EDUC 7 Module 3 Learning Disabilities

EDUC.
7 Foundation of Special and Inclusive Education

Module 3: Learning Disabilities
Prepared by:
CASTOR V. BALACUIT, EdD(Cand)

ELOIDA O. QUEZADA, PhD
IVY S. DIAZ, MAED
CTE-FACULTY
This module belongs to:
Balacuit, C; Diaz, I; & Quezada, O.

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EDUC. 7 Foundation of Special and Inclusive Education
LEARNING DISABILITIES
There is always ABILITY within DISABILITY.
Overview
A learning disability, or specific developmental disorder, is a disorder that inhibits or
interferes with the skills of learning. Learning disabilities are life disabilities; they are seen in
children as well as adults. The impairment may be so subtle that it may go undetected throughout
the life. These disabilities create a gap between the true potential and day-to-day productivity
and performance. The same learning disabilities that interfere with reading, writing and
arithmetic interfere with cricket, football, getting dressed, keeping the room tidy and with every
aspect of life. If an individual does not benefit from a regular education programme and is not
socially disadvantaged, intellectually limited or pedagogically deprived and shows no evidence
for hard sign neurophysiological dysfunction, that individual is characterized as learning
disabled. The child who has difficulty communicating either expressively or receptively and
cannot read, write or do mathematics within the criterion range as established per school norms
is learning disabled. Individuals living with learning disabilities are socially deprived of the
access to human rights, inclusion, and communication, basic facilities such as healthcare,
education and employment in general scenario. Given the magnitude of the problem it is
important that learning disability in person must receive greater socio-economic and political
attention. Social Workers engaged in creating change among the individuals are expected to
ensure knowledge about adequate services available to those individuals living with these
learning disabilities for their inclusion. As a result social work in the field of disability became a
prominent place in the Social Work Education in India and this module introduces the basic
understanding regarding persons with learning disabilities in India. The module also covers the
definition, types, the etiological factors, magnitude and management of learning disabilities.
Definition and meaning of Learning Disabilities
Learning is acquisition of new knowledge, skills or attitude. Children during their early
years of development learn to understand the spoken language first and then learn to speak.
Subsequently during their school year children learn to read, write and do arithmetic according to
their age and intellectual capacity. But some children may not be able to learn one or more of
these skills as per their age and intellectual capacity. It seems that there are some children who in
spite of having intelligence 90 or above and with normal visual or physical abilities are unable to
acquire one or more age appropriate learning. These children have Specific Learning Disability
(SLD). Nearly 12% of the student population is struggling with Specific Learning Disability.
―No other disabling condition affects so many people and yet has such a low public profile and
low level of understanding as SLD‖ (Washington Summit, 1994). Specific Learning disabilities
are neurologically-based processing problems. These processing problems can interfere with
learning basic skills such as reading, writing, math and difficulties in motor coordination. They
can also interfere with higher level skills such as organization, time planning, abstract reasoning,
long or short term memory and attention. It is important to realize that learning disabilities can
affect an individual‘s life beyond academics and have an impact on relationship with family,
friends and in the workplace.
Learning disabilities should not be confused with learning problems which are primarily
the result of visual, hearing, motor handicaps, mental retardation, and emotional disturbance,
environmental, cultural or economic disadvantages. Generally speaking, people with learning
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disabilities are of average or above average intelligence. There often appears to be a gap between
the individual‘s potential and actual achievement. This is why learning disabilities are referred to
as ―hidden disabilities‖: the person looks perfectly ―normal‖ and seems to be a very bright and
intelligent person, yet may be unable to demonstrate the skill level expected from someone of a
similar age. ―Learning Disabilities‖ is an ―umbrella‖ term describing a number of other, more
specific learning disabilities (Learning Disabilities online, 2008).
Learning disabilities are life-long
A learning disability cannot be cured or fixed and it is a lifelong challenge. However,

with appropriate support and intervention, people with learning disabilities can achieve success
in school, at work, in relationships, and in the community. Learning disabilities influence the
lives of children, adolescents, young adults and adults. However, the ―way in which they
(learning disabilities) are expressed may vary over an individual‘s lifetime, depending on the
interaction between the demands of the environment and the individual‘s strengths and needs‖.
Instructional intervention decision-making must take into account what the individual needs in
order to be able to function in a society of the future. Within all levels of schooling, students
need to know how to explain their learning disabilities and what accommodations support
learning and task completion. Without this self-awareness and ability to appropriately self-
advocate, persons with learning disabilities are less likely to participate in successful post-
secondary studies. (www.ldonline.org, 2008)
Students with learning disabilities have diverse, complex, and interrelated difficulties,
often hidden or subtle, that affect their learning. While there is great variability among students
with learning disabilities, they are generally described as individuals of at least average
intelligence who have difficulty processing information and who experience unexpected
academic difficulties that cannot be explained on the basis of other diagnosed disabilities or
environmental influences. These students exhibit strength and success in other learning and
processing areas. Although learning disabilities are life-long, their impact on quality of life can
vary depending on demands in the environment.
Causes of Learning Disability:
Factors that affect the brain are many and varied, and include the effect of damage resulting
from, toxic substances such as drugs, alcohol, certain minerals, early deprivation, poor nutrition
and oxygen starvation. These can affect in the prenatal, perinatal the postnatal stages.
 Prenatal, Natal Factors: Research has shown that a group of children with reading
difficulties were products of pregnancies with complications such as toxemia, bleeding
pre-maturity and low birth weight. Rh-incomatability, maternal endocrine disorder,
maternal age, reproductive readiness, radiation, drugs, alcohol, tobacco, accidents and
anoxia were also reported to be conditions leading to learning disability (LD).
 Postnatal Factors: Children who experienced post-birth trauma, head injury, lead
poisoning, causing neurological damage, seizures, chronic ear infections, intracranial
infections such as encephalitis or meningitis and those who inhale or ingest neurotoxins,
severe malnutrition and conditions producing a sustained fever may also be the factors.
 Genetic Factors: These seem to be strong familiar factors. It is not uncommon for a
parent to report that they or a close family member had learning problems. Genetic
factors seem to operate in large number of cases.

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 Biochemical Factors: Certain metabolic factors such as hypoglycemia and

hypothyroidism are reported to be found in some children with learning disabilities.
 Psychological Factors: Children having learning disabilities tend to develop
psychological problems as secondary symptoms as they are aware of the disabilities.
 Experiential Deprivation: Children coming from economically and culturally backward
homes may exhibit some characteristics of learning disabilities.
Effects of Learning Disabilities

Naturally, no student will have all of these problems.
Study Skills:
 Inability to change from one task to another

 No system for organizing notes and other materials
 Difficulty scheduling time to complete short and long-term assignments
 Difficulty completing tests and in-class assignments without additional time
 Difficulty following directions, particularly written directions
Interpersonal Skills:
 Impulsivity
 Difficulty delaying resolution to a problem
 Disorientation in time -- misses class and appointments
 Poor self-esteem
Reading:
 Difficulty reading new words, particularly when sound/symbol relationships are

inconsistent
 Slow reading rate: It takes longer to read a test and other in-class assignments
 Poor comprehension and retention of material read
 Difficulty interpreting charts, graphs, and scientific symbols
 Difficulty with complex syntax on objective tests
Writing:
 Problems in organization and sequencing of ideas

 Poor sentence structure
 Incorrect grammar
 Frequent and inconsistent spelling errors
 Difficulty taking notes
 Poor letter formation, capitalization, spacing, and punctuation
 Inadequate strategies for monitoring written work

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Oral Language:
 Difficulty concentrating in lectures, especially two to three hour lectures

 Poor vocabulary, difficulty with word retrieval
 Problems with grammar
Math:
 Difficulty with basic math operations

 Difficulty with aligning problems, number reversals, and confusion of symbols
 Poor strategies for monitoring errors
 Difficulty with reasoning
 Difficulty reading and comprehending word problems
 Difficulty with concepts of time and money
This module contains four broad lessons. These are:
Lesson 1- Intellectual Disabilities

Lesson 2- Emotional and Behavioural Disorders
Lesson 3- Physical Disabilities and Sensory Impairments
Lesson 4- Multiple Disabilities
Course Intended Learning Outcomes:
After going through this module, you are expected to:
 Develop adequate knowledge about the meaning, definition, and types of learning disabilities.
 Understand the etiological factors of learning disabilities; and
 Learn the degree, magnitude, and management of learning disabilities.
Pre-Test 1. Multiple Choice Test

Directions: Comprehensively read each item carefully and answer by
encircling the letter of the correct answer.
1. Do you have disability?

a. Yes b. No
2. Do you know someone with a disability?

a. Yes b. No
3. What is the meaning of disability? (Choose one)

a. Unable to complete life activities in a certain way
b. Can be physical
c. Can be invisible (you cannot see it just by looking at someone)
d. all of the above
e. Only a and b
4. People with disabilities (choose all that apply)

a. Always depend on other people to take care of them
b. Live successful and independent lives
c. Are nice, but not very smart
d. Don‘t have lots of friends
e. Should be treated like everyone else

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5. Which of the following are examples of disabilities? (Choose one)

a. When letter appear jumbled, for example ―read‖ looks like ―raed‖
b. Losing all or part of your hearing
c. A brain disorder causing a person to back out or have a seizure
d. Both a and b
e. All of the above
6. Choose the statement that is NOT true about disability.

a. Many people have some type of disability
b. There are actors, professional, athletes and inventors with disabilities
c. You can always tell when someone has a disability
d. It is ok to have a disability
e. Certain words about disability are more negative than others
7. Choose the sentence that discusses the person with disability in the most appropriate way.
a. The blind guy is in the wheel chair
b. The guy confined to the wheelchair suffers from blindness is paraplegic
c. Jim uses a wheelchair and he is blind
d. None of the above.
Lesson 1 Intellectual Disabilities
"The hardest battle

is to be nobody but yourself
in a world that is doing its best, night and day
to make you like everyone else."
-E.E. Cummings
Intended Learning Outcomes (ILOs):

After studying this lesson, you should be able to:
Identify the types, signs, and causes of Intellectual Disabilities in Children;
Determine the behaviors, signs and symptoms, diagnosis, strategies for intervention,
and characteristics of Intellectual Disabilities;
Value the importance of every learner with Intellectual Disabilities; and
Organize generalizations of handling learners with Intellectual Disabilities.
Let’s Study …
INTELLECTUAL DISABILITY
What is Intellectual Disability?

