BOHOL ISLAND STATE UNIVERSITY

Clarin Campus College

of Teacher Education

Vision: A premier Science and Technology university for the formation of world class and
virtuous human resource for sustainable development in Bohol and the
country.

Mission: BISU is committed to provide quality higher education in the arts and sciences,
as well as in the professional and technological fields; undertake research and
development and extension services for the sustainable development of Bohol and the
country.

EDUC 8-E: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Marie April Ejara

Sir Jeziel Estapia

Date:

November 6 2023
I. Learners who are Gifted and Talented

A. Definition

'Gifted and talented' describes children with the ability or potential to develop significantly ahead of
their peers:

•'gifted' learners are those with abilities in one or more academic subjects, such as math or English
•'talented' learners are those who have practical skills in areas such as sport, music, design or
creative and performing arts

Skills and attributes such as leadership, decision-making and organization may also be taken into
account.

Gifted children are born with natural abilities well above the average for their age. If your child is
gifted, you might notice these natural abilities in the way they’re learning and developing.

Children can be gifted in any area of ability, and they can also be gifted in more than one area. For
example, a child might be gifted creatively and intellectually. Or they might have above-average
physical coordination and memory, or more social and emotional maturity than other children their
age.

Children can be gifted at different levels too. That is, some gifted children have more advanced
abilities than others. And some gifted children also have disabilities. For example, a child who is
intellectually gifted might also have autism or hearing loss.

Being gifted often runs in families. And gifted children are found in all cultures and all types of
families. Gifts become talents when they’re developed and nurtured.

This means that gifted children become talented when you support and encourage them to use
their natural gifts to learn, concentrate and practice. For example, if your child is gifted musically
and you give them opportunities to learn a musical instrument, they might develop a talent for
playing.

Many things influence whether a gifted child’s natural ability becomes a talent. These things
include family values, educational opportunities, personality and motivation, health and chance
opportunities. For example, if your child is gifted in the area of business, with your support they
might develop this gift into a talent for marketing and selling eggs their chickens have laid.

You’ll usually notice talents from about 6 years. But sometimes talents show up only later in older
children and teenagers. Generally, by late primary school age or the teenage years, a gifted and
talented child will be achieving at a very high level in one or more areas.

B. Identification

For gifted children, learning new things is important to wellbeing. So the biggest benefit of your
child being identified as gifted and talented is that it helps you understand what sort of advanced
learning might be right for your child. And when you can support your child’s advanced learning,
you can support their overall wellbeing and development.

Identifying your child’s giftedness or talent is good for several other reasons too. For example:
• It makes it easier to work out the right time for your child to start child care, preschool or school.
• You and your child’s teachers can work together on learning opportunities for your child at child
care, preschool or school.
• Your child might be able to avoid some of the challenges of being gifted, like boredom at home,
preschool or school.
• You can identify new learning opportunities in your child’s area of advanced interest or skill – for
example, junior pathways or special programs for gifted young athletes or artists.

If you think your child might be gifted, you can see an educational psychologist for an IQ test and a
report on your child’s advanced learning. This report is likely to focus mostly on academic learning
but often includes notes about social and emotional gifts too. Look for a psychologist with
experience in identifying gifted and talented children. You could also check with your child’s school
to find out whether the school can arrange an IQ test.

Another way to get a formal identification is to look at your child’s school results in standardized
literacy or numeracy tests like NAPLAN tests. If your child seems to have very high scores, you
can make an appointment with your child’s teacher to talk about these. Or your child’s teacher
might even get in touch with you.

Your feelings can also be affected by how your child was identified as gifted. If you’ve thought your
child was gifted since they were a baby or toddler, you’ve had time to get used to the idea. If it has
come as a surprise to you, you might need time to adjust. It might help to talk about your feelings
with someone you trust.

Some parents of gifted children can feel isolated from other parents of children the same age. Or
they might not want to talk about their gifted children’s abilities with other parents in case people
think they’re bragging.

Above all, your gifted child is a child. Like all children, the thing your child most needs to grow up
happy and healthy is your family’s love and support.

C. Learning Characteristics

Gifted children often stand out. Whether you are a parent, an educator, or a student, you are likely
here because you have noticed something different about a student or about yourself if you are
that student in question. Those without a background in gifted education may feel that gifted
children stand out because of their good grades or high achievements. However, many of us who
work with gifted children know that they are different for other reasons like their quirky sense of
humor, their intense questioning, or their refusal to sit still in the classroom and repeat math facts
when they would much rather be discussing the nature of infinity. Looking for gifted traits in
children can provide information for parents, educators, and students themselves to decide
whether they want to pursue intelligence testing, acceleration, or simply have a better
understanding of who these children are.

