Name: Tidalgo, Mae Althea C.

Date: 11-21-23
Year & Section: BEEd 2-B

Lesson 10
Activity 1: Summary Matrix

Summary Table for Handling Learners with Physical and Health Disabilities
Specific Characteristics Educational Accommodations and
Disability Implications Modifications
Spina Bifida  Congenital spinal  May need mobility  Accessible
cord malformation. aids; potential classrooms,
 weakness or total learning adaptive
paralysis of the difficulties. technology,
legs.  Access to physical extended time for
 bowel incontinence therapy and tasks.
and urinary assistive devices  Ensure that the
incontinence. may be necessary physical
 loss of skin to support physical environment is
sensation in the development and accessible,
legs and around independence. including ramps,
the bottom – the  Students with spina elevators, and
child is unable to bifida may require accessible
feel hot or cold, periodic medical restrooms.
which can lead to interventions and  Arrange for a
accidental injury. accommodations, comfortable and
such as supportive chair,
catheterization or if needed, to
medication accommodate
administration. physical
challenges.
 Ensure access to
educational
support
personnel such as
special education
teachers,
occupational
therapists, or
physical
therapists.
Muscular  Genetic muscle  Mobility  Assistive
Dystrophy degeneration. challenges; technology,
 Frequent falls. potential fatigue. physical
 Difficulty rising  Schools may need accommodations,
from a lying or to provide assistive flexible
sitting position. devices such as scheduling.
 Trouble running wheelchairs,  Modify physical
and jumping. braces, or other education
 Waddling gait. mobility aids to activities to
 Walking on the support students in ensure inclusion.
toes. accessing the This may involve
 Large calf muscles. educational adapting sports,
 Muscle pain and environment. providing
 stiffness.  Students with alternative
muscular activities, or
dystrophy may allowing the
qualify for an student to take on
Individualized a different role
Education Plan within the class.
(IEP) or a 504 Plan,  Ensure that all
which outlines educational
specific materials,
accommodations including
and modifications textbooks and
to support their online resources,
educational needs. are accessible.
This could involve This may involve
adjustments in the providing
classroom materials in
environment, alternative
instructional formats or using
methods, or technology to
assessment enhance
formats. accessibility.
 Muscular  Maintain open
dystrophy can communication
impact a student's between school
social and staff and
emotional well- healthcare
being. Educators professionals to
and support staff stay informed
should be aware of about the
the potential student's health
challenges students status and any
may face in terms changes in their
of self-esteem, peer condition.
relationships, and  Develop a
coping with the transition plan to
progressive nature support the
of the condition. student as they
Creating a move from one
supportive and grade level to
inclusive school another or from
environment is school to post-
crucial. secondary
education or the
workforce.
Cerebral  Neurological  Motor skill  Modified
Palsy disorder affecting difficulties. assignments,
movement.  Students with assistive
 Lack of muscle cerebral palsy often technology,
coordination when require physical
performing individualized accommodations.
voluntary support and  Assign trained
movements accommodations. aides to assist
(ataxia) An IEP is a legally students with
  Stiff or tight binding document physical tasks,
muscles and that outlines note-taking, or
exaggerated specific educational other academic
reflexes goals, services, and activities.
(spasticity) accommodations  Provide training
 Weakness in one or tailored to the for classroom
more arm or leg. needs of the staff to support
student. This may inclusive
include physical practices and
therapy, understanding of
occupational cerebral palsy.
therapy, speech  Modify
therapy, or curriculum
assistive content and
technology. materials to
 Close collaboration match the
between educators, student's abilities
therapists, and and learning
healthcare style.
professionals is  Focus on