 Intellectual Functioning. This refers to a person‘s ability to learn, reason, make
decisions, and solve problems; also known as IQ.
 Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to
communicate effectively, interact with others, and take care of oneself.

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Types of Intellectual Disability

1. Fragile X syndrome (FXS). Caused by a mutation (a change in the DNA structure) in X
chromosome.
2. Down syndrome. The common genetic chromosomal disorder and cause of learning
disabilities in children.
3. Developmental delay. Child develops at slower rate compared to other children in the
same age.
4. Prader- Willi Syndrome (PWS). A quite complex and it‘s caused by an abnormality in
the genes of chromosomes 15.
5. Fetal alcohol spectrum disorder (FASD). It refers to a number of conditions that are
caused when an unborn fetus is exposed to alcohol.
6. Environmental and other causes.
Signs of Intellectual Disability in Children

 Rolling over , sitting up, crawling, or walking late
 Talking late or having trouble with talking
 Slow to master things like POTTY TRAINING, dressing, and feeding himself or herself
 Difficulty remembering things
 Inability to connect actions with consequences
 Behavior problems such as explosive tantrums
 Difficulty with problem-solving or logical thinking
Causes of Intellectual Disability

 Genetic Conditions. These include things like Down syndrome and Fragile X
syndrome.
 Problems during Pregnancy. Things that can interfere with fatal brain development
include alcohol or drug use, malnutrition, certain infections, or preeclampsia.
 Problems during childbirth. ID 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 ID.
 None of the above. Ion two-thirds of all children who have ID, the cause is unknown.
AUTISM

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Autism, or autism spectrum disorders (ASDs), can develop at various ages. Some infants
may show early signs of ASD while others may develop normally until ages 15 to 30 months
when they start to regress (loose communication skills). Early warning signs and symptoms of
ASDs are recognizable. Infants (under the age of 1 year) with ASD may exhibit some or most of
these behaviors:
 Will not make eye contact
 Will not respond to parent‘s voice
 Will not babble (baby talk) point by 1 year of age
 Will not respond to their name
 Will not smile or laugh in response to others behavior
Autism is a spectrum disorder. Behavioral symptoms or characteristics for autism can be

present from mild to severe. We often hear terms or labels used to describe our loved ones, like
autistic, autistic-like, high-functioning or low-functioning.
A spectrum (plural spectra or spectrums) is a condition that is not limited to a specific set of
values but can vary infinitely within a continuum. The word was first used scientifically within
the field of optics to describe the rainbow of colors in visible light when separated using a prism.
A person with autism will usually have problems communicating, such as:
 may not speak at all,
 may be severely language delayed,
 may have unusual or odd speech patterns (repeat words and phrases heard by others,
i.e. tv or videos
 may be unable to initiate or engage in a conversation,
 may be unable to use their imagination during play i.e. (pretending a banana is a
telephone).
An individual with autism may show restricted, repetitive, or ritualistic behaviors, interests, and
activities, for example:
 may be preoccupied with a narrow range of interest (i.e. dinosaurs, astronomy, trains
or roller coasters,
 may insist on sameness (i.e. prefer certain clothing or eating only certain foods,
 may line up their toys or objects,
 may flap their hands, or make odd hand and body gestures,
 may spin or like to spin objects,
 may rock themselves,
 may be self-injurious i.e. head banging,
 may anger easily or show aggression,
 may be resistance to change,
 may become angry or upset if their daily routine changes in any way, and
 may focus on only a small part of a toy or object).
The important point to remember is our loved ones with autism can learn, make progress and
may grow up to function productively with an appropriate education, benefits, supports and
services.
TRIVIA:
The puzzle pattern reflects the mystery and complexity of
the autism spectrum. The different colors and shapes
represent the diversity of the people and families living
with the condition.
The brightness of the ribbon signals hope — hope that
through increased awareness of autism, and through early
intervention and appropriate treatments, people with autism
will lead fuller, more complete lives. The Autism
Awareness Ribbon

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Activity No. 1.1: WHAT IS ON YOUR MIND?

Directions: Read and understand the beautiful poem by Diana Loomans then write your
understanding, personal experiences, and insights on the vertical scroll provided below.
Answer here:

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Dyslexia
Visit this YouTube link and watch the video for deeper understanding, (https://bit.ly/34QWL5o)
It is a specific learning disability that affects reading and related language-based

processing skills. There are a number of different definitions and descriptions of dyslexia, which
may be appropriate for certain contexts or purposes. 'Dyslexia‘ is a learning difficulty that
primarily affects the skills involved in accurate and fluent word reading and spelling.
Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and
verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best
thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-
occurring difficulties may be seen in aspects of language, motor co-ordination, mental
calculation, concentration and personal organization, but these are not, by themselves, markers of
dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by
examining how the individual responds or has responded to well-founded intervention (Robert C
Carson, 2009).
Signs and Symptoms of Dyslexia are:

 Reads slowly and painfully
 Experiences decoding errors, especially with the order of letters
 Shows wide disparity between listening comprehension and reading comprehension of
some text
 Has trouble with spelling
 May have difficulty with handwriting
 Exhibits difficulty recalling known words
 Has difficulty with written language
 May experience difficulty with math computations
 Decoding real words is better than nonsense words
 Substitutes one small sight word for another: a, I,
he, the, there, was
Strategies for Intervention:

 Provide a quiet area for activities like reading, answering comprehension
questions
 Use books on tape
 Use books with large print and big spaces between lines
 Provide a copy of lecture notes
 Don‘t count spelling on history, science or other similar tests

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 Allow alternative forms for book reports

 Allow the use of a laptop or other computer for in-class essays
 Use multi-sensory teaching methods
 Teach students to use logic rather than rote memory
 Present material in small units
Dysgraphia
It is a specific learning disability that affects a person‘s handwriting ability and fine
motor skills. Dysgraphia is the inability to write properly, despite a student, being given adequate
time and attention. The cause of this disorder is still unknown but is thought it could be due to a
language disorder and or damage to the motor system. The main sign of dysgraphia is a student‘s
handwriting will barely be legible. The writing will appear incorrect or distorted and have letters
of different sized and spaces.
Signs and Symptoms of Dysgraphia:

 May have illegible printing and cursive writing (despite appropriate time and
attention given the task)
 Shows inconsistencies: mixtures of print and cursive, upper and lower case, or
irregular sizes, shapes or slant of letters
 Has unfinished words or letters, omitted words
 Inconsistent spacing between words and letters
 Exhibits strange wrist, body or paper position
 Has difficulty pre-visualizing letter formation
 Copying or writing is slow or labored
 Shows poor spatial planning on paper
 Has cramped or unusual grip/may complain of sore hand
 Has great difficulty thinking and writing at the same time (taking notes, creative
writing.)

 Suggest use of word processor
 Avoid chastising student for sloppy, careless work
 Use oral exams
 Allow use of tape recorder for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the amount of writing required
 Reduce copying aspects of work (pre-printed math problems)
 Allow use of wide rule paper and graph paper
 Suggest use of pencil grips and or specially designed writing aids
 Provide alternatives to written assignments (video-taped reports, audio-taped
reports)
Dyscalculia
It is a specific learning disability that affects a person‘s ability to

understand numbers and learn math facts. Dyscalculia is a specific
learning difficulty in mathematics. Like dyslexia, dyscalculia can be
caused by a visual perceptual deficit. Dyscalculia refers specifically to the

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inability to perform operations in math or arithmetic. It could be described as an extreme

difficulty with numbers. Dyscalculia does not have the same stigma surrounding it, but it is very
important to recognize it as soon as possible, before it impacts on a child‘s self-esteem. Just as
there is no single set of signs that characterize all dyslexics, there is no one cause of dyscalculia.
„Dys‟ comes from the Greek word meaning „difficulty with‟. „Calculia‟ means calculations.
Hence, dyscalculia means difficulty with calculations / mathematics (Eric J Mash, 2007).
Signs and Symptoms of Dyscalculia:

 Shows difficulty understanding concepts of place value, and quantity, number
lines, positive and negative value, carrying and borrowing
 Has difficulty understanding and doing word problems
 Has difficulty sequencing information or events
 Exhibits difficulty using steps involved in math operations
 Shows difficulty understanding fractions
 Is challenged making change and handling money
 Displays difficulty recognizing patterns when adding, subtracting, multiplying, or
dividing
 Has difficulty putting language to math processes
 Has difficulty understanding concepts related to time such as days, weeks,
months, seasons, quarters, etc.
 Exhibits difficulty organizing problems on the page, keeping numbers lined up,
following through on long division problems