Common Characteristics of Gifted Children:

• Ability to comprehend material several grade levels above their age peers
• Surprising emotional depth and sensitivity at a young age
• Strong sense of curiosity
• Enthusiastic about unique interests and topics
• Quirky or mature sense of humor
• Creative problem solving and imaginative expression
• Absorbs information quickly with few repetitions needed
• Self-aware, socially aware, and aware of global issues

What are students who are gifted and talented like? Generally they show some combination of the
following qualities:

• They learn more quickly and independently than most students their own age.
• They often have well-developed vocabulary, as well as advanced reading and writing skills.
• They are very motivated, especially on tasks that are challenging or difficult.
• They hold themselves to higher than usual standards of achievement.
• Contrary to a common impression, students who are gifted or talented are not necessarily
awkward socially, less healthy, or narrow in their interests—in fact, quite the contrary (Steiner &
Carr, 2003). They also come from all economic and cultural groups.

Ironically, in spite of their obvious strengths as learners, such students often languish in school
unless teachers can provide them with more than the challenges of the usual curriculum. A
kindergarten child who is precociously advanced in reading, for example, may make little further
progress at reading if her teachers do not recognize and develop her skill; her talent may
effectively disappear from view as her peers gradually catch up to her initial level. Without
accommodation to their unusual level of skill or knowledge, students who are gifted or talented can
become bored by school, and eventually the boredom can even turn into behavior problems.

Partly for these reasons, students who are gifted or talented have sometimes been regarded as the
responsibility of special education, along with students with other sorts of disabilities. Often their
needs are discussed, for example, in textbooks about special education, alongside discussions of
students with intellectual disabilities, physical impairments, or major behavior disorders (Friend,
2008). There is some logic to this way of thinking about their needs; after all, they are quite
exceptional, and they do require modifications of the usual school programs in order to reach their
full potential. But it is also misleading to ignore obvious differences between exceptional giftedness
and exceptional disabilities of other kinds. The key difference is in students’ potential. By definition,
students with gifts or talents are capable of creative, committed work at levels that often approach
talented adults. Other students—including students with disabilities—may reach these levels, but
not as soon and not as frequently. Many educators therefore think of the gifted and talented not as
examples of students with disabilities, but as examples of diversity. As such they are not so much
the responsibility of special education specialists, as the responsibility of all teachers to
differentiate their instruction.

D. General Educational Adaptations

Students who are gifted and talented often have a wide range of diverse interests coupled with
uneven development and distaste for all that is repetitive and unchallenging. Educating those who
are gifted and talented requires flexibility on the part of the teacher and the implementation of
choice for the student. The whole notion of differentiated education and instruction was first
developed to meet the needs of gifted learners (Hutchinson and Martin, page 55) before being
implemented for all learners because, just like all learners, gifted students are a heterogeneous
population with varying strengths and weaknesses. An entire classroom of gifted learners may only
share the characteristics of “having an unusually advanced degree of general intellectual ability”
(Ontario Ministry of Education, 2001, page A20) and nothing more. As such, those who teach
student who are gifted in the regular classroom or otherwise must be flexible in both instruction
delivery and demonstration of student knowledge. The focus of these suggestions is to incorporate
the higher levels of Bloom’s Taxonomy in a substantial amount to address the cognitive needs of
gifted learners. All students require exposure to all levels of the Taxonomy, however, gifted
students need to have more time spent in instruction at the higher levels as they often bring a large
amount of knowledge to class with them and can learn new knowledge at a faster pace.

Listed below are the typical accommodations and modifications to address the needs of gifted
learners. Please note that in curriculum models designed for gifted learners, it is the combination of
all accommodations/modifications listed below that is needed and that each accommodation and/or
modification is not a total curriculum program for gifted students.

1. Tiered Assignments

Tiered assignments refer to assignments that are graduated or tiered by level of difficulty or
completeness. Creating a tiered assignment in either a self-contained or regular classroom allows
for all levels of learners to complete the same assignment to the best of their ability. Creating an
assignment in this manner allows the teacher to present content at varying levels of complexity as
well as allows students to present their knowledge in varying ways of complexity. An example of a
tiered assignment in younger grades given in Hutchinson and Martin (2012) would be to have one
group of students investigate the magnetic properties of various household objects while another
group of students could add the complexity of determining the affect of magnet size on magnetic
strength. In this way both groups of students are learning about magnets at their varying levels of
understanding and comprehension.

2. Open-Ended Assignments

Open-Ended Assignments refer to giving the student choice as to how far they take their own
learning-making them both responsible and accountable for their own education. In this way,
students can be given choice of both assignment content and product delivery. An example of an
open-ended assignment would be to have students research their favorite animal. All students may
provide information of diet and habitat but the option for gifted learners to go one step further in
their research, in terms of mating cycles, destruction of habitat for example, as well as the ability to
present their knowledge in a unique way allows for the potential of the further depth and breadth
needed for gifted learners.

