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College of Education

SPED 607: TEACHING THE PHYSICALLY AND MENTALLY HANDICAPPED

MODULE 5:
STRATEGIES IN MAKING CLASSROOM ADAPTATIONS

TASK NO. 5: Please answer the following comprehensively by citing examples to support
your answer:
1. Cite at least three simulation activities and explain why such activities can be helpful in preparing
your students without disabilities and enhance their awareness to the students with physical
disabilities who are about to enter your inclusive classroom and become their classmates or peers.
Here are three simulation activities that can be helpful in preparing students without disabilities and
enhancing their awareness of students with physical disabilities who are about to enter an inclusive
classroom:

1. Wheelchair simulation: Students without physical disabilities can be given the opportunity to
experience using a wheelchair by using a wheelchair themselves or by maneuvering a
wheelchair through an obstacle course. This simulation can help students without disabilities
understand the challenges that individuals with physical disabilities face on a daily basis,
including accessibility issues and the physical demands of using a wheelchair.
2. Sensory simulation: Students without sensory disabilities can be asked to participate in a sensory
simulation that mimics the experiences of individuals with sensory disabilities. For example,
students can be asked to wear earplugs or headphones to simulate hearing loss or to wear a
blindfold to simulate visual impairment. This simulation can help students without disabilities
understand the challenges that individuals with sensory disabilities face, including communication
barriers and sensory overload.
3. Assistive technology simulation: Students without disabilities can be introduced to various
assistive technologies that individuals with physical disabilities use to navigate their daily lives.
For example, students can be shown how a person with a mobility impairment can use a voice-
activated virtual assistant or how someone with a visual impairment can use a screen reader.
This simulation can help students without disabilities understand the importance of technology in
promoting accessibility and independence for individuals with physical disabilities.

By engaging in these simulation activities, students without disabilities can gain a better understanding of
the experiences and challenges faced by their peers with physical disabilities. This increased awareness
can help promote empathy and inclusion in the classroom, leading to a more welcoming and supportive
learning environment for all students.

2. As a Special Educator, what other accommodations you can provide to students with disabilities
in terms of adapting instructional materials?
As a Special Educator, there are several accommodations that can be provided to students with disabilities
to adapt instructional materials. Some of these accommodations include:

1. Providing materials in alternate formats: Students with disabilities may need instructional
materials presented in alternate formats such as large print, braille, audio, or digital text. This
accommodation ensures that all students can access the material and learn effectively.
2. Simplifying language and instructions: Students with certain disabilities, such as intellectual
disabilities or language disorders, may have difficulty understanding complex language and
instructions. Simplifying language and using visual aids can help them better understand the
material.
3. Providing additional time: Students with disabilities may require additional time to complete
assignments and assessments. Providing extra time can help ensure that they have enough time to
process the material and demonstrate their understanding.
4. Allowing the use of assistive technology: Students with disabilities may benefit from assistive
technology such as text-to-speech software, speech-to-text software, or screen readers. Allowing
the use of these technologies can help them access the material and complete assignments more
effectively.
 5. Modifying assignments and assessments: Modifying assignments and assessments can ensure that
students with disabilities are not unfairly disadvantaged by their disability. Modifications may
include changing the format of the assessment, reducing the number of questions, or providing
additional support during the assessment.
6. Providing one-on-one instruction or small group instruction: Students with disabilities may benefit
from more individualized attention and instruction. Providing one-on-one or small group
instruction can help them better understand the material and make progress towards their goals.

Overall, as a Special Educator, it is important to assess each student's unique needs and provide
accommodations that are tailored to their specific needs and abilities.

3. Many incidents have already happened wherein students with intellectual disabilities experienced
bullying from their so-called peers or classmates. What ways can you do in preventing such
things from happening to those with ID?
Bullying is a serious issue that can have a significant impact on individuals with intellectual disabilities
(ID). As an AI language model, I do not have personal experiences and emotions like humans, but I can
suggest some ways that can help prevent bullying of individuals with ID:

1. Education and awareness: Education and awareness about intellectual disabilities can help
reduce bullying. Schools should provide education to students about intellectual disabilities and
the challenges people with ID face. This can include awareness programs, seminars, and
workshops for students and teachers.
2. Encourage inclusion: Encouraging inclusion of individuals with ID in regular classrooms and
extracurricular activities can help reduce bullying. When students with ID are included in activities
with their peers, they are less likely to be singled out and bullied.
3. Positive reinforcement: Teachers and parents can use positive reinforcement to promote positive
behavior towards individuals with ID. This can include recognizing and rewarding kind and
respectful behavior towards individuals with ID.
4. Empower bystanders: Bystanders can play a crucial role in preventing bullying. Encouraging
bystanders to speak out against bullying can help reduce the occurrence of bullying. Schools can
also provide training to students on how to be an effective bystander and intervene in bullying
situations.
5. Create a safe and supportive environment: Schools and communities should create a safe and
supportive environment for individuals with ID. This can include implementing anti-bullying
policies, providing support services for individuals with ID, and promoting a culture of acceptance
and respect for all individuals.

Overall, preventing bullying of individuals with ID requires a concerted effort from schools, parents, and
the wider community. By working together, we can create a safer and more inclusive environment for
individuals with ID.

4. Make a scenario and apply instruction modification for students with ID in your classroom.
Scenario:

In your classroom, you have a student with Intellectual Disability (ID). This student has difficulty
understanding complex instructions, particularly those that involve multiple steps or are presented in a
fast-paced manner. As a result, this student often struggles to complete tasks and may feel frustrated or
overwhelmed.

Instruction Modification:

To support the student with ID in your classroom, you can modify your instructions in the following ways:

1. Use simple language: Use simple and clear language when giving instructions to the student.
Avoid using jargon, slang, or technical terms that might be confusing for the student.
2. Break down tasks into smaller steps: Instead of giving instructions for the entire task at once,
break the task into smaller, manageable steps. Provide clear instructions for each step and allow
the student to complete each step before moving on to the next one.
3. Use visual aids: Visual aids can help the student to understand instructions more easily. For
example, you could use pictures or diagrams to illustrate the steps in a task or use color-coded
charts to help the student keep track of their progress.

Provide extra time: The student with ID may need more time to process instructions and complete
tasks. Allow extra time for the student to complete assignments and provide opportunities for the
student to ask questions or seek clarification if needed.
4. Use repetition and reinforcement: Repeat instructions as often as necessary and provide positive
reinforcement when the student completes each step correctly. This can help to build the
student's confidence and reduce frustration.
By modifying your instructions in these ways, you can provide the necessary support to help the student
with ID to succeed in your classroom.