CELON JR. R.

GULTIMO EDUC 223 ENGLISH C MODULE 2

LESSON 1

APPLICATION

1. What makes mental retardation a complex, rather than a simple, developmental disability?

Ans: Mental retardation is complicated because it affects a child's brain, which governs memory,
thought, emotion, motor skills, touch, vision, breathing, and all other bodily functions. Furthermore,
the brain directs and coordinates human movements and emotions, allowing a person to think and
feel; hence, mental retardation affects the majority of a person's functions, making it extremely
complicated.

2. Enumerate the common characteristics of person with mental retardation. Explain why they manifest
these characteristics.

A. Inadequate Communication Skills- This is defined as a problem with social communication.

Intrauterine infection, maternal medicine, central nervous system damage, meningitis or encephalitis,
and other factors have been linked to poor communication abilities in children with mental
retardation.

B. Physical Abnormalities- Down syndrome is caused by a kid being born with an extra chromosome
due to genetic abnormalities, and this is why physical appearance is changed.

C. Inadequate Social Skills- People with mental retardation are less aware of their social environment,
are more likely to misinterpret others, and are more hesitant to socialize with new people. Some
people with mental impairment may become introverted and less outspoken as a result of a lack of
confidence and assistance.

D. Impaired Cognitive Abilities- People with mental retardation have lower-than-average IQs, which
impacts their ability to comprehend, reason, and respond to everyday events. Aside from age, which
is thought to be the source of reduced cognitive ability, family history, parkinson's disease, and a
variety of other factors are also thought to be factors.

E. Poor Psychomotor Development- The motor development of a child is harmed as a result of a child's
delayed cognitive development. The brain and body should work together to fulfill psychomotor
duties; however, delays and impairments in both the physical and cognitive aspects of a person
obstruct psychomotor development, resulting in an inability to do tasks properly and appropriately.

3. Do you favor inclusive education for students with disabilities? Explain your stand on the issue

Ans: Yes, I believe that students with disabilities should receive an inclusive education. This inclusive
education may have a major and negative impact on students with and without disabilities in the
classroom; so, I propose the requirement for a well-trained and skilled teacher to assist learning for all
types of students. Pupils with disabilities may feel less superior to their peers and be more vulnerable
to bullying as a result of an inclusive education, but they will also have more opportunities for
friendship and to express themselves with all types of students. Normal students can also establish
friendship and respect for pupils with disabilities, and imprint love and respect for diversity in their
hearts.

LESSON 2

APPLICATION

1. Differentiate learning disabilities from mental retardation. Cite examples of characteristics of a

person with learning disabilities and of a person with mental retardation.
Ans: Mental retardation is defined as an intellectual handicap characterized by a lower-than-
average IQ and a lack of skills required for daily functioning. Learning difficulties, on the other
hand, are defined as those with an average to above average IQ who have serious learning or
academic issues in school. Learning disabilities are caused by behavior problems such as
inattentiveness, hyperactivity, and impulsivity, while mental retardation is defined by
hereditary disorders or problems during pregnancy. Unlike those with learning difficulties who
just struggle to learn in school, people with mental retardation have dramatic inabilities, such
as the inability to speak, act their age, and seriously suffer in school. People with mental
retardation are characterized by their inability to execute the tasks that are expected for them
at their age; they are reliant on others to complete even fundamental tasks. They also have
physical and mental disabilities, albeit their physical characteristics differ from individuals
with mental disorders. Down syndrome is common in people with mental disability, and it
produces those physical characteristics. People with learning impairments, on the other hand,
are described as being completely physically normal; their mental capacity is also normal, and
they are simply having difficulty employing their mental capacity to achieve the required
learning achievement at school.

2. Enumerate the eight (8) learning and behavior characteristics of children with learning disabilities.
Briefly discuss each characteristic in your own words.