3. Enrichment (Independent Study, Independent Research, Sophistication of Projects)

Enrichment is the modification most used in programs for gifted and talented learners at the
elementary and secondary level (Clark, page 407) and refers to adding disciplines or areas of
learning not normally found in the regular curriculum. Enrichment encourages gifted students to
focus on the upper levels of Bloom’s Taxonomy-analysis, synthesis and evaluation-in their
learning. Independent study falls under the category of enrichment along with individually chosen
projects to match the interests of the gifted student. The introduction of research skills and critically
thinking skills along with multidisciplinary connections are often taught as a way to enrich the
program for gifted learners. Enrichment is theoretically the least expensive method of meeting
some of the needs of gifted learners; however, it has the potential to become nothing more than
more work for the student and as such it is only effective when used in conjunction with other
methods as part of a differentiated curriculum plan. Examples of enrichment include allowing the
student to complete an independent project and display their findings around the school (a gym
poster, a presentation etc), allowing students to display their work in a more sophisticated means
(as a flyer, in a spreadsheet for data, as a website or video), and allowing the student to research a
topic independently at the library or on a classroom computer.
4. Acceleration (Telescoping, Compacting, Ability or Need Grouping)

Acceleration refers to educating the student at their level of ability rather than chronological age.
This can take many forms and can be in one or more areas depending on the nature of the gifted
student’s development. Students can be accelerated by having early entrance into school, skipping
grades, or by being placed in a higher grade for a particular subject or discipline. They can also
accelerate through the rate at which they are learning-commonly referred to as telescoping.
Because gifted students are often “quick learners” it is possible to have them learn both what is
required of them in their current grade and then move on to what is taught in the following grade.
The usual result is the gifted student finishes their required school in less time than is typically
needed. Research has shown that gifted learners are inclined to identify with those older than
themselves and as such, acceleration into higher grades with older students is a viable option with
positive consequences both academically and socially.

II. Learners with Difficulty Seeing

A. Definition

Human eye, in humans, specialized sense organ capable of receiving visual images, which are
then carried to the brain. cross section of the human eye. A horizontal cross section of the human
eye, showing the major parts of the eye, including the protective covering of the cornea over the
front of the eye.

What is a HUMAN EYE?

The human eye is like a camera that collects, focuses, and transmits light through a lens to create
an image of its surroundings. In a camera, the image is created on film or an image sensor. In the
eye, the image is created on the retina, a thin layer of light-sensitive tissue at the back of the eye

What are the learners with difficulty in seeing ?

Students in the classroom will exhibit different levels of clarity of eyesight or visual acuity. There
are some students with hampered of restricted vision. Learners with difficulty in seeing are those
with issues regarding sights that interface with academics.

The definition from individuals with disabilities education act (IDEA) states that “an impairment in
vision that, even with correction, adversely affects a child’s educational performance, which
includes both partial sight and blindness. These students may need to have their eyesight
corrected by wearing glasses or other optional devices.

Difficulty seeing, also called vision loss or visual impairment, can be mild, moderate, or severe.
Some children with vision loss have no vision (blindness). However, most can see somewhat.
Some recognize the difference between light and dark or day and night. Others can see shapes or
colors of large objects but not the details. A child’s difficulty seeing may be related to a condition
affecting their eyes, or to a condition affecting their brain. Some children are born with visual
impairment while others develop this during early childhood or later. Some children may start
seeing better as they grow older and have better health.
Many more children have difficulty seeing clearly. For example, they may see fairly well for most
daily activities, but have trouble seeing details. The family may not realize that the child has vision
loss until they notice she has difficulty threading a needle, finding head lice, or reading letters on a
blackboard at school. Often these children can see much better with eyeglasses, filter lenses or
magnifying glasses, or training to use their vision. (Children who are completely blind cannot see at
all, even with eyeglasses.) By figuring out what a child with vision loss can see, and what helps
them to see, we can help them to use the vision they have to its full capacity.

B. Identification

Learners with difficulty seeing often have physical signs, such as crossed eyes, squinting, and
eyes that turns outwards. They may also be clumsy, usually bumping, into objects which cause
them to fall down. They like to sit near the instructional materials or at times would stand up and go
near the visual aids.

Learners with difficulty seeing may also show poor eye hand coordination. This can be seen in
their hand writing or poor performance in sporting activities. Another indication is poor academic
performance as these students might have reading as well as writing.

Kids who have vision loss that can’t be fixed with glasses, contacts, or other methods have a visual
impairment. They may have complete vision loss (blindness) or partial vision loss.

Visual impairments can be caused by eye conditions like amblyopia (“lazy eye”) or strabismus
(misaligned or crossed eyes), eye or brain injuries, or birth defects.

