Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

MAIN CAMPUS
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 3:
OTHER HEALTH
IMPAIRMENT (PHYSICAL
DISABILITIES)

TASK NO. 3: Please answer the following comprehensively by citing examples to support your answer:
1. Do you agree that the notion of inserting something into the mouth of a child experiencing
epileptic attack to avoid swallowing his tongue and choke is a misconception? Why or Why not?
How will you manage such episode in your classroom?

It is a common misconception that a person experiencing an epileptic seizure will

swallow their tongue. This is not possible as the tongue is attached to the floor of the
mouth and cannot be swallowed.

In the event of an epileptic seizure in a classroom, the first step is to ensure the safety of the
student. You should clear the area around the student of any objects that could harm them during
the seizure, such as sharp objects or furniture.

It is essential to stay calm and not restrain the student during the seizure, as this can
cause further injury. Instead, you should guide the student to the floor and place them on
their side to prevent choking on any fluids that may come up.

It is crucial to monitor the duration of the seizure and seek medical attention if the
seizure lasts longer than five minutes, or if the student experiences multiple seizures
without regaining consciousness.

It is also essential to provide emotional support to the student and their classmates after the
seizure has ended, as they may feel anxious or frightened. You should also communicate with the
student's parents and healthcare providers to ensure that they receive appropriate follow-up care.

2. ADD and ADHD are also considered by IDEA to be under Other Health Impairment Category. Cite
reasons why this is so.

IDEA (Individuals with Disabilities Education Act) considers ADD (Attention Deficit Disorder) and ADHD
(Attention Deficit Hyperactivity Disorder) as Other Health Impairments (OHI) because these conditions
have a significant impact on a child's ability to learn and function in an academic setting. Here are some
reasons why ADD and ADHD fall under the OHI category:

a. Chronic or acute health problems: ADD and ADHD are chronic health conditions that affect
a child's ability to focus, organize, and complete tasks. These conditions can also cause
physical symptoms such as restlessness, impulsivity, and hyperactivity, which can make it
difficult for the child to sit still, pay attention, and participate in class.
b. Limitations in strength, vitality, or alertness: Children with ADD and ADHD often have limitations
in their ability to sustain attention and focus, which can impact their academic performance. They
may also struggle with executive functioning skills such as planning, organization, and time
management.
c. Adversely affect educational performance: Children with ADD and ADHD may struggle
academically due to their inability to focus and complete tasks. They may also struggle with
social interactions, communication, and behavioral regulation, which can impact their ability to
participate in classroom activities and interact with their peers.
d. Require special education services: Children with ADD and ADHD may require special education
services, such as accommodations and modifications, to help them succeed in school. These
 services may include assistive technology, specialized instruction, behavior management plans,
and counseling.

In summary, ADD and ADHD are considered under the OHI category because they are chronic health
conditions that have a significant impact on a child's ability to learn and function in an academic setting.
These conditions require special education services to help children succeed in school.

3. As a Special Educator, which of the mentioned health disorders found in the

umbrella of Other Health Impairment would be very challenging for you to handle
in your classroom and why?

OHI is an umbrella term used to describe various health conditions that affect a child's ability to
learn in the classroom. These conditions may include but are not limited to ADHD, Tourette
Syndrome, Diabetes, Epilepsy, and Chronic Asthma.

Among these disorders, Epilepsy and Chronic Asthma may pose significant challenges for special
educators in the classroom.

Epilepsy is a neurological disorder characterized by recurrent seizures. Seizures can occur unexpectedly,
making it difficult for educators to anticipate and prepare for them. Additionally, seizures can be
disruptive and potentially dangerous for the affected student. Therefore, special educators need to be well
trained in seizure recognition and management, as well as creating a safe environment for the student.

Chronic Asthma is a respiratory condition that affects breathing, and it can be triggered by environmental
factors such as dust, pollen, or exercise. Special educators need to be aware of potential asthma triggers in
the classroom and take necessary precautions to reduce the risk of an asthma attack. This may involve
modifying the classroom environment, such as reducing exposure to irritants, allowing the student to take
breaks, or having a rescue inhaler readily available.

Overall, each OHI presents unique challenges for special educators, and it is important for educators to
receive adequate training and support to meet the needs of all their students.

Please watch “Front of the Class” (Brad Cohen Story) https://www.youtube.com/watch?

v=P6UWIGrsxM4&list=PLMm- PdcMVhsxRbC1LrS6SlJ6_iw4NXUrK and write something about the plot and
give your insight about it.

4. a. Create an infographic about Tourette Syndrome based on its definition, causes and
characterisitcs.

Definition: Tourette Syndrome is a neurological disorder characterized by repetitive, involuntary

movements and vocalizations known as tics. Tics can range from simple, such as eye blinking, to
complex, such as jumping or repeating words.

Causes: The exact cause of Tourette Syndrome is unknown, but it is believed to be a combination of
genetic and environmental factors. Research suggests that there may be an imbalance in certain
neurotransmitters in the brain, such as dopamine, which can affect movement and behavior.

Characteristics:

 Onset typically occurs in childhood, usually between the ages of 5 and 10.
 Boys are more likely to develop Tourette Syndrome than girls.
 Tics may wax and wane in severity, and can be exacerbated by stress, fatigue, or excitement.
 In addition to tics, individuals with Tourette Syndrome may also experience other conditions, such
as ADHD, OCD, or anxiety.
 While there is currently no cure for Tourette Syndrome, medication and therapy can help manage
symptoms and improve quality of life.

These key points can be used to create an infographic that visually represents the definition, causes,
and characteristics of Tourette Syndrome.

b. Share a short video found online (e.g. Youtube or FB page “Born Different”) about a child or
children born with tourette syndrome and give your reflection about his/her/their story and how
would handle him/her/them as a SPED teacher.
 a. Tourette's in Class - YouTube (Zara Beth)

b. Tourette's at College 🙈 *more tics in class Tourette's at College 🙈 *more tics in class* - YouTube
c. https://www.bing.com/videos/search?
&q=Tourette+syndrome+is+a+neurological+disorder+characterized+by+rep
d. Front of the Class (Full Movie) - Tourette Syndrome

Tourette syndrome is a neurological disorder characterized by repetitive, involuntary movements and

vocalizations called tics. These tics can be disruptive and distracting for the individual with Tourette
syndrome, as well as for others around them. It is important to note that Tourette syndrome is a
spectrum disorder, meaning that individuals may experience varying degrees of symptoms.

As a SPED teacher, it is crucial to have a thorough understanding of Tourette syndrome and its impact
on a student's learning and behavior. It is important to create a supportive and inclusive learning
environment that acknowledges and accommodates the student's needs. This may include providing
opportunities for movement breaks or fidget toys, using visual schedules or prompts, and allowing the
student to step out of the classroom if needed.

Additionally, it is important to educate classmates about Tourette syndrome to foster empathy and
understanding. This can be done through classroom discussions or educational resources.

Overall, it is essential to approach each student with Tourette syndrome on an individual basis and
collaborate with their families and healthcare providers to create a comprehensive plan for their success
in the classroom.