 Allow use of fingers and scratch paper
 Use diagrams and draw math concepts
 Provide peer assistance
 Suggest use of graph paper
 Suggest use of colored pencils to differentiate problems
 Work with manipulative
 Draw pictures of word problems
 Use mnemonic devices to learn steps of a math concept
 Use rhythm and music to teach math facts and to set steps to a beat
 Schedule computer time for the student for drill and practice
Dyspraxia
A Specific Motor difficulty refers to

problems with movement and coordination
whether it is with fine motor skills or gross
motor skills. Dyspraxia is also called as
Developmental Dyspraxia or Developmental
Coordination Disorder (DCD). It is not certain
what causes dyspraxia but it is thought to be
due to an immaturity in neuron development
in the brain. Dyspraxia affects approximately
10% of the population, some severely. The
overwhelming majority are male. Like
dyslexia and dyscalculia the extent to which

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people are affected various tremendously. Some people may be only affected slightly, others
more seriously. Sometimes developmental milestones are delayed and there might be speech
difficulties and this not surprisingly leads on to difficulties at school. Often this problem is
accompanied by difficulties in vision and movement, i.e. problems with catching a bell, the
medical journal, defines dyspraxia as a ‗serious impairment in the development of motor or
movement co-ordination that can‘t be explained solely in terms of mental retardation or any
other specific inherited or acquired neurological disorder‘. Whilst there is yet no known
treatment for dyspraxia, regular physiotherapy and or occupational therapy may improve motor
and coordination skills. Although the term dyspraxia is most often used in education, the
diagnostic and statistical manual (DSM-IV) of the American Psychiatric Association uses the
term Developmental Coordination Disorder (DCD) and offers five criteria for diagnosis.
 There is a marked impairment in the development of motor coordination.
 The impairment significantly interferes with academic achievement or activities of daily
living.
 The coordination difficulties are not due to a general medical condition, e.g. cerebral
palsy, hemiplegia or muscular dystrophy.
 It is not a pervasive developmental disorder.
 If developmental delay is evident, the motor difficulties are in excess of those usually
associated with it. (Mercer, 1987)

 Pre-set students for touch with verbal prompts, ―I‘m going to touch your right hand.‖
 Avoid touching from behind or getting too close and make sure peers are aware of
this
 Provide a quiet place, without auditory or visual distractions, for testing, silent
reading or work that requires great concentration
 Warn the student when bells will ring or if a fire drill is scheduled
 Whisper when working one to one with the child
 Allow parents to provide earplugs or sterile waxes for noisy events such as
assemblies
 Make sure the parent knows about what is observed about the student in the
classroom
 Refer student for occupational therapy or sensory integration training
 Be cognizant of light and light sources that may be irritating to child
 Use manipulative, but make sure they are in students‘ field of vision and don‘t force
student to touch them
Visit this YouTube link and watch the video to know more famous people with disability yet
made a difference (https://www.youtube.com/watch?v=Wq_nReuWsR0&t=89s) or
https://bit.ly/3dkknmH

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Activity No. 1.2: Multiple Choice Test

1. A specific learning disability that affects a person‘s handwriting ability and fine motor skills.
a. Dyscalculia b. Dysgraphia
c. Dyslexia d. APD
2. A specific learning disability that affects a person‘s ability to understand numbers and learn
math facts.
a. Dysgraphia b. Dyscalculia
c. Dyslexia d. LPD
3. Don, a grade 4 pupil reads saw for was, says a b is a d, skips, omits, or adds words when he
reads out loud, writes 41 for 14, cannot acknowledge the difference between 123 from 1 2 3. Don
has the tendency to do reversals. What learning difficulty does he suffer?
a. Dyscalculia b. Dyslexia
c. Dysgraphia d. Dyspraxia
4. Fe, a grade 5 pupil has a difficulty completing school work using writing in everyday
situations, producing letters on paper, and may not understand the relationship between letters,
words, and sounds, shows weaknesses in fine motor skills.
a. Dyscalculia b. Dyslexia
c. Dysgraphia d. Dyspraxia
5. The following are true about aiding students with dysgraphia, EXCEPT:
a. Give students extra time to take notes, copy material and take test.
b. Provide hand outs
c. Provide paper with different color lines
d. Gain child‘s attention when you talk together
6. Whenever a teacher let the class copy notes from the board, Ken couldn‘t catch up with his
classmates. He finds it difficult to write and view simultaneously. What learning disorder does
Ken have?
a. Dysgraphia b. Motor Disorder
c. Dyspraxia d. Visual Perceptual
7. A student with dysgraphia must be given multiple assignments to reinforce learning.

a. True, because it allows enough practice and mastery.
b. True, because it allows to spend his time in meaningful activities.
c. False, because the teacher should allow the student to concentrate and finish a task
before proceeding.
d. False, because when a student has dysgraphia, no homework is to be given so that they
can relax from the demands of the school.
8. When a child with Learning Processing Disorder (LPD) misinterprets what the teacher had
said, he/she must be corrected immediately.
a. True, so that the behavior don‘t become habits.
b. True, to make the learner conscious about his/ her mistake
c. False, it will discourage the child from thinking and giving ideas.

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d. False, it will make the child dependent.
9. Which of the following is a learning disability?

a. Dyspraxia b. Stuttering
c. Dyslexia d. All of the above
10. Which learning disability makes use of the Audio- lingual method of teaching?
a. Dyslexia
b. Language Processing Disorder
c. Both a and b
d. Neither a nor b
Activity No. 1.3: FAST-TALK

Directions: Below is a Chevron Chart. From the given choices, select only one
then write your answers or reasons of your choice to the adjacent shape
provided.
GIVEN CHOICES ANSWER/S HERE

HEALTH because the primary wealth is health. Health is necessary.
Health is the real wealth because it sustains our lives. When there is
Example: Health vs Wealth health, there would always be life, so much happiness, and hope. The
healthier we are, the wealthier we can be.
Down Syndrome vs
Developmental Delay
Dyslexia vs Dysgraphia
Dyscalculia vs Dyspraxia
Illness vs Injury
SpEd Teacher vs Learner

with Special Educational
Needs (LSENs)
Prompt wrong decision vs

Late correct decision

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Lesson 2 Emotional and Behavioral Disorder (EBD)
An emotional and behavioral disorder is an emotional disability characterized by the

following:
 An inability to build or maintain satisfactory interpersonal relationships with
peers and/or teachers. For preschool-age children, this would include other care
providers.
 An inability to learn which cannot be adequately explained by intellectual,
sensory or health factors.
 A consistent or chronic inappropriate type of behavior or feelings under normal
conditions.
 A displayed pervasive mood of unhappiness or depression.
 A displayed tendency to develop physical symptoms, pains or unreasonable fears
associated with personal or school problems.
A child with EBD is a child who exhibits one or more of the above emotionally based
characteristics of sufficient duration, frequency and intensity that interferes significantly with
educational performance to the degree that provision of special educational service is necessary.
EBD is an emotional disorder characterized by excesses, deficits or disturbances of behavior.
The child's difficulty is emotionally based and cannot be adequately explained by intellectual,
cultural, sensory general health factors, or other additional exclusionary factors.
A child must not be determined to be a child with an Emotional and Behavioral Disorder
if the primary factor for that determination is:
a. Lack of appropriate instruction in reading, including the essential components of
reading instruction;
b. Lack of appropriate instruction in math;
c. Lack of appropriate instruction in writing;
d. Limited English proficiency;
e. Visual, hearing or motor disability;
f. Intellectual disabilities;
g. Cultural factors;
h. Environmental or economic disadvantage; or
i. Atypical education history (multiple school attendance, lack of attendance, etc.).
The term does not include children with social maladjustment unless it is determined that
they are also children with EBD. A child whose values and/or behavior are in conflict with the
school, home or community or who has been adjudicated through the courts or other
involvement with correctional agencies is neither automatically eligible for nor excluded from
EBD placement. Classroom behavior problems and social problems, e.g., delinquency and drug
abuse, or a diagnosis of conduct disorder, do not automatically fulfill the requirements for
eligibility for placement.

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Distinguish the common characteristics and behaviors, factors and causes, symptoms,
and treatment of emotional and behavior disorder;
Accept and love students with emotional and behavioral disorder;
Organize classroom setup and solutions to accommodate learners with emotional and
behavioral disorder; and
Formulate Programs/Projects/Activities (PPAs) that are beneficial to students with
emotional and behavioral disorder.
Let’s Study …
Attention Deficit/ Hyperactivity

Disorder (ADD/ADHD)
What is Attention-Deficit Disorder?