In school, kids may:

• not be able to see objects at a distance, like on a whiteboard or blackboard

• having trouble reading (or learning to read) and participating in class
• not be able to focus on objects or follow them, may squint often and rub their eyes a lot, have
chronic eye redness or sensitivity to light
• bump into things often

In the classroom, there are many supports that can help make learning more successful. These
include assistive devices, technologies, or special accommodations.

C. Learning Characteristics

Good visual ability is critical in learning. Most school lessons are done through blackboard writing,
presentation, or hand outs, in most major subjects. Visual impairments, whether mild, moderate, or
severe, affect the student’s ability to participate in normal classroom activities. In the past, students
who are visually impaired are placed in special institutions. Nowadays, most are enrolled with other
children who are not visually impaired.

Learners with difficulty seeing have restricted ways to learn incidentally from their surroundings
since most of them learn through visual clues. Because of this, the other senses are used to
acquire knowledge. Due to the limited ability to explore the environment, low motivation to discover
is present.
Vision impairment has several characteristics, and not all of them will manifest in every single
case. Visual impairment differs between children and adults, and the differences are highlighted
below.

Characteristics of visual impairment in children should be understood and noted because there are
several causes and symptoms associated with this kind of manifestation. Children whose vision
cannot be corrected with glasses or contacts may have visual impairment, resulting in either
complete or partial vision loss. These impairments may be caused by conditions, such as
amblyopia (also known as 'lazy eye'), strabismus (crossed eyes), brain or eye injuries, or a birth
defect.

D. General Educational Adaptations

Modification in teaching is needed to accommodate students with difficulty seeing. The following
strategies may be considered:

• If the use of books is part of your lesson, students with difficulty seeing should be informed ahead
of time so that they can be ordered in braille or in an audio recorder format.

• Portions of textbooks and other printed materials may be recorded so that visually-impaired
students can be listen instead of focusing on visual presentation.

• All words written on the board should be read clearly

• Students with difficulty seeing should be seated near the board so that they can easily move
close to the instructional materials used during lesson

• A buddy can be assigned to a student with difficulty seeing as needed. This can be crucial to
assist in the mobility of the student such as going to the other places in school during the day

• Students with difficulty seeing might need more time to complex a test or homework. This might
be on a case to case basis

• Teachers should be aware if terminology that would require visual acuity (such as over there or
like this one) which the impaired student may be not possess

• Teachers should monitor the students closely to know who needs extra time in completing tasks.

Students who are blind or visually impaired require adaptations to the environment, materials, and
instruction. Each student will have his or her own unique visual needs based on the student's
visual impairment as well as other disabilities. It is important to understand each student’s visual
diagnosis and the implications concerning functional vision to make the appropriate adaptations to
maximize the students use of vision and access the same assignments as their sighted peers.
III. Learners with Difficulty Hearing

A. Definition

Hearing impairment is the inability of an individual to hear sounds adequately. This may be due to
improper development, damage or disease to any part of the hearing mechanism. Hearing is a
prerequisite for the development of normal speech & language. A child learns to speak by hearing
the speech of others in the family and surroundings.

Hearing impairment as a disability category is similar to the category of deafness, but it is not the
same. The official definition of a hearing impairment by the Individuals with Disabilities Education
Act (IDEA) is “an impairment in hearing, whether permanent or fluctuating, that adversely affects a
child’s educational performance but is not included under the definition of ‘deafness`. ” Thus,
knowing the definition of deafness is necessary to understand what sort of disabilities are
considered hearing impairments. A hearing loss above 90 decibels is generally considered
deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment.

B. Identification

Some teachers spend more than 40 hours a week with their students. There are numerous signs of
hearing loss they might pick up on. Noise-induced hearing loss can be sudden or gradual. If a child
is exposed to a sudden noise, like an explosion, gunshot or foghorn, the noise can rupture the
eardrum or rip through the sensory hairs in the inner ear, leaving the child with an immediate
difference in his or her hearing ability. But hearing loss can also be gradual, occurring over time
with repeated exposure to loud sounds, like music or construction noise. In that case, the
difference won’t be immediately apparent. Some symptoms of NIHL include:

• Failure to hear his/her name called

• Constant requests to repeat what was said
• Worsening grades, especially those involving in-class lectures, in which the child cannot read the
information being taught
• Loss of interest in class
• Increasingly withdrawn behavior

Hearing loss can affect a child mildly or in a very profound way. Profound hearing loss may mean
that a child is “deaf.” Kids are born with hearing loss or can lose their hearing through injuries,
infections, or long exposure to loud noises.