 A- Reading: This is the capacity to comprehend the principles for selecting which sound should
be applied to a certain letter in order to make a word. However, this is an area of inability
among persons with learning impairments that has a significant impact on an individual's school
accomplishment because reading is one of the skills required for communication and is highly
common in studying all courses taught at school. Due to this shortcoming, pupils'
comprehension of what they are reading is significantly established, posing a significant barrier
to concurrent learning for both normal and learning disabled students.
 B -Written Language: This is a person's ability to learn or participate in communication through
word recognition, reading comprehension, written spelling, or written expression, which kids
with learning difficulties are shown to be low in. Students with learning impairments are often
 deficient in these areas, writing with a lack of fluency and writing methods. They are more
inclined to write in a disorganized and unfocused manner. This difficulty to write could also be
due to a lack of reading skills, which are necessary for making the sound-symbol connections
required for both spelling and reading.
 C- Spoken Language: This is the ability to break words down into their constituent sounds and
combine them together to form words. A kid with learning difficulties is less likely to participate
in class activities such as oral recitations; they are more likely to utter only a few words when
prompted, mispronounce words, speak in fragments, and have difficulty conveying their ideas
through speech.
 D- Pragmatic or social uses of language: Children with learning difficulties are less aware of
what they say and how others may react to it. They have a limited ability to construct
statements.
 E- Mathematics: Children with disabilities have been shown to have significantly more difficulty
learning mathematical formulas. They have difficulty developing solutions to mathematical
difficulties, and the complexity of the problems leads them to believe that precise solutions are
unreachable.
 F- Tend to fail and be retained in grade level: Children with learning difficulties fail to pass their
enrolled topics due to the aforementioned inabilities. Although they possess the necessary skills,
their ability to use them in achieving passing school grades is limited, and their co-learners will
soon abandon them.
 G- Behavior problems: Learning disorders are thought to be caused by three types of behavior
problems: inattentiveness, hyperactivity, and impulsivity.
 H- Social acceptance is low: A gap between normal learners and those with learning difficulties
develops as a result of their inabilities. Children with learning difficulties are frequently bullied
by classmates and even strangers. Others would condemn them, and children with learning
difficulties would eventually see their position as a weakness, lowering their self-esteem and
confidence to accomplish things they are truly capable of. Apart from their behavioral issues,
this scenario is thought to be a primary contributor to learning impairments among students.
LESSON 3

APPLICATION

Compare and contrast the theories and definitions of intelligence as advanced by the
proponents using the matrix below.
1.

Proponent Theory of Intelligence Definition of Intelligence

1. Alfred Binet and
Theodore Simon
2. Charles Spearman
3. Lewis M. Terman
4. Edward L. Thorndike
They developed the Binet's
Intelligence Test or the Binet-
Simon Scale
He developed the Spearman's
Two-Factor Theory of
Intelligence.
Developed the Terman's
Stanford Binet Individual
Intelligence Test.
Thorndike established the
Stimulus Response Theory. It
is the idea that claims that all
learning consists essentially
of the strengthening of the
stimulus-response link.
They characterized
intelligence in terms of
judgment, common sense,
initiative, and adaptability,
resulting in a "intelligence
quotient" or IQ.
Intelligence, according to
Charles Spearman, is the
ability of living beings to
adapt to an increasingly
complicated environment. It
was also from his concept of
general intelligence, or the g
factor, which refers to a
general mental ability that, in
his opinion, underpins a
variety of specific skills,
including linguistic, spatial,
mechanical, and arithmetic.
Using the label intelligence
quotient or IQ, he defined
intelligence as "the ability to
continue abstract reasoning."
He calculated IQ by
multiplying Mental Age by
Chronological Age by 100. He
also believed that intelligence
could be passed down
through the generations.
"One's capacity to react
successfully with situations,"
he termed intelligence. He
claims that intelligence is a
combination of numerous
elements rather than a single
factor such as general
intelligence. Abstract
intelligence, concrete