 ADD/ADHD is a neurobehavioral disorder most common in children and adolescents.
Neurobehavioral means there are both neurological and behavioral components to the
disorder.
 ADD/ADHD has three subtypes namely: predominantly inattentive, predominantly
hyperactive-impulsive and combined type.
What causes ADHD? There is significant evidence that ADHD occurrences are due to:
 biological factors.
 difficulties during pregnancy
 prenatal exposure to alcohol or tobacco,
 low birth weight, high lead levels, and prenatal injury to the prefrontal lobe of the
brain.
 Another neurological cause is related to lower glucose levels affecting
neurotransmitter activity in parts of the brain
Predominantly Inattentive
• Children who have inattentive ADHD have trouble focusing.
• They are also easily distracted.
• People who have the inattentive type are usually less disruptive and active than those who
have the predominantly hyperactive-impulsive type.
Symptoms of inattentive type include:

 missing details and becoming distracted easily
 trouble focusing on the task at hand becoming bored quickly
 difficulty learning or organizing new information
 trouble completing homework or losing items needed to stay on task
 becoming confused easily or daydreaming frequently
 seeming not to listen when spoken to directly
 difficulty following instructions
 processing information more slowly and with more mistakes than peers

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Hyperactive-Impulsive:
• Hyperactivity is just one sign of ADHD.
• Kids who have it seem to always be on the move.
• Kids who are hyperactive also tend to be impulsive.
• They may interrupt conversations.
• They may play out of turn.
• This is the least common type of ADHD in children. People with the predominantly
hyperactive-impulsive type of ADHD often have a high amount of physical energy. It is
hard for them to be quiet and sit still. As a result, kids with this type of ADHD may
struggle in a traditional classroom.
People who are hyperactive always seem to be in motion. They can‘t sit still; they may
dash around or talk incessantly. Sitting still through a lesson can be an impossible task. They
may roam around the room, squirm in their seats, wiggle their feet, touch everything, or noisily
tap a pencil. They may also feel intensely restless.
People who are overly impulsive, seem unable to curb their immediate reactions or think
before they act. As a result, they may blurt out answers to questions or inappropriate comments,
or run into the street without looking. Their impulsivity may make it hard for them to wait for
things they want or to take their turn in games. They may grab a toy from another child or hit
when they are upset.
Common Symptoms of Hyperactivity/Impulsivity

 The child runs in circles, does not stop to rest, may bang into objects or people, and asks
questions constantly.
 frequently runs into people or knocks things down during play, gets injured
frequently, and does not want to sit for stories or games.
 runs through the house, jumps and climbs excessively on furniture, will not sit still to eat
or be read to, and is often into things.
 The adolescent engages in ―fooling around‖ that begins to annoy others, and he fidgets in
class or while watching television.
 Impatient
 Many kids have a combination of hyperactive-impulsive and inattentive ADHD.
 They may be always on the go and have trouble focusing.
What Educators Need to Remember:

 According to Schuck & Crinella (2005), ―the most worrisome deficits of children with
ADHD are not the product of low IQ, but rather of instability of control processes that
govern everyday applications to the environment‖.
 The ADHD student is not dumb, lazy, or out of control. They are smart kids who need
our help to gain the proper strategies to be successful!
Classroom setup to accommodate ADHD:

 Seat ADHD student away from distractions, preferably front and center
 Seat student near a good role model
 Increase distance between desks to decrease distractions
 Create a cool-down area
 Create a stage for announcements in the classroom
Other Solutions to helping the ADHD Child:

 Make lessons very clear
 Use lots of visuals
 Pair students together to complete assignments

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 Allow students to move around

 Allow more time for tests
 Use picture mats or file folders cut into thirds to chunk assignments
 Provide headphones for students to use
 Use manipulatives or hand exercisers for students
“Love every child without condition; listen with an open heart; get to know who they are, what
they love, and follow more often than you lead.” - Adele Devine
Activity No. 2.1: ADD/ADHD TEST

1. A neurobehavioral disorder most common to children and adolescents.

a. ADD/ADDH b. DVD/VCD
c. ADD/ADHD d. EdD/PhD
2. What are the subtypes of ADD/ADHD?

a. Predominantly impulsive, predominantly hyperactive, inattentive
b. Predominantly inattentive, predominantly hyperactive-impulsive, common type
c. Both a and b are correct
d. Inattentive, hyperactive, impulsive
3. The following are causes of ADD/ADHD, EXCEPT.

a. Biological factors b. Difficulties during pregnancy
c. Cigarettes d. Prenatal exposure to alcohol and tobacco
4. Charles is a grade 4 student having ADD/ADHD. His teacher determined that he has trouble
focusing and easily distracted, what type of ADD/ADHD Charles has?
a. Predominantly hyperactive
b. Predominantly impulsive
c. Predominantly inattentive
d. Predominantly hyperactive-impulsive
5. Children with this type of ADD/ADHD often have a high amount of physical energy and it is
hard for them to be quiet and stay still.
a. Predominantly inattentive b. Predominantly hyperactive-impulsive
c. Combined type d. None of the above
6. People who have the _________ type are usually less disruptive and active.
a. Predominantly inattentive b. Hyperactive
c. Impulsive d. Combined type
7. Kids with this type of ADD/ADHD may struggle the traditional classroom setting.
a. Hyperactive-impulsive b. Inattentive
c. Hyperactive d. Combined type
8. Teddy has a symptom of being impatient and doesn‘t seem to listen when spoken to. Teddy‘s
behavior is known as ___________.
a. Inattentive b. Hyperactive-impulsive
c. Impulsive d. hyperactive
9. This type of kids are always on the go and have trouble focusing.
a. combined type b. hyperactive-impulsive
c. inattentive d. absent-minded

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10. The following are symptoms of inattentive type of children, EXCEPT.

a. seeming not to listen when spoken to
b. becoming confused easily and daydreaming
c. missing details and becoming destructed
d. used to fool around
11. Who stated that ―the most worrisome deficits of children with ADD/ADHD are not the
product of low IQ but rather of instability of control processes that govern every applications to
the environment‖.
A. Newton B. Faraday
C. Shuck And Crinella D. DEPED
12. The following classroom set-up to accommodate ADD/ADHD student are recommended,
EXCEPT.
a. create a cool down environment b. play loud music
c. set a student near a good role model d. decrease destruction
13. The ff. are the solutions to help a child with ADD/ADHD in the classroom, EXCEPT.
a. make lesson very difficult b. use lots of visuals
c. provide hand signals d. allow students to move around
14. This is the least common type of ADD/ADHD disorder in children.

a. hyperactive-impulsive b. inattentive
c. impulsive d. hyperactive
15. What solutions are applicable to help the ADHD Child?

I. Make lessons very clear III. Use lots of visuals
II. Limit the students to move around IV. Allow more time for tests
a. II only b. I and II c. I, III, IV d. I, II, III, & IV
ACTIVITY No. 2.2: Take it Essay!

Directions: Compose your concepts and ideas completely according to what
is asked below.
1. What Program/Project/Activity can you recommend to the Government:

LGU or DEPED that is beneficial to students with ADD/ADHD and other
behavioral disorders? Establish its aims and objectives.

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2. If it happen that you will be assigned to handle students with ADD/ADHD, design (draw)
and conceptualize (written) your ideal classroom where students who are emotionally
disturbed and behaviorally impaired too, feel accepted and loved.
Draw here:
Write here:

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EMOTIONAL DISTURBANCE
Emotional disturbance means a condition exhibiting one or more of the following

characteristics over a long period of time and to a marked degree that adversely affects a child's
educational performance:
A. An inability to learn that cannot be explained by intellectual, sensory, or health factors.
B. An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
C. Inappropriate types of behavior or feelings under normal circumstances.
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms or fears associated with personal or school
problems.
As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is determined that they have an emotional
disturbance. Some of the characteristics and behaviors seen in children who have an emotional
disturbance include:
 Hyperactivity (short attention span, impulsiveness);
 Aggression or self-injurious behavior (acting out, fighting);
 Withdrawal (not interacting socially with others, excessive fear or anxiety);
 Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
 Learning difficulties (academically performing below grade level).
Children with the most serious emotional disturbances may exhibit distorted thinking,
excessive anxiety, bizarre motor acts, and abnormal mood swings. Many children who do not
have emotional disturbance may display some of these same behaviors at various times during
their development. However, when children have an emotional disturbance, these behaviors
continue over long periods of time. Their behavior signals that they are not coping with their
environment or peers.
Causes of Emotional Disturbance
No one knows the actual cause or causes of emotional disturbance, although several
factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and
vigorously researched. A great deal of research goes on every day, but to date, researchers have
not found that any of these factors are the direct cause of behavioral or emotional problems.
According to NAMI, mental illnesses can affect persons of any age, race, religion, or
income. Further, mental illnesses are not the result of personal weakness, lack of character, or
poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental
illness can experience relief from their symptoms by actively participating in an individual
treatment plan.
Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number
of different mental disorders. Let‘s take a brief look at some of the most common of these.
Anxiety Disorders
We all experience anxiety from time to time, but for many people,
including children, anxiety can be excessive, persistent, seemingly
uncontrollable, and overwhelming. An irrational fear of everyday situations
may be involved. This high level of anxiety is a definite warning sign that a
person may have an anxiety disorder.
The term “anxiety disorder” is a broad term covering several

different disabilities that share the core symptom of irrational fear. These

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include such different disorders as generalized anxiety disorder, panic disorder, obsessive-
compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also
called social phobia), and specific phobias. According to the Anxiety Disorders Association of
America, anxiety disorders are the most common psychiatric illnesses affecting children and
adults. They are also highly treatable. Unfortunately, only about 36.9% of those affected receive
treatment.
Bipolar Disorder
Also known as manic-depressive illness, bipolar disorder is a serious medical condition
that causes dramatic mood swings from overly ―high‖ and/or irritable to sad and hopeless, and
then back again, often with periods of normal mood in between. Severe changes in energy and
behavior go along with these changes in mood. For most people with bipolar disorder, these
mood swings and related symptoms can be stabilized over time using an approach that combines
medication and psychosocial treatment.
Conduct Disorder
Conduct disorder refers to a group of behavioral and emotional problems in youngsters.
Children and adolescents with this disorder have great difficulty following rules and behaving in
a socially acceptable way. This may include some of the following behaviors:
 aggression to people and animals;
 destruction of property;
 deceitfulness, lying, or stealing; or
 truancy or other serious violations of rules.
Treatment will depend on the child‘s symptoms, age, and general health. It will also
depend on how severe the condition is. Treatment may include:
 helping the child learn how to better solve problems, communicate, and handle stress, as
well as how to control impulses and anger (what‘s known as cognitive-behavioral
therapy);
 family therapy;
 peer group therapy (to help better social and interpersonal skills); and
 Medications (although these are not typically used to treat conduct disorder).
Eating Disorders
Eating disorders are characterized by extremes in eating behavior—either too much or too
little—or feelings of extreme distress or concern about body weight or shape. Females are much
more likely than males to develop an eating disorder.
Anorexia nervosa and bulimia nervosa are the

two most common types of eating disorders.
Anorexia nervosa is characterized by self-
starvation and dramatic loss of weight. Bulimia
nervosa involves a cycle of binge eating, then
self-induced vomiting or purging. Both of these
disorders are potentially life-threatening. Binge
eating is also considered an eating disorder. It‘s
characterized by eating excessive amounts of
food, while feeling unable to control how much
or what is eaten. Unlike with bulimia, people
who binge eating usually do not purge afterward by vomiting or using laxatives. Treating an
eating disorder generally involves a combination of psychological and nutritional counseling,
along with medical and psychiatric monitoring. Treatment must address the eating disorder
symptoms and medical consequences, as well as psychological, biological, interpersonal, and
cultural forces that contribute to or maintain the eating disorder.

