Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
COLLEGE OF EDUCATION
http://www.debesmscat.edu.ph
Cabitan, Mandaon, Masbate

PROFESSIONAL

EDUCATION0
4
Module 3
Lesson 2. LEARNERS WITH ADDITIONAL NEEDS

Submitted by:
MAICA F. ALCABASA
BSED MATH 3A

Submitted to:
Mrs. Grace Abella
ACTIVITY 1' Subject Instructor
REFLECT

1. Enumerate and define the different learners with additional needs.

2. Compare and contrast the learners with additional needs based on the identification and
learning characteristics.

3. What challenges do learners with speech and language difficulties encounter in the areas of
communication and socialization?

4. What accommodations can be given to learners with communication difficulties?

5. What are the similarities and differences between learners with Developmental Coordination
disorder and Stereotypic Movement Disorder?

6. How can a classroom be arranged to help learners with difficulty in moving/walking?

7. How is Learning Disability (LD) different from Specific Learning Disability (SLD)? What are the
different types of SLD?

8. How can lessons and concepts be presented to maximize learning among students with memory
and focusing difficulties?

9. What educational approaches can be used to teach learners how to care for themselves?

10. Choose a self-care skill and apply task analysis to help a child the skill. Identify the steps and the
materials you will use.

1. How does a strengths-based approach empower learners with additional needs? How can such
an approach be used to promote disability awareness and a culture that respects diversity?
2. PRACTICE
Think of a person you know or a famous person who has difficulty in any of the domains
mentioned in this lesson. On a sheet of paper, use any graphic organizer to create a profile of
this person, his/her strengths, interests, accomplishment, difficulties, needs, and other
information you have. How does seeing the whole personaffect your view of this person and not
just his/her difficulties? How is such a perspective important in teaching and learning in an
inclusive classroom?

1. What problem refers to vocabulary and comprehension difficulty?

a. Fluency disorder
b. Language disorder
c. Articulation disorder
d. Phonological disorder

2. Which technique will work best for learners with communication difficulty?

a. Use sign language to supplement their speech.

b. Use visuals and hands-on experiences in teaching.
c. Exaggerate speech for learners to understand.
d. Allow the child to sit near the window to help him/her calm down.

3. What disorder is characterized by clumsiness and slow motor skills?

a. Dysgraphia
b. Cerebral palsy
c. Stereotypic Movement Disorder
d. Developmental Coordination Disorder

4. What support should be prioritized for learners with motor difficulties?

a. Extended time in school

b. Opportunity to lead in class
c. Safe access to classrooms and school facilities
d. Access to join extracurricular activities

5. What specific learning disability refers to math difficulties?

a. Dyslexia
b. Dyspraxia
c. Dysgraphia
d. Dyscalculia

6. Which of the following is not needed in the diagnosis of ADHD?

a. The behaviors are due to learning and/or personality disorders.

b. Behaviors must be displayed in at least two different settings.
c. The behaviors have been observed before the child reaches age 12.
d. The behaviors have been persisting for the past 6 months.

7. Which of the following accommodations will help learners with memory and attention
difficulties?

a. Have regular graded oral recitations so learners will develop their memory.
b. Use advance organizers and interactive learning activities to sustain their interest.
c. Provide challenging activities, such as longer texts to read, to keep them engaged.
d. Give daily timed work worksheets to train them to focus on the task.
 8. What approach breaks down a task into a sequence of steps to develop gradual mastery of a
CASE
skill? STUDY

a. Task analysis
b. Direct instruction
c. Universal Design for learning
d. Strengths-based approach

9. Mr. Sanchez ensures that when he speaks to his class, he is facing all of them. What type of
learner with additional needs does he have in his class?

a. Difficulty in hearing
b. Gifted and talented
c. Difficulty seeing
d. Communication difficulty

10. Mrs. Jimenez gives enrichment activities to her students to ensure that meaningful learning
takes place in her class. Why type of additional needs does her students have?

a. gifted and talented

b. difficulty in seeing
c. difficulty in hearing
d. difficulty with self-care

Read the case below and answer the question that follows.
1. A co-teacher complains to you about two of her 3 -grade students diagnosed with ADHD. In a regular
rd

class of 35 students, these two boys have become too difficult to handle. They often disrupt the class
with side comments or questions that are tangential to the topic. They also often move around during
class discussions and work through written tasks quickly resulting in haphazard answers. The only time
they are engaged is when there are hands-on activities for them to do so, the teacher decided to set
them together in class to make it easier for her to manage them. Knowing about the learning profiles of
children with ADHD, what practical advice can you give your co-teacher? Begin by listing the students
areas of strengths and difficulties. Then list and explain your action plan for the boys and the whole
class.
A. Areas of Strengths and Needs

AREA/DOMAIN STRENGTHS DIFFICULTIES

Recommendations and Accommodations

Type of Accommodation Description
Presentation

Response

Setting

Schedule

Others (UDL, behavior, etc.)

2. Eight-year-old Jessy has been diagnosed with a language disorder. He currently goes to speech
therapy and is attending a regular school. His teachers notice that he has difficulty following verbal
instructions and is also beginning to show delays in reading and writing. He also shows a tendency to be
inattentive during lectures and class discussions, but he is active and engaged in hands-on and
experiential activities especially in science. If you were Jessys teacher, what will you do to help manage,
accommodate, and maximize Jessys abilities and potential? Enumerate and explain the steps based on
the characteristics, strengths, and needs of children with a language disorder, possible reading
difficulties, and attention issues.
Areas of Strengths and Needs
 AREA/DOMAIN STRENGTHS DIFFI
Recommendations and Accommodations
Type of Accommodation Description
Presentation

Response

Setting

Schedule

Others (UDL, behavior, etc.)