essential. Regular functional skills
communication can that enhance
help ensure that independence
the student's and daily living.
medical needs are  Implement
addressed, therapy communication
goals are integrated strategies that
into the work for the
educational plan, individual, such
and any necessary as augmentative
adjustments are and alternative
made to the communication
learning (AAC) systems.
environment.
Spinal Cord  Damage to the  Loss of  Wheelchair
Injury spinal cord. sensation/mobility. accessibility,
 Loss of movement.  Educational assistive
 Loss of or a change institutions need to technology,
in sensation. ensure that their modified physical
 Loss of bowel or facilities are education.
bladder control. physically  Ensure that the
 Exaggerated reflex accessible. This school or
activities or includes ramps, educational
spasms. elevators, institution is
 Changes in sexual accessible physically
function, sexual bathrooms, and accessible, with
sensitivity and other ramps, elevators,
fertility. accommodations to and other
enable individuals facilities that
with SCIs to accommodate
navigate the individuals with
campus. mobility
 Access to support challenges.
 services, such as Provide
counseling and accessible
disability services, parking spaces
is essential. This and restrooms.
can help address  Provide social
the emotional and and emotional
psychological support, as
aspects of living individuals with
with a spinal cord spinal cord
injury and provide injuries may face
academic support. unique
challenges. This
could include
counseling
services or
support groups.
Chronic  Persistent joint  Pain and reduced  Flexible seating,
Athritis inflammation. mobility. extended time for
 Tender, warm,  Individuals with exams, ergonomic
swollen joints. chronic arthritis tools.
 Joint stiffness that may require  Permit the
is usually worse in physical student to take
the mornings and accommodations, breaks when
after inactivity such as ergonomic needed to manage
 Fatigue, fever and seating, assistive pain or stiffness.
loss of appetite. devices, or Encourage gentle
modifications to stretching or
the classroom movement
environment to exercises to
make it more prevent stiffness
accessible. during prolonged
Providing a periods of sitting.
comfortable and  Foster open
supportive physical communication
environment can between
enhance the educators,
learning experience students, and
for students with parents to
arthritis. address any
 Collaboration concerns or
between changes in the
educational student's
institutions and condition.
healthcare Regular
providers can collaboration
ensure that the ensures that the
unique needs of educational plan
students with remains
chronic arthritis responsive to the
are addressed student's needs.
comprehensively.
This may involve
communication
 about treatment
plans, necessary
accommodations,
and strategies for
managing
symptoms in an
academic setting.
Chronic  Persistent,  Fluctuating energy  Flexible
Fatigue unexplained levels. scheduling,
Syndrome fatigue  Communication reduced
 Severe fatigue between workload, access
 Light sensitivity educational to rest areas.
 Headache institutions and  Encourage peer
 Muscle and joint healthcare support and
pain providers is collaboration,
 Difficulty essential. allowing students
concentrating, Collaboration can to work together
mood swings, and help create a on assignments
depression. comprehensive and share notes
support system to reduce
that addresses both individual
the medical and workload and
educational needs foster a
of students with supportive
CFS. learning
 Individuals with environment.
CFS may require  Modify the
accommodations curriculum, if
and support from necessary, to
educational reduce the
institutions. This academic
could include workload or
flexible scheduling, adjust the level of
extended difficulty. This
deadlines, and can help prevent
provision of exacerbation of
assistive symptoms due to
technologies to excessive
help manage their cognitive or
academic physical
workload. demands.
 Allow the use of
assistive
technologies, such
as speech-to-text
software or
screen readers, to
help compensate
for cognitive or
physical
limitations.
 Activity 2: Assistive Technology Resource Review