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Obsessive-Compulsive Disorder
Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety
disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent,
unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors
(hand washing, counting, checking, or cleaning) are often performed with the hope of preventing
obsessive thoughts or making them go away. Performing these so-called ―rituals,‖ however,
provides only temporary relief, and not performing them markedly increases anxiety. A large
body of scientific evidence suggests that OCD results from a chemical imbalance in the brain.
Treatment for most people with OCD should include one or more of the following:
 therapist trained in behavior therapy;
 Cognitive Behavior Therapy (CBT);
 Medication (usually an antidepressant).
Psychotic Disorders
―Psychotic disorders‖ is another umbrella term used to
refer to severe mental disorders that cause abnormal
thinking and perceptions. Two of the main symptoms are
delusions and hallucinations. Delusions are false beliefs,
such as thinking that someone is plotting against you.
Hallucinations are false perceptions, such as hearing,
seeing, or feeling something that is not there.
Schizophrenia is one type of psychotic disorder. There
are others as well. Treatment for psychotic disorders will
differ from person to person, depending on the specific
disorder involved. Most are treated with a combination of medications and psychotherapy (a type
of counseling).
ACTIVITY No. 2.3: EMOTION TEST

Directions: Read each question carefully and select the correct answer.
1. This feeling can be excessive and overwhelming, resulting in a fear of

everyday situations, such as school.
a. Depression c. Anxiety Disorder
b. Bipolar Disorder d. Eating Disorder
2. It is characterized by extreme eating behavior or extreme feelings of concern about body

weight or shape.
a. Bipolar Disorder c. Anxiety Disorder
b. Depression d. Eating Disorder
3. It refers to a group of behavioral and emotional problems, such as physical aggression,

property destruction, lying, stealing and other serious rule violations.
a. Bipolar Disorder c. Conduct Disorder
b. b. Depression d. Anxiety Disorder
4. It is characterized by a depressed mood most of the day, nearly every day and markedly
diminished interest or pleasure in nearly all activities most of the day.
a. Depression c. Anxiety Disorder
b. Bipolar Disorder d. Conduct Disorder

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5. It refers to the thoughts and behaviors intend to end one‘s own life.
a. Depression c. Psychotic disorder

b. Suicidal d. Conduct Disorder
6. It is characterized by abnormal perceptions and thoughts, such as delusions and hallucinations.

a. Suicidal c. Depression
b. Psychotic Disorder d. Conduct Disorder
7. It is characterized by binge or too much eating.

a. Bulimia Nervosa c. Behavioral Nervosa
b. Anorexia Nervosa d. Eating Disorder
8. It is characterized by starvation and dramatic weight loss.

a. Bulimia Nervosa c. Eating Disorder
b. Anorexia Nervosa d. Depression
9. It is a condition that causes dramatic mood swings that go back and forth, from ―high‖ and/or
irritable sad.
a. Bipolar Disorder c. Eating Disorder
b. Conduct Disorder d. Depression
10. This factor is on genetic, biochemical, and neurological influences that interact and result in
emotional disabilities.
a. Biological Factors c. School Factor
b. Family Factors d. Cultural environmental Factors
ACTIVITY No. 2.4: SAY SOMETHING!

Directions: Compose your concepts and ideas completely according to what
is asked below.
1. As a future teacher, what will you do if you have a student who is emotionally
disturbed being mainstreamed to your regular class?
2. Establish your own strong interpretation of the given quotation: “People are not disturbed by
things, but by the view they take of them”. –Epictetus

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Lesson 3: Physical Disability and Sensory Impairment
INTRODUCTION
A disability may be physical, cognitive, mental, sensory, emotional, and developmental

or some combination of these. The World Health Authority defines disability thus: ―Disabilities
is an umbrella term, covering impairments, activity limitations, and participation restrictions.
Impairment is a problem in body function or structure; an activity limitation is a difficulty
encountered by an individual in executing a task or action; while a participation restriction is a
problem experienced by an individual in involvement in life situations. Thus disability is a
complex phenomenon, reflecting an interaction between features of a person‘s body and features
of the society in which he or she lives.‖
People may have lived with their physical disability all of their lives or the physical
disability may have developed in adulthood, for example because of a neurological condition
such as multiple sclerosis or motor neurone disease. Physical disabilities may also occur as a
result of a traumatic event such as spinal injury or a brain injury including stroke. Sensory
impairment refers to visual impairments and hearing impairments. Again, people may have been
living with sensory impairments all their life, or may have developed sight or hearing loss in
their later years.
The Equality Act 2010 defines a person as disabled if they have ―a physical or mental
impairment resulting in substantial and long-term adverse effects on their ability to carry out
normal activities of daily life‖. Since 5th April 2011, all public authorities have a statutory duty
in respect of equality. This means that they must have due regard to the need to eliminate
unlawful discrimination, harassment and victimization relating to all equality issues, including
disability. Disabled people are more likely to live in income poverty, to be without work and to
be dependent on the welfare state.1 Disabled people identify a lack of choice and control over
their lives as a key driver of these disadvantages. A physical disability is any impairment which
limits the physical function of one or more limbs or motor ability, including sensory impairments
and impairments which limit other areas of daily living, such as cardiovascular or respiratory
disorders. A sensory disability affects one or more senses; sight, hearing, smell, touch, taste or
spatial awareness. Sight and hearing loss are common sensory disabilities.
 Identify the global and local cases of persons with physical disability and sensory
impairment based on the World Health Organization (WHO);
 Distinguish the common kinds/types, students‘ characteristics, classifications, causes and
diagnosis, symptoms, including treatment and prevention of physical disability and
sensory impairment;
 Integrate respect and care for students with physical disabilities and sensory impairments
in a heterogeneous classroom or educational setting; and
 Construct appropriate mechanisms of teaching approaches and pedagogical practices in
facilitating learners with physical disabilities and sensory impairments.

Page 26
Watch this before you proceed: https://bit.ly/2SJmbMO or

https://www.youtube.com/watch?v=KyCZmSSBuMs
Let’s Study …
Persons with Disabilities
Persons with disabilities (PWDs), according the UN Convention on the Rights of Persons
With Disabilities, include those who have long-term physical, mental, intellectual or sensory
impairments which in interaction with various barriers may hinder their full and effective
participation in society on an equal basis with others.
The International Classification of Functioning (ICF) definition of disability denotes a

negative interaction between a person (with a health condition) and his or her contextual factors
(environmental and personal factors). A comprehensive approach in interventions is then
necessary for persons with disabilities (PWDs) as it entails actions beyond the context of health,
but more on helping them to overcome difficulties by removing environmental and social
barriers (WHO, 2013).
Globally, over 1 billion people, or approximately 15% of the world‘s population, have
some form of disability. About 110 to 190 million people 15 years and older have significant
difficulties in functioning. Moreover, the rapid spread of chronic diseases and population ageing
contribute to the increasing rates of disability. About 80% of the world‘s PWDs live in low-
income countries, wherein majority are poor and cannot access basic services. With their
conditions, PWDs need greater attention and considerations in terms of health needs, without
discrimination. However, reports show that PWDs have less access to health services and
therefore have greater unmet needs (WHO, 2012.)
In the Philippines, the results of the 2010 Census of Population and Housing (CPH,
2010) show that of the household population of 92.1 million, 1.443 million Filipinos or 1.57%,
have a disability. Region IV-A, with 193 thousand PWDs, was recorded to have the highest
number of PWD among the 17 regions, while the Cordillera Administrative Region (CAR) had
the lowest number with 26 thousand PWDs. There were more males, who accounted for 50.9%
of the total PWD in 2010, compared to females, with 49.1% with disability. For every five (5)
PWD, one (18.9%) was aged 0 to 14 years, three (59.0%) were in the working age group (15-64
years old), and one (22.1%) was aged 65 years and above (NSO, 2013).
About 16 per thousand of the country‘s

population had disability. Of the 92.1 million
household populations in the country, 1.44 million
persons or 1.57 percent had disability, based on the
2010 Census of Population and Housing (2010
CPH). The recorded figure of persons with disability
(PWD) in the 2000 CPH was 935,551 persons,
which was 1.23 percent of the household population.
There were more males than females among persons
with disability of the total PWD in 2010, males
accounted for 50.9 percent while females comprised
49.1 percent. These figures resulted in a sex ratio of
104 males with disability for every 100 females with disability.
Males with disability outnumbered females in the age groups 0 to 64 years. The largest
excess in the number of males was in the age group 0 to 14 years with a sex ratio of 121 males
per 100 females. On the other hand, there were more females with disability than males in the
age group 65 years and over. This is because of the higher survival rate of women than men. In
this age group, there were 70 males with disability per 100 females.