5. Louis L. Thurstone He created the L.L. Bean.
Thurstone's Multiple Factors
Theory of Intelligence
describes how humans have
different types of mental
talents.
6. J.P. Guilford Guilford's Theory on the
Structure of Intellect, often
known as Guildford's
Structure on Intellect or SOI,
was a many intelligences
theory he devised.
7. Robert Sternberg He developed the Sternberg's
Triarchic Theory of
Intelligence
8. Howard Gardner Gardner's Theory of Multiple
Intelligence claims that
persons have multiple types
of intelligence, including
musical, interpersonal,
spatial-visual, and linguistic
intelligences, in addition to
their intellectual capacity.
(technical) intelligence, social
intelligence, and other
elements are among them.
He defined intelligence as a
mental attribute that has the
ability to focus impulses at an
early, unfinished stage of
production. As a result,
intelligence is defined as the
ability to abstract, which is an
inhibitory process. He also
defined seven fundamental
mental abilities: verbal
understanding, word fluency,
number capability, spatial
imagery, associative memory,
perceptual speed, and
reasoning.
He came to the conclusion
that intelligence is a
collection of several talents
that are relatively
autonomous, rather than a
single, universal trait. He
went on to say that human
intelligence is made up of 180
different mental capacities.
He defined intelligence as
"mental activity aimed at
purposeful adaptation to,
selection of, and structuring
of real-world settings relevant
to one's life."
He defined intelligence as the
ability to develop a valuable
product or provide a service
in a culture.
2. Choose one person among the “Great People of the 20th Century” that were introduced in this
lesson. Search in the internet for more information about the person you chose and make a
reflection (at least 300 hundred words) about your insights of this person’s great contribution to
the world using his or her gift/talent.
I chose Sigmund Freud since, according to my research, he is considered the father of
psychoanalysis. Many people may disagree with his beliefs, but no one can deny that they
sparked attention, debate, discussions, studies, and new theories. In today's society, many of
his theories are considered terrifying. His theories were extremely persuasive, and they could
be submitted to more comprehensive examination today, as well as during his lifetime. The
Conscious and Unconscious Mind is a test of these important theories, in which Freud claimed
that conduct and character come from the stable and unique linkage of antagonistic
psychological parties that work at three distinct levels of consciousness: preconscious,
conscious, and unconscious. The Id, Ego, and Superego teach us that a character is made up of
three parts: the id, the inner self, and the superego. Psychosexual Development depicts how
adolescent character develops. Defense Mechanisms are techniques to protect ourselves from
things we'd rather not think about or manage. Unintentional errors are linguistic or memory
blunders that are thought to be linked to the unconscious brain. Furthermore, the
Interpretation of Dreams, in which Freud explained that our fantasies have apparent
substance, which relates to the conscious description's surface importance, and latent
substance, which refers to its unconscious material. Sigmund Freud was a trailblazer who
transformed the field of psychology, and many of his theories are still held in high esteem
today. After reading this piece, I felt

MODULE ASSESSMENT:

1. As a future teacher, you might encounter pupils or students who may have mental retardation,
learning disabilities, and/or gifted and talented students. What are the important considerations in
communicating or talking to the parents or guardians about their child’s condition?

a.) to the parents of a child with mental retardation: I will inform parents about their child's
condition or learning status in my class in such a way that they are neither dissatisfied nor
discouraged. I'll also tell them about a specific area where their child is slow and what parents
may do to address their child's special needs. I will provide them with appropriate guidance to
help them better grasp their child's academic situation and their options for assisting their child in
pursuing what is best for him or her. They must recognize that their child has special requirements
that the school or I may not be able to meet, particularly if the school does not have adequate
facilities. But, of course, before I do anything else, I'll make sure that I've done everything I can to
teach their child and that I've given him/her special care and put in all of my other efforts.

b.) to the parents of a child with learning disability: Given that children with learning disabilities
have an average or above-average IQ but fail to learn for a variety of less serious reasons, I will
advise parents that their child may merely require motivation to learn. Of course, I'll ask them
how they're doing as parents to their children and inform them of their child's performance in my
class. I'll tell them that their child has the intrinsic ability, but that putting it into practice is the
only issue, and I'll work with them on some solutions that we can provide to the child as parents
and teachers. I'll encourage them not to lose hope and to offer a motivating environment for their
child as well as any other sources of support, particularly moral support.

c.) to the parents of a gifted or talented child: I will inform the parents that their child possesses
unique abilities that we, as teachers and parents, must cultivate in order for the child to enrich
and apply in his or her learning and later in life. I will advise them that their child will have a
better future if they focus on what their youngster can achieve and encourage him or her to
pursue interests. The parents must be aware of the things that the child may benefit from if he or
she is better shaped.

2. As a student, how will you rate your intelligence from 1-100, based on your honest assessment of
your scholastic performances? Explain

My IQ is 85 out of 100. It's because, while I can do things and stay up with my peers in school,
there are still things I need to learn. Anyway, 85/100 isn't a bad grade, and I'm confident that I'm
up to the task. To me, I have my own level of intelligence, and I believe I am not yet at the top of
it. That is what I am attempting to achieve, and if I am satisfied with all of my performances, I can
confidently declare that my IQ is ideal. As I've demonstrated, I'm capable of reasonable thinking,
reasoning, and comprehending complex concepts. However still, I am capable of keeping up with
my class and, for the most part, I can complete tasks without consulting or receiving assistance
from my classmates, which leads me to believe that I am capable of excelling in my course. As a
result, I believe my intelligence is already good and something that I need to improve through
daily learning.