow of speech—usually, a stutter. As a result,
the child’s speech contains an “abnormal number of repetitions, hesitations,
prolongations, or disturbances. Tension may also be seen in the face, neck,
shoulders, or fists.” (5)
Voice is the sound that’s produced when air from the lungs pushes through the
voice box in the throat (also called the larnyx), making the vocal folds within
Behavioral Needs
vibrate. From there, the sound generated travels up through the spaces of the
throat, nose, and mouth, and emerges as our “voice.”
A voice disorder involves problems with the pitch, loudness, resonance, or quality
of the voice. (6) The voice may be hoarse, raspy, or harsh. For some, it may
sound quite nasal; others might seem as if they are “stuffed up.” People with voice
problems often notice changes in pitch, loss of voice, loss of endurance, and
sometimes a sharp or dull pain associated with voice use. (7)
Language has to do with meanings, rather than sounds. (8) A language disorder
refers to an impaired ability to understand and/or use words in context. (9) A child
may have an expressive language disorder (difficulty in expressing ideas or needs),
a receptive language disorder (difficulty in understanding what others are saying),
or a mixed language disorder (which involves both).
Some characteristics of language disorders include:
 improper use of words and their meanings,
 inability to express ideas,
 inappropriate grammatical patterns, reduced vocabulary, and inability to
follow directions.
Children may hear or see a word but not be able to understand its meaning. They
may have trouble getting others to understand what they are trying to
communicate. These symptoms can easily be mistaken for other disabilities such as
autism or learning disabilities, so it’s very important to ensure that the child
receives a thorough evaluation by a certified speech-language pathologist
CAUSES
Some causes of speech and language disorders include hearing loss, neurological
disorders, brain injury, intellectual disabilities, drug abuse, physical impairments
such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the
cause is unknown.
46.What accommodations, teaching strategies and interventions that can be
given to these learners?
Behavioral Needs
Introduce changes in the home and school setting especially if the child has central
auditory processing problems.
Reduce external visual and auditory distractions. A large display of posters or
cluttered bulletin boards can be distracting. Provide the child with a study carrel.
Ear plugs may be useful to block distracting noises. Check with an audiologist to
find out if the ear plugs are appropriate and which kind to use.
To improve the listening environment, the following rules are helpful.
When speaking to the class:
 Gain the child’s attention before giving directions.
 Speak slowly and clearly, but do not over exaggerate speech.
 Use simple, brief directions.
 Give directions in a logical, time-ordered sequence. Use words that make the
sequence clear, such as first, next, finally.
 Use visual aids and write instructions to supplement spoken information.
 Review previously learned material.
 Vary loudness to increase attention.
 Make instructional transitions clear.
 Use gestures that clarify information.
Behavioral Needs
47.Write a sample Individualized Education Plan (IEP) for a learner with

difficulty in applying knowledge (intellectual disability).
Reference: https://www.k12.wa.us/sites/default/files/public/specialed/resourcelibrary/eval-iep-module/iep-h.pdf
Behavioral Needs
48.Write a sample Behavior Intervention Plan for a learner with difficulty in

interpersonal behavior.
Behavioral Needs
Reference:https://incredibleyears.com
49.Define the following and cite examples:

 Accommodations - The term "accommodation" may be used to describe an
alteration of environment, curriculum format, or equipment that allows an
individual with a disability to gain access to content and/or complete
assigned tasks. They allow students with disabilities to pursue a regular
course of study. Since accommodations do not alter what is being taught,
instructors should be able to implement the same grading scale for students
with disabilities as they do for students without disabilities.
Examples of accommodations include:
 sign language interpreters for students who are deaf;
 computer text-to-speech computer-based systems for students with visual
impairments or Dyslexia;
Behavioral Needs
 extended time for students with fine motor limitations, visual impairments,
or learning disabilities;
 large-print books and worksheets for students with visual impairments; and
 trackballs and alternative keyboards for students who operate standard mice
and keyboards.
 Modifications - The term "modification" may be used to describe a change
in the curriculum. Modifications are made for students with disabilities who
are unable to comprehend all of the content an instructor is teaching. For
example, assignments might be reduced in number and modified
significantly for an elementary school student with cognitive impairments
that limit his/her ability to understand the content in general education class
in which they are included.
 Adaptations - are changes in the way instruction and assessment are carried
out to allow a learner equal opportunity to demonstrate mastery of concepts
and achieve the desired learning outcomes. They are made to meet a
student's needs as identified on an individualized education plan (IEP).
50.What are the causes and characteristics of children with autism spectrum
disorders? What appropriate interventions that can be given to these
learners?
The exact cause of ASD is unknown. The most current research demonstrates that
there’s no single cause.
Some of the suspected risk factors for autism include:
 having an immediate family member with autism
 genetic mutations
 fragile X syndrome and other genetic disorders
 being born to older parents
 low birth weight
 metabolic imbalances
 exposure to heavy metals and environmental toxins
 a history of viral infections
Behavioral Needs
 fetal exposure to the medications valproic acid (Depakene) or thalidomide