Signs that a child has hearing loss include:

• having limited or unclear speech

• not following directions or paying attention
• hearing only parts of a conversation; asking for information to be repeated
• not being able to hear everyday sounds, like a school bell or morning announcements
learning problems

Hearing loss can be temporary. But when it’s not, there are technologies, therapies, and other
treatments to help. Devices like hearing aids and cochlear implants can improve a child’s ability to
hear. Learning sign language or speech reading can also make it easier to communicate.
C. Learning Characteristics

The first question really has to do with determining a student's learning style, their best and most
comfortable way of assimilating new information, concepts, and skills. Marjorie, for instance, has
always been an auditory learner. When she hears something, she remembers it! However, this is
rarely true of students who are hard of hearing.

Visual Learning
Many of the students has worked with a visual learners. This means that they really assimilate new
ideas better when they can see what they are thinking. Visual learners benefit from working with
images and graphic organizers. For many deaf students, these visuals help them organize their
thoughts and express themselves without relying on sound. For example, when Marjorie helps deaf
students acquire new vocabulary, she uses graphic organizers to help them make connections
between words with similar and also opposite meanings.

Hearing loss may impact a students' ability to:

• Produce speech sounds

• Hear and understand language
• Produce oral language
• Acquire and use background knowledge across a range of topics
• Access information presented in the classroom
• Understand new concepts - particularly language-based concepts
• Interact with other students. Which then leads to the student being more uncomfortable in larger
groups.

D. General Education Adaptations

There is a range of inclusive teaching strategies that can assist all students to learn but there are
some specific strategies that are useful in teaching a group that includes students with a hearing
impairment:

• Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre
where they will have an unobstructed line of vision. This is particularly important if the student is
using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited
range. Be aware that some students may not be comfortable with this suggestion or have alternate
strategies. Respect their choices.

• Use assistive listening devices such as induction loops if these are available in the lecture
theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the
lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

• Ensure that any background noise is minimized.

• Repeat clearly any questions asked by students in the lecture or class before giving a response.

• Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or
microphones in front of your face can add to the difficulties of lip-readers.
Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in
your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign
interpreter.
It is difficult for a student watching an interpreter to also take notes from an overhead or
blackboard. An interpreter is unable to translate concurrently both your words and any information
given on an overhead. It is important therefore that all information should also be available as
handouts.

• Provide written materials to supplement all lectures, tutorials and laboratory sessions.
Announcements made regarding class times, activities, field work, industry visits etc., should be
given in writing as well as verbally.

• Allow students to record lectures or, preferably, make available copies of your lecture notes.
Flexible delivery of teaching materials via electronic media is also particularly helpful for students
who have difficulty accessing information in the usual ways. For students with a hearing loss, new
technology - and the internet in particular - can be used to bridge many gaps.

• Ensure that lists of the subject-specific jargon and technical terms which students will need to
acquire are made available early in the course. If interpreters or captioning are being used as an
adjustment, make this list available to the professionals providing the service as early as possible.

• Any videos or films used should, where possible, be captioned. When this is not possible, you will
need to consider alternative ways for students with hearing impairment to access the information.

• In tutorials, assist students who lip-read by having the student sit directly opposite you and
ensure, if possible, that they can see all other participants. Control the discussion so that only one
person is speaking at a time.
Students with hearing loss, especially those with associated speech issues, may prefer to have
another student present their tutorial papers.

• Language abilities are often affected by hearing loss, depending on the age of onset. Students
who acquired their hearing loss early in life may have literacy issues. In some cases, providing
reading lists well before the start of a course for students with a hearing loss can be beneficial.
Consider tailoring these reading lists when necessary, and provide guidance to key texts.

• Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a
broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching
styles, particularly the pace of the learning. Consult with the providers of the service early to
identify any potential changes.
Where live remote captioning is provided, a transcript of the session can usually be assessed
within 24 hours. It is recommended that these be emailed directly to the student as an accurate
record of reference.

IV. Learners with Difficulty Communicating

A. Definition

Students who have difficulty communicating in class include those who are deaf or hard of hearing,
have speech impairments, have difficulty processing auditory information because of a learning
disability, or have physical impairments that affect their speech or language.
People can experience difficulties when communicating with others due to speech, language or
communication needs. These difficulties can be the result of illness, injury, disability, learning
difficulties, sensory impairments, autism spectrum conditions or language barriers.

Communication difficulties can include:

• difficulty when communicating verbally, visually or in writing

• difficulty interpreting the speech and actions of others
• difficulty expressing their own thoughts and feelings.

B. Identification

Some children can have problems with understanding spoken language, including the meaning of
words. This can include struggling to follow basic instructions during a game or a lesson and the
child can find it hard to understand what is being asked of them. This is a sign of a child that may
have difficulty with their speech, language and communication needs.

Children may have problems with the intelligibility of their speech – they may have a reduced
number of sounds available to them and have difficulty making particular sounds in simple or
longer words. They may not be easy to understand when they speak, or they may be reluctant to
speak for fear of not being understood.

