Mindanao State University

College of Education
Secondary Education Department

CPE103 Foundation of Special and Inclusive Education

FINAL EXAMINATION

Name: Rain Raven B. Labanza. EdEng1

Section & Schedule: 11-1C MTH 10:30-12:00

I. Multiple Choice:

1. c. articulation disorder
2. b. use visuals and hands-on experiences in teaching.
3. d. developmental coordination disorder
4. c. safe access to classrooms and school facilities
5. d. dyscalculia
6. b. Behaviors must be displayed in at least two different settings.
7. b. use advance organizers and interactive learning activities to sustain their interest.
8. a. task analysis
9. a. difficulty in hearing
10. a. gifted and talented

II. Compare and Contrast:

1. ADHD (Attention-Deficit/Hyperactivity Disorder) and ADD (Attention Deficit Disorder)

are both neurodevelopmental disorders that share similar symptoms, such as difficulty
paying attention and hyperactivity. The main difference is that ADHD includes
hyperactivity, while ADD does not.

2. Learning disabilities refer to specific difficulties in acquiring and using certain

academic skills, such as reading, writing, and math. Sensory Integration Dysfunction, on
the other hand, is a condition where the brain has trouble processing and integrating
sensory information from the environment. It can affect a person's ability to respond
appropriately to sensory stimuli. For instance, both can make it hard for children to
succeed at school and can find it overwhelming.

3. Conductive hearing loss is a type of hearing loss caused by problems in the outer or
middle ear, such as blockage or damage to the ear canal or eardrum. Sensorineural
hearing loss, on the other hand, is caused by problems in the inner ear or auditory
nerve. It is often related to damage or dysfunction of the hair cells in the cochlea or the
auditory nerve. Mixed hearing loss is concomitant conductive and sensorineural loss.
4. Semantics refers to the meaning of words and how they are used in language. It
focuses on understanding the meanings of individual words and how they combine to
create meaningful sentences and discourse. Pragmatics, on the other hand, refers to
the social use of language and how context, social cues, and non-literal meanings affect
communication.
5. Language disorders are just as individual as the people experiencing them and they
do broadly fall into two categories : expressive and receptive language disorders.
Expressive language difficulties refer to difficulties in producing or expressing language.
It can involve problems with grammar, vocabulary, and forming coherent sentences.
Receptive language difficulties, on the other hand, refer to difficulties in understanding
or comprehending language. It can involve problems with understanding spoken or
written language.

III. Analogy:

1. Motor aphasia : speaking :: apraxia : movement

2. balance in the middle ear :: vestibular system :: touch : tactile system
3. peripheral vision :: glaucoma :: loss of sight :: Retinitis pigmentosa
4. PROFOUNDLY RETARDED :: I.Q. <20 :: MODERATELY RETARDED I.Q. :: 35-55
5. Snellen’s chart: visual acuity :: audiogram: hearing acuity

IV. Answer as Directed:

1. Perinatal causes of handicaps can include factors such as premature birth, low birth
weight, prenatal infections, birth complications, and exposure to harmful substances
during pregnancy.

2. Children with intellectual disabilities (formerly known as mental retardation) typically

have limitations in intellectual functioning and adaptive skills. They may have physical
characteristics associated with certain genetic conditions or syndromes. They often
have difficulties with learning and may require specialized educational support.
Socio-emotionally, they may struggle with social interactions and may have delays in
socio-emotional development.

3. Teaching strategies for learners who are gifted and talented may include providing
advanced or accelerated content, promoting critical and creative thinking skills, offering
opportunities for independent research and projects, providing enrichment activities,
and encouraging peer collaboration and discussion.

4. Messiou's revised framework for promoting inclusion is a four-step cyclical process

that includes the following stages: (1) Identify individual needs and strengths, (2) Plan
and implement targeted interventions and accommodations, (3) Monitor progress and
make adjustments, and (4) Evaluate outcomes and plan for the future.

5. The four types of speech impairments and their corresponding descriptions are:
- Articulation Disorder: This speech impairment involves difficulties in producing speech
sounds correctly. It may manifest as substitutions, omissions, or distortions of sounds,
affecting the overall clarity of speech.
- Fluency Disorder: This impairment is characterized by disruptions in the rhythm or flow
of speech. Examples include stuttering, which involves repetitions, prolongations, or
blocks in speech, and cluttering, which involves rapid or disorganized speech.
- Voice Disorder: This impairment refers to abnormalities in pitch, loudness, or quality of
the voice. It can result in a hoarse, breathy, or strained voice or a voice that sounds
nasal.
- Language Disorder: This impairment affects understanding and/or using spoken or
written language. It can involve difficulties with vocabulary, grammar, sentence
structure, or language comprehension.

6. When intervening with children with Autism Spectrum Disorder (ASD), teachers can:
- Use Structured and Visual Supports: Create structured and predictable environments,
visual schedules, and visual aids (e.g., visual cues, social stories) to support
understanding and reduce anxiety.
- Provide Clear Instructions: Use simple and concise language, break down tasks into
manageable steps, and provide visual or written instructions along with verbal
explanations.
- Promote Social Skills and Communication: Teach and reinforce social skills, such as
turn-taking, initiating and maintaining conversations, and understanding nonverbal cues.
Encourage the use of alternative communication systems (e.g., visual supports, AAC
devices) if needed.
- Individualize Instruction: Tailor teaching methods and materials to meet the specific
strengths, interests, and learning styles of students with ASD. Offer visual, auditory, or
tactile strategies as appropriate.
- Foster Sensory Regulation: Create a sensory-friendly environment and provide
sensory breaks or accommodations to help students regulate their sensory experiences
and avoid sensory overload.
7. Classroom accommodations for children with Developmental Coordination Disorder
(DCD)/Sensory Motor Dysfunction (SMD) in terms of response, setting, and schedule
can include:

- Response: Provide extra time for completing tasks or assignments, allow for breaks
during physical activities, offer alternative methods of demonstrating understanding
(e.g., verbal response instead of written).
- Setting: Create a structured and organized physical environment, minimize
distractions, provide visual supports (e.g., visual schedules, visual cues), and ensure
access to necessary accommodations or assistive technology.
- Schedule: Establish predictable routines and transitions, provide advanced notice for
changes in activities or schedules, break down complex tasks into smaller steps, and
offer flexibility when needed.

8. Accommodations to support students with difficulty remembering and focusing in

terms of presentation, setting, and scheduling can include:
- Presentation: Provide visual aids and graphic organizers to enhance understanding
and memory retention, break information into smaller chunks, use repetition and
reinforcement techniques, and offer recorded or written notes for reference.
- Setting: Create a quiet and organized learning environment, minimize distractions,
provide preferential seating (e.g., closer to the teacher or away from distractions), and
offer opportunities for movement breaks or fidget tools to help with focus and attention.
- Scheduling: Establish a predictable routine with clear expectations and transitions, use
visual schedules and timers to help with time management, provide additional time for
tasks or assignments if necessary, and allow for breaks to prevent mental fatigue.