Assistive Technology Resource Review

Assistive Descriptions References Recommendations
Technology
Hearing Electronic devices that https://  Hearing loss often occurs
aids amplify sound for www.who.in naturally as part of the aging
individuals with hearing t/news- process. Presbycusis typically
impairments. room/fact- affects both ears and is
sheets/ characterized by a gradual
detail/ decline in hearing sensitivity,
assistive- especially for high-frequency
technology sounds.
 Prolonged exposure to loud
noises, either occupational or
recreational, can damage the
hair cells in the inner ear,
leading to hearing loss.
Hearing aids amplify sounds,
helping individuals with noise-
induced hearing loss hear
more clearly.
 Some individuals are born
with hearing loss, either due to
genetic factors or
complications during
pregnancy and childbirth.
Hearing aids can provide early
intervention to support
language and communication
development in children with
congenital hearing loss.
Braille Tactile devices that convert https://  Individuals who are blind lack
Displays digital text into Braille for mn.gov/ functional vision and cannot
individuals with visual admin/at/ rely on standard print for
impairments. getting- reading and writing. Braille
started/ provides a tactile method of
understandi reading and writing, allowing
ng-at/types/ them to access information
independently.
 Some individuals may have
severe visual impairments that
make it challenging to read
standard print effectively.
Braille can offer an alternative
means of accessing written
information through touch.
 Individuals who are born
blind or experience blindness
early in life often learn Braille
as a primary means of literacy.
 Braille facilitates literacy skills
and supports educational and
vocational opportunities.
Voice Technology that converts https://  Individuals with limited or no
Recognition spoken words into text, www.nichd. use of their hands or arms due
Program facilitating hands-free nih.gov/ to conditions such as paralysis,
operation of devices. health/ spinal cord injuries, or
topics/ neuromuscular disorders may
rehabtech/ use voice recognition software
conditioninf to control computers, mobile
o/device devices, or other technology
without the need for manual
input.
 People with motor control
challenges, including
conditions like cerebral palsy
or muscular dystrophy, may
find it difficult to type or use
traditional input devices. Voice
recognition allows them to
control devices and interact
with technology using their
voice.
 Voice recognition can be a vital
tool for individuals with visual
impairments, allowing them to
navigate and interact with
computers, smartphones, and
other devices without relying
on visual cues or touchscreens.
Name:Tidalgo, Mae Althea C. Date: 11-21-23
Year & Section: BEEd 2-B

Lesson 11

Activity 1

Teachers’ perception of
learners with difficulty
walking and moving
Personal Strengths and
Weaknesses
Performance in class
Social inclusion with peers
without disability
Personal Reflection:
Teacher who has taught
learners with difficulty
walking and moving
I find that learners facing
mobility challenges often
develop resilience and
determination. However, at
times , mobility challenges
can impact their ability to
engage in certain physical
activities.
In terms of academic
performance, theses
learners can excel when
provided with accessible
resources and
accommodations.
I’ve observed that
classmates are generally
accepting and supportive.
However, there can be
instances where peers may
not fully unique need of
students with mobility
difficulties.
Teacher who has NOT
taught learners with
difficulty walking and
moving
I believe my strength lies in
adaptability. I am open to
learning and implementing
strategies to ensure an
inclusive classroom
environment for all.
Without direct experience, I
might initially face
challenges.
I would anticipate that with
right guidance and support,
these students can thrive
academically.
I believe in fostering a
positive and inclusive
atmosphere in my
classroom.

In delving into the realm of instructing learners facing challenges in walking and
movement, the intricate interplay of strengths and hurdles within inclusive education
becomes apparent. Educators seasoned in this domain shine a light on the remarkable
resilience and adaptability exhibited by students, underscoring their ability to navigate
the academic landscape despite physical constraints. Simultaneously, these experienced
teachers acknowledge the imperative for targeted support and a deeper societal
comprehension of diverse needs. Their insights paint a nuanced picture of the inclusive
classroom, where fostering an environment that caters to individual requirements is as
crucial as nurturing a collective understanding of unique strengths and challenges.
Conversely, educators lacking direct exposure to this specialized field demonstrate
an unwavering commitment to inclusivity. Recognizing potential shortcomings, they
underscore the importance of continuous learning and collaborative efforts in
cultivating an inclusive educational environment. Their dedication to embracing
diversity serves as a testament to the evolving nature of inclusive education, wherein
the journey involves an ongoing commitment to growth and adaptability. Collectively,
these reflections form a mosaic that highlights the collective pursuit of educators – the
creation of supportive and enriching learning environments that transcend physical
limitations and celebrate the diverse capabilities of all students.

Activity 2: More Similar than Different

1. Aspirations and Ambitions

- Both of us has the same goal, to be driven and thriving for our ambitions and goals.
2. Passions and Interests
- We both share the same passion in teaching and although we have different interests,
it all ends to being a professional teacher.
3. Resilience and Determination
- Our thirst for learning and educating ourselves as well as achieving our dream, makes
us determined and resilience to every steps we take.
4. Commitment to Inclusivity
- Disabled or not, students fight for what is right, and it is the inclusivity for all.
5. Contributions to the Academic Community
- We may be different from each other, but we both contribute to the success and
prosperity of our University.