Speech refers to the way sounds and words are formed, and language refers to the use of words
to receive and express information.

Kids with speech disorders may have trouble with:

• articulation, the production of speech sounds

• fluency, the rhythm and flow of speech
voice, the quality of pitch, resonance, or loudness

Students with language disorders may have trouble understanding or being understood through all
forms of communication — verbal, nonverbal, and written. This can cause difficulty understanding
the meaning of words and putting words together to form an idea.

Students with speech and language problems may have trouble with reading, writing, or speaking
aloud in class. Treatment is aimed at improving skills through speech-language therapy. The
sooner therapy begins, the better.

C. Learning Characteristics

A child with a communication problem may present many different symptoms. These may include
difficulty following directions, attending to a conversation, pronouncing words, perceiving what was
said, expressing oneself, or being understood because of a stutter or a hoarse voice.

Problems with language may involve difficulty expressing ideas coherently, learning new
vocabulary, understanding questions, following directions, recalling information, understanding and
remembering something that has just been said, reading at a satisfactory pace, comprehending
spoken or read material, learning the alphabet, identifying sounds that correspond to letters,
perceiving the correct order of letters in words, and possibly, spelling. Difficulties with speech may
include being unintelligible due to a motor problem or due to poor learning. Sounding hoarse,
breathy or harsh may be due to a voice problem. Stuttering also affects speech intelligibility
because the child's flow of speech is interrupted.

Many communication problems can be improved by therapy. Some problems may never be
"cured," but children can learn new strategies to overcome their difficulties (e.g., attention deficit or
stuttering). Some children may be able to overcome their deficits as they grow older (e.g., mild
language delays), while others may compensate by communicating through electronic means (e.g.,
an augmentative communication device or hearing aid).

D. General Education Adaptations

Students with communication disorders should be encouraged to discuss their functional difficulties
and needs in private during the first week of classes and to talk about ways to compensate. When
it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.

While students with communication disorders may have a disadvantage in the classroom, you as
their teacher can help them overcome any obstacles they may face in class with patience and
compassion. That said, here are some key ways to support your students.

Be a Good Model
As a teacher, you are seen as a source of inspiration and motivation for your students. Indeed, a
study conducted by Harvard Graduate School of Education researchers found that a student’s
attitude and behavior is directly influenced by a teacher’s effectiveness. This holds especially true
for students who have difficulty communicating, as they’ll look up to you as speech models. Simply
put, you can show them that good communication skills are beneficial.

To be a good model, you should always remember to speak slowly and clearly. Moreover, try to
observe if they’re following your behavior. For instance, if your student answers with just one word
or a phrase, try asking them to improve their answer with a complete sentence.

Patience is a Virtue
Patience is a skill that teachers practice with their students. However, when educating students
with communication disorders, being patient can make all the difference for their learning success.
From speaking too fast or too slow, to repeating words or staying silent for too long, it’s important
to recognize what challenges they’ll face at the start so you can guide them to move forward
instead of being frustrated and stuck.

To this end, give them more time to formulate their thoughts and put them into words during a
class discussion. But try not to interrupt them by finishing their sentences. Instead, you should
maintain eye contact to let them know you are supporting them.

Use Technology to Your Advantage

With today’s technology, teachers can certainly make use of the latest digital tools to help them
help their students. Chances are, your students have an iPad they use for fun, but why not turn this
into an educational tool, too?
While encouraging your students to use their iPads may sound counter-intuitive at first, this tech
tool enhances the visual and auditory responses during their learning experience. Dr. Meaghan
Goodman, an ASHA-certified speech language pathologist and director of Maryville University’s
communication sciences and disorders degree program was one of the pioneers for using iPads in
the classroom. Speaking to the Lawrence World Journal she said “They loved the cool factor of it;
they look forward to speech therapy. When they see me coming in to class, they are like, ‘Oh yes,
she’s got the iPad.’”

Moreover, colors, sounds, and animations can keep your students engaged with the material, and
therefore respond better in the classroom. Case in point: Our Integrating Technology in the
Classroom Toolkit utilizes assistive technology, so your students can process information with
more ease. Plus, speech therapy apps like Speech Tutor and Keyword Understanding simplify
lessons, which can help them process information with more ease.

Build Their Confidence

For many students, having difficulty with communication skills also means having lower levels of
self-esteem. After all, the classroom isn’t exactly an ideal setting, as other kids might have a
tendency to tease or even bully. Not to mention, we’ve previously shared how students with
Emotional and Behavioral Disorders may act out when they feel unfairly treated. Thankfully, as
their teacher, you can help create a safe environment for your students with learning disabilities.