(Thalomid)
According to the National Institute of Neurological Disorders and Stroke (NINDS),

both genetics and environment may determine whether a person develops autism.
Multiple sources, old and new Trusted Source, have concluded that the disorder
isn’t caused by vaccines, however.
A controversial 1998 study proposed a link between autism and the measles,
mumps, and rubella (MMR) vaccine. However, that study has been debunked by
another research and was eventually retracted in 2010Trusted Source.
Autism symptoms typically become clearly evident during early childhood,
between 12 and 24 months of age. However, symptoms may also appear earlier or
later.
Early symptoms may include a marked delay in language or social development.
The DSM-5 divides symptoms of autism into two categories: problems with
communication and social interaction, and restricted or repetitive patterns of
behavior or activities.
Problems with communication and social interaction include:
 issues with communication, including difficulties sharing emotions, sharing
interests, or maintaining a back-and-forth conversation
 issues with nonverbal communication, such as trouble maintaining eye
contact or reading body language
 difficulties developing and maintaining relationships
Behavioral Needs
Restricted or repetitive patterns of behavior or activities include:

 repetitive movements, motions, or speech patterns
 rigid adherence to specific routines or behaviors
 an increase or decrease in sensitivity to specific sensory information from
their surroundings, such as a negative reaction to a specific sound
 fixated interests or preoccupations
 Individuals are evaluated within each category and the severity of their
symptoms is noted.
In order to receive an ASD diagnosis, a person must display all three symptoms in
the first category and at least two symptoms in the second category.
------------------------------------------------ END-------------------------------------------------------------

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SPED 604 : Dynamics of Learning to Children with

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Topic: Differentiated Instruction/Learning Styles

1) Synthesists: This may be your thinking style if you

 are a creative thinker who perceives the world in terms of opposites.

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

2) Idealists: This may your thinking style if you

 believe in lofty goals and standards.

3) Pragmatists: This may be your thinking style if you

 look for immediate results.

4) Analysts: This may be your thinking style if you

 value accuracy, thoroughness, and attention to detail.

5) Realists: This may be your thinking style if you

 like to get right at tasks and get them done.

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Know your thinking style and use it to your best advantage

Ways of learning: A closer look at 4 learning styles

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

 How to recognize auditory learners in your class: Auditory learners tend to learn

 How to recognize reading/writing learners in your class: According to the VARK

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

 How to recognize kinesthetic learners in your class: Kinesthetic learners, sometimes

Embrace all types of learning

C. Sensory approaches to learning

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Gardner’s Multiple Intelligences

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

3.What goals are we trying to achieve through differentiation of instruction in

Topic: Inclusive Education/LSEN Handbook

4.What is Inclusive Education (IE)?

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

4. Personal assistant must be allowed to help those with difficulty

6. What possible challenges may hinder IE implementation?

7. Explain the government’s overall goal for Special Education.

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

 Posting daily schedules

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

 Employing specific, targeted positive reinforcement when a student meets a

9.Enumerate the different difficulties indicated in the handbook.

10.What is the great challenge that the Department of Education is facing in

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

Name: Jea Myca C. Asildo Professor: Dr. Victor Ybanez

Course: Diploma in SPED

CONCEPTS OF FUNCTIONING AND DISABILITY