Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

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CORNER M.J. CUENCO & R. PALMA STREET, CEBU CITY, PHILIPPINES
Telephone Nos. (032) 256-3608 & 416-6585
College of Education

SPED 607: TEACHING THE PHYSICALLY AND MENTALLY HANDICAPPED

MODULE 1:
ORTHOPEDIC IMPAIRMENTS
(PHYSICAL DISABILITIES)

ACTIVITY 1:
Please write your autobiography here giving emphasis on your journey towards Special Education.
I am Rowena C. Seno, a public-school teacher handling fifth grade students teaching Science
and Math. I’ve been in the service for about 27 years now wherein I spent 18 years in Grade
one and nine years in Grade V. As an experienced teacher I’ve handled already children with
different abilities. As mandated by the law public-school teachers are all inclusion teachers. In
this case we can’t say no to children with Intellectual Disability. These are children with less
comprehension and can’t do simple mathematical problem. We spend time doing tutorial to
them and giving accommodations.
It was in 2004 that one student with autism spectrum disorder was enrolled in my section
because I was the one handling the section-1 in Grade one that time. He was categorized as a
high functioning child and that’s the reason he was in my class. That time I don’t know how to
handle him when it comes to his behavior. So, I just observed him and planned so that I can
protect other children from him, and I can also give him the accommodation. I let him seat near
my table so that after my discussion I can give him right away the activity intended for him. It
was very challenging because at that time I don’t have any idea on how to handle him
especially in his behavior. After the fifth month of that year a new teacher was assigned to our
school, and I was so happy at that time because he was a Special Education teacher. So,
Jeremy was transferred to him. Because of that I promised to myself that I will never be a
Special Education teacher.
In 2019 my friend in Arizona convinced me to apply in their state as a teacher. I inquired some
agencies and underwent interviews. Most of their advice is to take a Special Education course
and have 30 units so that I can have a certificate. I did not decide right away to enroll but think
the possibility to fulfill my dream. My friends convinced me and volunteered to help me in the
enrolment process. Luckily, she’s now in Tucson, Arizona. I went to CTU Main Campus to
enroll but during that time I’m thinking to took up DECE not DSPED. But when I was in the
COEd Dep. the in charge gave me the DSPED form. I filled up the form and passed it right
away.
Other reasons that I really took up DSPED because this school year 2022-2023 another
student enrolled in Grade 5 with Mental Retardation who doesn’t know how to write,
recognized numbers and read. She is under my subject in Math, and it really challenged me
how to handle her. Her ability is not the same with the ASD child that I have had when I was in
Grade 1. As the classes in DSPED started it gave me ideas what to do. I always told the
adviser to give the child an easy activity that developed the fine motor and teach life skill.
Fortunately, she can now scroll down and write letters.
This is my first step towards my journey in fulfilling my dream of going to other side of the
world. My service to my fellow countrymen and to our nation is already far beyond what is
expected. This time if given the chance and God’s willing then I’ll go to realize my intention.

TASK NO. 1: Please answer the following comprehensively by citing examples to support your answer:

1. From the information given about orthopedic impairments, how is it helpful to you as a Special Educator?
 As a Special Educator, understanding orthopedic impairments can be helpful in several
ways.

1. Identification and assessment: Having knowledge of orthopedic impairments can help me identify
and assess students who may have such impairments. This can help me to provide appropriate
accommodations and modifications to help them access the curriculum and participate in
activities.
2. Collaboration: Understanding the nature and impact of orthopedic impairments can help me
collaborate with other professionals, such as physical therapists and occupational therapists, to
develop effective intervention strategies that address students' needs.
3. Individualized education planning: Knowledge of orthopedic impairments can help me in
developing individualized education plans (IEPs) that are tailored to meet the unique needs of
each student.
4. Instructional strategies: Understanding orthopedic impairments can help me to develop and
implement instructional strategies that are accessible and effective for students with these
impairments. This may include strategies for assistive technology, adapted physical education,
and modifications to the physical environment.

Overall, having knowledge of orthopedic impairments can help me provide a more inclusive and
effective learning environment for all students.

2. Considering the inclusion in education, what is your stand about the idea of putting students with
orthopedic impairments in a standard classroom environment?
The decision to include students with orthopedic impairments in a standard
classroom environment should be made on an individual basis, considering the
unique needs and abilities of the student, as well as the available resources and
support. It is important to ensure that the student's educational needs are being met
in the least restrictive environment possible, while also ensuring that the student is
receiving appropriate accommodations and support to succeed academically and
socially. However, it is important to note that inclusion must be done in a thoughtful
and intentional manner, with the provision of necessary accommodations and
modifications to ensure that students with orthopedic impairments can access the
curriculum and participate in classroom activities. This may include physical
accommodations, such as accessible seating and adaptive equipment, as well as
instructional accommodations, such as modified assignments and materials.

3. What challenges do you see in dealing with students who are with orthopedic impairments and how will you
manage such challenges?

Some common challenges that students with orthopedic impairments may face include
mobility difficulties, pain or discomfort, fatigue, social isolation, and difficulties with communication.
These challenges may impact their ability to participate fully in school activities, access the curriculum,
and engage with their peers. To manage these challenges, educators and caregivers can take a variety
of approaches, including:
1. Creating an inclusive and supportive environment: By creating an environment that is welcoming
and accommodating, students with orthopedic impairments may feel more comfortable and
empowered to participate in school activities.
 2. Using assistive technology and devices: Assistive technology, such as wheelchairs,
communication devices, and adapted computer software, can help students with orthopedic
impairments access the curriculum and participate in class.
3. Providing appropriate accommodations and modifications: Teachers can provide
accommodations and modifications, such as extra time for assignments, flexible seating
arrangements, and adapted physical education programs, to ensure that students with orthopedic
impairments can access the curriculum.
4. Encouraging peer interaction and socialization: Teachers can facilitate opportunities for students
with orthopedic impairments to interact with their peers and participate in social activities, which
can help reduce social isolation.
5. Collaborating with healthcare providers and families: Teachers can work closely with healthcare
providers and families to ensure that students with orthopedic impairments receive the necessary
medical and therapeutic support.

By taking a proactive and collaborative approach, educators and caregivers can help ensure that
students with orthopedic impairments are able to participate fully in school activities and achieve
academic success.