Jo Boaler, a professor of mathematics education at Stanford University, and Tanya Lemar, a

doctoral student at the same school, note that students tend to feel disconnected to their teachers
when they believe they don’t have the potential to succeed. In this regard, you can help boost the
confidence of your students with communication disorders by fostering community and promoting
respect in the classroom. Not only will this help them feel a sense of belonging, but their peers will
also learn to be kinder people overall.

Sarah Hewitt is a Brooklyn-based freelance writer who developed a deep love for learning at a
young age. Having teachers as parents, she quickly became fascinated with how the proper
educational tools and material can create a better, brighter future for anyone. When she’s not busy
reading up on the latest innovations in education, you can find her watercolor painting in her mini
art studio.

V. Learners with Difficulty Moving/Walking

A. Definition

Mobility impairment refers to the inability of a person to use one or more of his/her extremities, or a
lack of strength to walk, grasp, or lift objects. The use of a wheelchair, crutches, or a walker may
be utilized to aid in mobility. Mobility impairment may be caused by a number of factors, such as
disease, an accident, or a congenital disorder and may be the result fromneuro- muscular and
orthopedic impairments. Mobility impairment is also defined as a category of disability that includes
people with varying types of physical disabilities. This type of disability includes upper or lower limb
loss or disability, manual dexterity and disability in co-ordination with different organs of the body.
Disability in mobility can either be a congenital or acquired with age problem. This problem could
also be the consequence of disease. People who have a broken skeletal structure also fall into this
category of disability. Persons with physical impairment disabilities often use assistive devices or
mobility aids such as crutches, canes, wheelchairs and artificial limbs to obtain mobility.
B. Identification

When a child has difficulty moving and /or walking, the physical domain of development is
affected. Examples of physical disability are developmental coordination disorder or dyspraxia,
stereotypic movement disorder, tics and cerebral palsy. Each one is defined in the succeeding
section. Individuals with difficulty moving or walking may require specialized accommodations
and support to ensure that they can participate fully in learning activities. Here are some tips for
supporting learners with difficulty moving or walking: Create an accessible learning environment:
Make sure that the physical environment is accessible and free from barriers. This may involve
making modifications to the classroom or learning space, such as installing ramps, widening
doorways, or lowering tables and chairs. Provide assistive technology: Consider providing
assistive technology such as text-to-speechsoftware, voice recognition software, or
specialized keyboards to help learners who have difficulty typing or using a mouse. Offer
flexible seating options: Provide a range of seating options, including chairs with armrests, stools,
or cushions, to accommodate learners who may need to shift their weight or change their position
frequently. Use visual aids: Incorporate visual aids, such as diagrams or illustrations, into your
teaching to help learners better understand concepts and ideas. Break tasks into smaller steps:
Breaking down complex tasks into smaller, more manageable steps can help learners who have
difficulty moving or walking to stay focused and engaged in the learning process. Encourage peer
support: Encourage learners to work together and provide peer support. This can help create a
more inclusive and supportive learning environment for everyone. Remember that every learner is
unique, and the strategies that work for one individual may network for another.

C. Learning Characteristics

•Is contingent upon the impairment, its severity, and individual factors
•Can be different from person to person (impact can be mild to severe)
•Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or
sensory issues
•Individuals with neuromotor impairments have a higher incidence of additional impairments
•Some children may have significant limitations to their activity levels that require intensive medical
and/or educational assistance

D. General Education Adaptations

• Encourage independence.
• Remove obstacles so that the student can move freely from lesson to lesson.
• Encourage support for the student from classmates.
• Consider physical access issues such as ramps, toilets, lifts and classroom layout.
• Incorporate advice from the occupational therapist in the student’s programme.
• Use computers and audio-visual aids in the student’s learning and teaching programme.
• Specialized equipment may also be necessary such as adapted keyboards, page turners, word
boards or special desks.
• If writing is difficult consider using a tape recorder.
• Encourage communication to prevent isolation.
• Teach social skills if necessary.
• Allow students extra time to complete tasks.
• If teaching Physical Education, note that slower-paced activities are better than those requiring a
fast response. Students will do better catching a bounced ball than a thrown one; kicking a
stationary ball than a moving one.
• Students may have a low self-image, therefore it is important to ensure that the student feels
included and is encouraged and praised.
• As students tend to become distracted quite easily minimize distractions in the classroom
environment.
• If students use wheelchairs, where possible place yourself at their eyelevel when talking to them.
• Table-type desks with adequate leg space will need to be considered if the student has a
wheelchair.
• The board in the classroom may have to be lowered if the student is in a wheelchair.
To facilitate students’ reading, use easels, portable reading racks or adjustable desks.

VI. Learners with Difficulty Remembering and Focusing

A. Definition

Memory functions include short-term memory, long term memory, and retrieval, while attention
functions include sustaining, shifting, dividing, and sharing attention. Students with Learning
Disability (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD) are characterized by
having difficulties with memory and attention functions. Conditions that impact on an
individual’s ability to gain knowledge and skills at the same rate as his or her peers. They may
be due to a mental handicap or a cognitive disorder.