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In 2013, a Medium Term Strategic Plan (2013-2017) was developed to strengthen the
existing health program for PWDs. However, in the review done for the purpose, it was noted
that in the implementation of the program in the past years, there were operational issues and
gaps identified that need to be addressed. These include among others, the need to strengthen
multi-sectoral action to harmonize efforts of stakeholders; clarify delineation of roles and
responsibilities of concerned government agencies working for PWDs; strengthen national
capacity, both facilities and manpower, to provide rehabilitation services for PWDs from primary
to tertiary level of care; provide access to health facilities and services for PWDs; and, strengthen
registration database for PWDs.
Recently, the World Health Organization released the Global Disability Action Plan
2014-2021. This document intends to help countries direct their efforts towards specific actions
in order to address health concerns of persons with disabilities. The Action Plan identified three
major objectives: to remove barriers and improve access to health services and programmes; (2)
to strengthen and extend rehabilitation, habilitation, assistive technology, assistance and support
services, and community-based rehabilitation; (3) to strengthen collection of relevant and
internationally comparable data on disability and support research on disability and related
services.
Considering all of the above, the Health and Wellness Program of Persons with
Disabilities currently has been configured to address all the issues discussed above, and aligned
with the thrusts and goals of Kalusugang Pangkalahatan or Universal Health Care, the Global
Disability Action Plan 2014-2021, and, the direction the program should take in the succeeding
years as articulated in the newly developed strategic plan.
Orthopedic Impairment
Orthopedic impairment is a significant physical limitation that impairs the ability of an

individual to move or to complete motor activity. It may come from congenital anomaly
(clubfoot), disease (poliomyelitis), or accident (injuries & burns).
Common types of Orthopedic Impairment:

1. Cerebral Palsy
2. Scoliosis
3. Spinal Cord Injury
4. Poliomyelitis
5. Spina Bifida
1. Cerebral Palsy is a physical impairment that affects movement.

The four types of cerebral palsy:
 Spastic (uncoordinated movements)
 Athetoid or dyskinetic (abnormal)
 Ataxic (poor balance)
 Mixed
Causes of Cerebral Palsy
Before birth: Failure of a part of the brain to develop, blocked blood vessel, complications
during labor, extreme prematurity, multiple births, STDs, poor nutrition, effects of anesthetics or
analgesics
Early childhood: Head injury, near drowning, poison ingestion, illness/infection, genetics
How to diagnose?
 Test an infant‘s motor skills.
 Examine the mother‘s and infant‘s medical histories.

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 Test the infant‘s reflexes and early development of hand preference.

 Look for signs of slow development, abnormal muscle tone, and unusual posture.
Students‟ characteristics with cerebral palsy

 Difficulty with fine motor tasks, maintaining balance, and chewing and swallowing
 Involuntary movements
 Abnormal reflexes
 Weak or tight muscles
 Poor coordination
 Speech difficulties
2. Scoliosis - Abnormal curvature of spine, affecting muscles, ribs, CNS and endocrine system.
Causes of Scoliosis
 Hereditary factors
 Birth defects affecting the development of the bones of the spine.
 Injuries
Treatment for Scoliosis

Babies & toddlers: plaster cast or brace that is fitted to their back
Older children: back brace and sometimes surgery to straighten their spine.
Adults: painkillers, spinal injections, and very occasionally surgery.
Symptoms of Scoliosis
 Uneven shoulders
 Rib cage appears higher on one side (rib hump)
 The body tilts to one side
 One leg may appear shorter than the other.
3. Spinal cord Injury – It Occur when a traumatic event results in damage to cells within the
spinal cord or severs the nerves that relay signals up and down the spinal cord.
Spinal cord injuries occur suddenly and without warning.
The four types of spinal cord injuries are:

 Compression
 Contusion
 Lacerations
 Central cord syndrome
Terms for the types of paralysis:

1. Paraplegia- Inability to move half of the body
(lower) because of injury.
2. Quadriplegia- Inability to move both arms and
legs.

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Causes of spinal cord injury

Traumatic injury like:
 Car accidents
 Falls
 Diving accidents
 Shotgun wounds
 Horse, motorcycle, sporting event-related
How is spinal cord injury diagnosed? Diagnosis occurs after a traumatic injury by a medical
professional.
4. Poliomyelitis - A highly contagious disease caused by a virus that attacks the nervous system.
Classification of Poliomyelitis:
Asymptomatic - Most common and no symptom at all
Symptomatic - Paralytic Polio
Kinds of Polio
 Bulbospinal polio. Both spinal and bulbar polio.
 Bulbar polio. Affects neurons
 Spinal polio. Attacks motor neurons
Causes of Poliomyelitis:
 Poliovirus
 Direct contact with a person infected with the virus
Symptoms
 Non-paralytic Poliomyelitis:
 Arm & leg pain or stiffness
 Back & neck pain or stiffness
 Headache, fever, Vomiting and Fatigue
 Problems swallowing & breathing
 Paralytic Poliomyelitis:
 deformed limbs due to prolonged weakness
 Loss of reflexes
 Severe spasm and muscle pain
 Sudden paralysis
Diagnosis: based on the patient‘s history, physical exam, and ongoing symptoms to prevent
polio infection is to be vaccinated.
5. Spina Bifida - A birth defect where an abnormal opening in the spinal column results in some
degree of paralysis. It literally translates to ―cleft‖ or split spine.
Types of Spina bifida:

 Spina bifida occulta
 Spina bifida cystica

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Causes of Spina Bifida:

 There are environmental as well as genetic factors:
 Lack of folate/folic acid in the mother during pregnancy
 Heredity.
 How is Spina bifida diagnosed?
 Ultrasound
 Amniocentesis, checking for increased levels of alpha-fetoprotein.
Characteristics of students with Spina bifida:

 Muscle weakness
 Paralysis
 Incontinence
 Poor short term memory
 Easily distracted
 Poor attention, organization, sequencing, time, generalization, motivation, left-right
discrimination, and coordination.
Preventing Orthopedic Impairment

 Focus on well-balanced diets
 Be aware of cleanliness
 Seek proper medical care
 Provide proper nutrition for strong bones
 Monitor births to avoid complications
 Administer vaccines to prevent diseases that increase the chance of OI
General Courtesy
 Accept the disability.
 Ask the student to tell you when he/she anticipates a need for assistance.
 Don‘t lean on a student‘s wheelchair.
 Keep floors clear of liquids.
 Speak to the student as you would other students.
 When talking to a student in a wheelchair for more than a few minutes, lower yourself to
their eye level.
 Make space available for crutches/canes to be easily accessible.
Physical Environment
 Students should be able to move into, out of and around the classroom.
 Rearrange furniture
 Add supports, handrails
 Create large work spaces
 Assistive technology
Personal Needs
 Allow time to rest for students that become fatigued.
 Repositioning
 Bathroom breaks
 Eating

Page 31
Activity No. 3.1: ORTHOPEDIA TEST

Directions: Comprehensively read each item carefully and answer by encircling
the letter of the correct answer.
1. A significant physical limitation that impairs the ability to move to complete

motor activities.
A. Scoliosis C. Spinal Cord Injury
B. Orthopedic Impairment D. Poliomyelitis
2. The following are the characteristics of students with Spina bifida except:
A. Muscle Weakness C. Blurred Vision
B. Paralysis D. Poor Short term memory
3. Orthopedic impairment is caused by:

A. Congenital anomaly c. Accident
b. Disease d. All of the above
4. It occurs when traumatic event results in damage to cells within the spinal cord or severe the
nerves that relay signals up and down the spinal cord.
A. Cerebral Palsy C. Spinal Cord Injury
B. Scoliosis D. Poliomyelitis
5. A highly contagious orthopaedic disease caused by a virus that attacks nervous system.
B. Poliomyelitis D. Scoliosis
6. What is an Orthopedic Impairment?

a. Significant limitations in intellectual functioning
b. Limited strength, vitality, or alertness as a result of chronic or acute health problems
c. Any condition that interferes with the health or normal functioning of bones, joints, or
muscles
d. An acquired injury to the brain caused by an external force
7. The following are some of the prevention of orthopedic impairments, EXCEPT:

A. Focus on well-balanced diets
B. Be aware of cleanliness
C. Seek proper medical care
D. Take painkillers, spinal injections, and very occasionally surgery.
8. The following are Causes of Scoliosis, EXCEPT:

A. Poison ingestion
B. Hereditary factors
C. Birth defects affecting the development of the bones of the spine.
D. Injuries
9. Which of the following classroom activities could be best employed to aid a student with an
orthopedic impairment?
A. Reduced number of questions c. Open discussions
B. Scenario-based questions d. Word Banks
10. A birth defect where an abnormal opening in the spinal column results in some degree of
paralysis.
B. Spina Bifida D. Poliomyelitis

Page 32
Visual/Blindness and Hearing Impairment (DEAF-MUTE)
• Visual impairment is a general term for a visual loss that affects learning in
a school environment. For legal purposes, children are divided into two groups
on the basis of their ability to use the visual sense for learning after maximum
correction. They are either blind or have low vision.
Types of Visual Impairment