B.Identification

Most frequently displayed symptoms:

• short attention span

• poor memory
• difficulty following directions
• inability to discriminate between/among letters, numerals, or sounds
• poor reading and/or writing ability
• eye-hand coordination problems
• poorly coordinated
•difficulties with sequencing, and/or disorganization and other sensory difficulties.

C.Learning Characteristics

• Distractibility.
• No persistence with a task.
• Inconsistency in performance from one day to another.
• Excessive daydreaming during a school related task.
• Excess motor activity (something is always moving).
• Impulsiveness (acts without thinking much of the time).
• Insatiability (never satisfied with an activity).
• Poor response to discipline.
• Moodiness.
• Sleep disturbances (very restless sleeper).
• Provide predictable schedules as much as possible.
• Provide preparation for changes in routines and give notice that they are about to be asked
To make a transition in activities.
• Give advance planning and instruction about unfamiliar tasks and situations.

D.General Education Adaptations

• Create small, calm and controlled group settings that provide greater safety and increase the
chance for successful social experiences
• Surround kids with others who share interests or talents
• Give kids verbal direction and instruction. Use kids’ strengths with language to help them
Learn what others can observe and learn more easily.
• Help kids to learn to observe and notice others’ facial expressions, body language, tone of
Voice and other social cues.
• Teach kids such details as:
• What is expected in different social, family, and school situations;
• How others feel, how to organize and carry out tasks, etc.
• Expect to repeat direct teaching several times before kids are able to master the skill. It is
Important to provide this instruction with kindness and patience.
• Model and practice the use of language that is similar to age-peers, rather than relying on
“adult” language

VII. Learners with Difficulty with Self-care

A. Definition

Self care skills are the everyday tasks undertaken so children are ready to participate in life
activities (including dressing, eating, cleaning teeth). They are often referred to as the activities of
daily living (ADL’s). While these are typically supported by adults in young children, it is expected
that children develop independence in these as they mature.

Self care skills are one of the first ways that children develop the ability to plan and sequence task
performance, to organize the necessary materials and to develop the refined physical control
required to carry out daily tasks (e.g. opening lunch boxes, drawing or standing to pull up pants).
Self care skills act as precursors for many school related tasks as well as life skills. The term ‘self
care’ would suggest that these skills are expected to be done independently and in many cases it
becomes inappropriate for others to assist for such tasks (age dependent of course). More
specifically, many preschools and schools will have a requirement for children to be toilet trained
prior to starting at their center.

When self care skills are difficult, this also becomes a limiting factor for many other life
experiences. It makes it difficult to have sleep overs at friend’s or family’s houses, to go on
school/preschool excursions, children may standout at birthday parties if they are not comfortable
eating and toileting independently, they may experience bullying or miss out on other social
experiences as a result.
B. Identification

If a child has self care difficulties, they might:

• Be unable to feed themselves independently.

• Require more help than others of their age to get dressed or undressed.
• Find it difficult to tolerate wearing certain clothes.
• Struggle to use cutlery.
• Need adults to open food packaging in their lunch box.
• Refuse to eat certain foods.
• Be unable to coordinate movements to brush teeth.
• Require extensive help to fall asleep.
• Choose to toilet only at home where there is adult support.
• Be late to develop independent day time toileting.
• Show limited motivation for independence in self care, sot hey wait for adults to do it for them
instead.

C. Learning Characteristics

When a child has DIFFICULTIES IN SELF-CARE, they might also have

DIFFICULTIES IN THE FOLLOWING AT SCHOOL

1. FOLLOWING INSTRUCTIONS – ability to understand and be able to initiate the tasks to be

done as requested by the teacher

2. RECEPTIVE LANGUAGE ( UNDERSTANDING ) –comprehension of language

3. SOCIAL SKILLS – poor socializing skills due to excess fear and paranoia

4. FINE MOTOR SKILLS – opening lunch boxes, tying shoe laces (finger and hand skills )

5. ORGANISATION – ability to know what materials are involved in the task6.

6. LEARNING NEW TASKS – they find it hard to retain it to their memory because of their
intellectual capacities

7. EXECUTIVE FUNCTIONING – higher order reasoning and thinking skills

D. General Education Adaptations

a. Use visual aids

b. Scaffold the instruction
c. Provide cooperative learning strategies with large and small groups
d. Provide learning aids such as manipulatives and models to help students on conceptual
understanding and skill building
e. Introduce only one concept at a time and teach to mastery
f. Use acronyms to help remember words or phrases
g. Use songs, rhymes or rhythms to help students remember information
h. Use flashcards for individual or group review
i. Encourage students to sub-vocalize while learning

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