• Blind and Partial blindness
• Color blindness
The World Health Organization (WHO) uses the following classification and visual
impairment.
 20/30 to 20/60 – is considered mild vision loss.
 20/70 to 20/160 – is considered moderate visual impairment.
 20/200 to 20/400 – is considered severe visual impairment
 20/500 to 20/1000 – profound low visions.
 More than 20/1000 – is considered near total blindness
 No light perception – is considered total blindness.
Causes of Visual Impairments
A wide variety of conditions can cause serious impairments in children from birth to age 5.
The potential causes include hereditary conditions, infectious diseases, cancer, injuries, and
various environmental conditions.
One of the most common infectious diseases is Rubella (German measles) contracted by the
mother during pregnancy. Rubella can cause serious birth defects, mental retardation, and
hearing loss, in addition to visual problems, but improved control measures and education have
combined to reduce the percentage of children blinded by this and other infectious diseases. The
numbers of people with sight impairment will increase. National figures indicate that between
2010 and 2030 the number of adults with sight impairment will increase by 64%.
The term vision impairment (VI) covers varying degrees of vision loss including those who
are registered severely sight impaired (blind). Even the latter may have some vision, such as
being able to tell the difference between light and dark. There are many conditions that cause
different kinds of vision loss, the main distinction between conditions is whether the impairment
is caused by a problem with the eye (ocular) or brain (cerebral/cortical). Cerebral/cortical vision
impairment tends to be the more common form of visual impairment in children with
CLDD/PMLD and VI. Functional vision refers to the interaction between the environment and
how the visual information is processed. Knowing a student‘s condition and degree of functional
vision may help staff to understand what they can see (Mason, 2001).
By 2021, nationally 40% of the population will be over 50 – a significant proportion of sight
impairment is related to age. Over 80% of sight impairment occurs in people over 60. As this
population is set to increase by 21% nationally by 2020, there will be a significant increase in the
number of people with sight impairment.
Additional Causes of Visual Impairments

• Cataracts
• Macular Degeneration
• Corneal Disease
• Diabetic Retinopathy
• Glaucoma
• Retinitis Pigmentosa

Page 33
Prevalence of Visual Impairments
Children with visual impairments qualify as having a low-incidence disability and make
up a very small percentage of the school population. There are only about four of these children
for every ten thousand students (U.S. Department of Education, 2003) so it would be very
difficult to cluster them for instructional purposes unless at a state school for the blind. Other
impairments sometimes coupled with this impairment are cerebral palsy, mental retardation,
autism, and so on.
Learning
• Children with low vision have difficulty accomplishing visual tasks, but they
can learn through the visual sense by the use of various special technologies
and teaching techniques.
• A child who is blind cannot use vision for learning but still can be
responsive to light and darkness and may have some visual
imagery.
Famous Blind People

• Helen Keller - American Author and Philanthropist (born June 27, 1880 in Tuscumbia,
Alabama) who became blind as the result of an undisclosed illness when she was 19
months old.
• Louis Braille - Inventor of Braille script (born in 1809 in Coupvray near Paris) became
blind as the result of an accident when he was 4 years old.
• Dr. William Moon - Inventor of the Moon System of Reading which became part of the
National Institute for the Blind (born in Kent in 1818) lost his eyesight at age 21 after
being partially sighted for throughout his childhood.
Tools for the Visually Impaired
• Special Software Programs and Closed Circuit Televisions (CCTV‟s) enlarge the text
on a screen until it is large enough to read.
• Computerized Speech Systems read text directly from the screen to the user. The text
on the screen can be converted into Braille that is displayed directly onto a specially
adapted keyboard and read by touch. (This is one way to access the world-wide web).
• Audio Description which helps people with sight problems enjoy Television, DVD‘s or
the Theatre because it describes what is happening when there is no dialogue, so that
people with sight problems can follow the action.
Teaching with student that have Visual Impairments

• Increase lighting
• Eliminate glare whenever possible
• Eliminate hazards
• Create color contrasts
• Keep work area organized and clear of barriers
• Documentation should be in large simple print
Facts about Visual Impairment

• Vision is a function of the sensation and perception of light.
• Visual impairment can hamper cognitive development.
• Visual impairment calls for major efforts in vocabulary development.
• Students with visual impairments may tend to spend more time in sedentary activities
than their sighted peers.
• There is a need for programs that prepare students with visual impairments for adult life.
The most beautiful thing in this world is not seen nor heard; it is felt. – Sir Castor

Page 34
Hearing Impairment
A hearing impairment is a hearing loss that prevents a person

from totally receiving sounds through the ear. If the loss is mild, the
person has difficulty hearing faint or distant speech. A person with this
degree of hearing impairment may use a hearing aid to amplify
sounds. If the hearing loss is severe, the person may not be able to
distinguish any sounds. According to the latest figures from the RNID, 840 babies are born each
year in the UK with significant hearing impairment (RNID, 2005). A study by Davis and Hind
(1999) found that one in 752 children aged 4–12 years in the UK had a permanent hearing loss.
By 2030 the number of people with a profound hearing impairment in the KCC area will have
increased by 42% for those aged 65-74 and 59.7 % for those aged 75-84. Between 2014 and
2030 there will be a 56.5% increase in the number of people aged 18 and over with a moderate or
severe hearing impairment in the KCC area.
Hearing impairment can be caused by several factors:

 Ear wax build up
 Noise exposure
 Genetic factor
 meningitis
There are four (4) types of hearing loss:

• Conductive: caused by diseases or obstructions in the outer or middle ear that usually
affects all frequencies of hearing.
A hearing aid generally helps a person with a conductive hearing loss.
• Sensor neural: results from damage to the inner ear.
This loss can range from mild to profound and often affects certain frequencies more than
others.
Sounds are often distorted, even with a hearing aid.
• Mixed: occurs in both the inner and outer or middle ear.
• Central: results from damage to the central nervous system.
Teaching Students that are Hearing Impaired

• Maintain eye contact. The person always needs to be able to see your lips if he has
learned to read lips
• If a sign language interpreter is present, talk directly to the person who is deaf, not the
interpreter.
• Use sign language only if you're qualified
• Use complete sentences
• Speak slowly and clearly, but do not exaggerate. Do not shout
• If a word is not understood, try another word.
• Demonstrate if possible.
• Hearing aids make sounds louder, but they do not clarify the person's reception or
understanding of the sound. The presence of a hearing aid does not mean that the person
can hear normally.
• If all else fails, use a pad and pencil to communicate. Use visual aids whenever possible.
• Watch the person who is deaf or hearing impaired carefully for facial expressions and
body language that will help you determine the success of your communication.
• If you have trouble understanding the speech of a person who is deaf, don't hesitate to ask
him to repeat what he said.
Students with multisensory impairment have a combination of visual and hearing losses.
They are sometimes referred to as deaf blind, but many have some residual sight and/or hearing.
There are an estimated 23,000 deaf blind people in the UK (RNID, nd). Nowadays extreme
prematurity and severe infections are the most likely causes of MSI from birth or soon after.
These students may also have learning difficulties and additional disabilities which compound

Page 35
the difficulties arising from MSI, resulting in extremely complex needs (OnetoOne, nd). In
addition, high anxiety, multisensory deprivation and behavioural and emotional difficulties often
accompany deaf blindness as a result of the student‘s inability to understand and communicate
(Miles, 2008, p 2).
Activity No. 3.2: SENSORY TEST!

Directions: Comprehensively read each item carefully and answer by encircling
the letter of the correct answer.
1. A hearing loss that prevents a person from totally receiving sound

through the ear.
a. Vision Impairment b. handicapped
c. hearing impairment d. disability
2. The famous inventor of braille script and became blind as the result of an accident when he
was 4 years old.
a. Dr. William Moon b. Louis Braille
c. Louise Braille d. Louis Braelli
3. The following are potential causes of visual impairment, EXCEPT.

a. cancer b. meningitis
c. hereditary conditions d. injuries
4. Which of the following is a generic term that includes a wide range of visual problems?
a. visual loss b. visual impairment
c. blindness d. low vision
5. Which amongst is a significant challenge for teacher handling students with hearing
impairment?
a. Making sure that student with hearing impairments are seated appropriately.
b. Making sure that students with hearing impairment participate in communicational
activities.
c. Ensuring that students with hearing impairments are able to handle the reading and
writing demands of the classroom.
d. All of the above
6. A vision that is considered total blindness.

a. no light perception b. 20/500 to 20/1000
c. more than 20/1000 d. 20/30 to 20/60
7. A general term for visual loss that affects learning in a school environment.
a. vision loss b. blindness
c. visual impairment d. low vision
8. The blind person rely on the following senses in order to understand their surroundings,
EXCEPT.
a. sound b. sight
c. touch d. smell
9. In what age a wide variety of condition can cause serious impairment.

a. birth to age 5 b. 6 yrs. Old to 7 yrs. Old
c. birth to 7 yrs. Old d. birth to 2 yrs. Old

Page 36
10. Hearing impairment can be caused by several factors, EXCEPT.

A. Meningitis b. Noise exposure
c. Ear wax build-up d. Diabetes
11. A tool that is commonly used for blind person to read words or letters.
a. braille script b. hearing aid
c. visual aid d. sign language
12. Who is the inventor of the moon system of reading who became part of the Nation Institute
for Blind?
a. Dr. William Moon b. Pedro Ponce De Leon
c. Louis Braille d. Dr. Willie Moon
13. In teaching with students that are visually impaired; what appropriate strategies would you
use?
a. increase lighting b. documentation should be large
c. keep work on area organized and clear of barrier d. all of the above
14. These are facts about visual impairment, EXCEPT.

a. Visual impairment for major efforts on vocabulary development
b. Student with visual impairment may lead to spend more time in secondary activities than
their sighted peers.
c. Vision does not function of the sensation and perception of light.
d. There is a need for program that prepares students with visual impairments for adult life.
15. What type of hearing loss that occurs in both inner and outer or middle ear?
a. central b. mixed
c. sensor neural d conductive
16. A types of hearing loss resulted from damage to the inner ear. Sounds are often distorted
even with hearing aid.
a. central b. mixed
17. What type of hearing loss that resulted from damage to the central nervous system?
a. central b. mixed
18. Who is an American author/philanthropist who became blind as the result of an undisclosed
illness when she was 19 months old?
a. Louis Braille b. Helen Keller
c. Dr. William Moon d. Ellen Killer
19. Teacher Castor is a SpEd educator with expertise in handling students with hearing
impairment. What teaching approach he must NOT do?
a. Use sign language.
b. Instruct with complete sentences.
c. Speak slowly and clearly.
d. Shout loudly as much as possible to be heard.
20. Teacher Ivy is assigned to a visually impaired or totally blind section. In her PE class, she
must?
a. Require a return demonstration for Gymnastic Stunts.
b. Let her students participate in running events.
c. Narratively elaborate the rules in playing a game with dramatic and modulated voice.
d. Provide eyeglasses solicited from Opthalmologists/Optometricians.

Page 37
Activity No. 3.3: POSTER MAKING!

Directions: This time, your aesthetic intelligence and creativity matter. Visualize or show us
through your drawing or painting prowess, the ideal educational setting
mainstreaming students with physical disabilities and sensory impairments treated
with utmost respect and care. Utilize the blank space provided. You may use
separate sheet/s if necessary.
ACTIVITY No. 3.4: CONTEMPLATHINK (Contemplate & Think)

Directions: As a future educator, construct 5 teaching approaches and
pedagogical practices in facilitating learners with physical disabilities and
sensory impairments. Write your answers below in a converging radial organizer
centering Physically Disabled or Sensory Impaired Student.
Physically
Disabled
or Sensory
Impaired
Student

Page 38
Lesson 4: MULTIPLE DISABILITIES
Multiple Disabilities pertain to a person that has more than one disability. It is
concomitant impairments (such as mental retardation blindness, mental retardation-orthopedic
impairment, etc.), the combination of which causes such severe educational needs that they
cannot be accommodated in special education programs solely for one of the impairments.

Describe the concept of multiple disabilities;
Determine the characteristics and causes of multiple disabilities;
Synthesize opportunities and possibilities amid multiple disabilities.
Common Characteristics of Multiple Disabilities:

• Intellectual Functioning - Most students with multiple disabilities have much
impairment in intellectual functioning. Students vary widely in their academic abilities.
• Adaptive Skills - include conceptual, social, and practical competencies for functioning
in typical community settings in an age-consistent way.
• Motor Development - Students with motor development impairments produce abnormal
muscle tone and may have difficulty sitting and moving.
• Sensory Functioning - Hearing and vision impairments are very common among
children with multiple disabilities such as Deaf-blindness.
• Communications Skills - A lot of students with multiple disabilities have
communication impairments and have limited or no speech.
Causes of Multiple disabilities:

• The cause of a student's disability is simply unknown. Studies say that approximately
three quarters of all children who have severe intellectual impairment; there is a
biological cause which is typically a prenatal bio-medical factor. In other cases, there
are specific genetic factors that cause particular types of impairments because of genes
or chromosome abnormalities.
 Chromosomal abnormalities
 Premature birth
 Difficulties after birth
 Poor development of the
brain or spinal cord
 Infections
 Genetic disorders
 Injuries from accidents

Page 39
Activity No. 4.1: Multiple Choice Test

1. A characteristic that includes conceptual, social, and practical competencies for functioning in
typical community settings in an age-consistent way.
a. Intellectual Functioning c. Motor Development
b. Communications Skills d. Adaptive Skills
2. A characteristic which students with multiple disabilities have limited or no speech.

a. Intellectual Functioning c. Adaptive Skills
b. Communications Skills d. Motor Development
3. A characteristic that most students with multiple disabilities have much impairment in
cognitive operations.
a. Intellectual Functioning c. Communications Skills
b. Adaptive Skills d. Motor Development
4. A characteristic that includes hearing and vision impairments are very common amongst
children with multiple disabilities such as Deaf-blindness.
b. Adaptive Skills d. Sensory Functioning
5. A characteristic that includes students with abnormal muscle tone and may have difficulty
sitting and moving.
6. These are the causes of multiple disabilities, EXCEPT:

a. Chromosomal abnormalities c. Genetic disorders
b. Premature birth d. Environmental Factors
7. Carla has difficulty in moving body parts. What characteristic of multiple disabilities Carla‘s
suffering pertains to?
b. Motor Development d. Adaptive Skills
8. Eunice is not a good communicator. She even stutter and sometimes have limited or no speech
at all. What characteristic of multiple disabilities Eunice has shown?
b. Motor Development d. Adaptive Skills
9. What characteristic of multiple disabilities Tristan has encountered if his hearing and vision
are impaired?
b. Motor Development d. Sensory Functioning
10. What characteristic of multiple disabilities is shown if Jesrhel cannot understand and
comprehend simple verses?

Page 40

ACTIVITY No. 4.2: THEMATIC WRITING

Directions: Compose a short song or poem with this theme: “Multiple Disabilities:
Multiple Opportunities and Possibilities”. Write your answer on the space provided
below.
Answer here:

Page 41
REFERENCES
 Bedford Borough Council (n.d). Physical Disability and Sensory Impairment.
 Emerson, E. & Robertson, J. (2011). The estimated prevalence of visual impairment

among people with learning disabilities in the UK. Learning Disabilities Observatory
report for RNIB and SeeAbility [Online at
http://www.rnib.org.uk/aboutus/Research/reports/complexneeds/Pages/learning_disabilit
y_VI.aspx
 Inciong, T. et, al. (2007). Introduction to Special Education. Rex Printing Company, Inc.
Philippines.
 International Networking for Educational Transformation (n.d). Sensory Impairment.

Specialist Schools and Academies Trust: The Schools Network.
 Kent County Council (2017). Sensory Impairment. Kent Public Health Observatory.
 Kumar, S. (n.d). module 18 Learning Disabilities.
 Manitoba (2015). Addressing the Needs of Students with Learning Disabilities. Manitoba
Education & Advanced Learning.
 Noor Maizura Mohamad Noor, Rosmayati Mohemad, Nur Fadila Akma Mamat, Wan
Fatin FatihahYahya, Mohd Arizal Shamsil Mat Rifin, Mohamad Nor Hassan, and Mohd
Pouzi Hamzah (2017). Teaching and Learning Module on Learning Disabilities (LD)
Using RFID Technology. International Journal of Learning and Teaching Vol. 3, No. 4.
 Public Health Department (2015). Chapter 7: Physical and Sensory Disability.

Leicestershire County Council.
 Waldron, K., Steer, M., and Bhargava, D. (2006). Teaching Students with Sensory
Impairments: Strategies for mainstream teachers. San Antonio, TX: Trinity
University/Royal Institute for Deaf and Blind Children. [Online at:
http://www.trinity.edu/org/sensoryimpairments/index.htm
Websites:
 https://alison.com/courses/working-with-students-with-special-educational-needs-
revised/content/scorm/12568/module-2-learning-disabilities
 https://www.austincc.edu/teacher/files/documents/module1softchalk_print.html
 https://ws.edu/student-services/disability/teaching/learning.shtm
 http://complexld.ssatrust.org.uk

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EDUC.

7 Foundation of Special and Inclusive Education

CASTOR V. BALACUIT, EdD(Cand)

This module belongs to:

Balacuit, C; Diaz, I; & Quezada, O.

Definition and meaning of Learning Disabilities

Learning disabilities are life-long

A learning disability cannot be cured or fixed and it is a lifelong challenge. However,

Causes of Learning Disability:

Balacuit, C; Diaz, I; & Quezada, O.

 Biochemical Factors: Certain metabolic factors such as hypoglycemia and

Effects of Learning Disabilities

 Inability to change from one task to another

 Difficulty reading new words, particularly when sound/symbol relationships are

 Problems in organization and sequencing of ideas

Balacuit, C; Diaz, I; & Quezada, O.

 Difficulty concentrating in lectures, especially two to three hour lectures

 Difficulty with basic math operations

This module contains four broad lessons. These are:

Lesson 1- Intellectual Disabilities

Course Intended Learning Outcomes:

After going through this module, you are expected to:

Pre-Test 1. Multiple Choice Test

1. Do you have disability?

2. Do you know someone with a disability?

3. What is the meaning of disability? (Choose one)

4. People with disabilities (choose all that apply)

Balacuit, C; Diaz, I; & Quezada, O.

5. Which of the following are examples of disabilities? (Choose one)

6. Choose the statement that is NOT true about disability.

Lesson 1 Intellectual Disabilities

"The hardest battle

Intended Learning Outcomes (ILOs):

What is Intellectual Disability?

Balacuit, C; Diaz, I; & Quezada, O.

Types of Intellectual Disability

Signs of Intellectual Disability in Children

Causes of Intellectual Disability

Balacuit, C; Diaz, I; & Quezada, O.

Autism is a spectrum disorder. Behavioral symptoms or characteristics for autism can be

Balacuit, C; Diaz, I; & Quezada, O.

Activity No. 1.1: WHAT IS ON YOUR MIND?

Balacuit, C; Diaz, I; & Quezada, O.

It is a specific learning disability that affects reading and related language-based

Signs and Symptoms of Dyslexia are:

Strategies for Intervention:

Balacuit, C; Diaz, I; & Quezada, O.

 Allow alternative forms for book reports

Signs and Symptoms of Dysgraphia:

Strategies for Intervention:

It is a specific learning disability that affects a person‘s ability to

Balacuit, C; Diaz, I; & Quezada, O.

inability to perform operations in math or arithmetic. It could be described as an extreme

Signs and Symptoms of Dyscalculia:

Strategies for Intervention:

A Specific Motor difficulty refers to

Balacuit, C; Diaz, I; & Quezada, O.

Strategies for Intervention: