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.

This is Richard S.Rufila, a public-school teacher handling grade 8 students

teaching MAPEH 8 subject. I’ve been in the service for about 27 years to the
present. As an experienced teacher I’ve handled already learners 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.

In the year 2018 one student with individual disorder enrolled in my section
because I was the one handling the section. He was categorized as a high
functioning learner 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 learner from him, and I can also give him the
accommodation. I let him seat on the front in me 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 few months of that year a new teacher was assigned to our
school, and I was so happy at that time because he replaced me as an adviser of
my class. So I was not a adviser to him yet Im a special teacher at that time .
Because of that I promised to myself that I will never be a Special Education
teacher.

In 2020 my colleague in our school she was now in South Carolina 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 friend convinced me and volunteered
to help me in the enrolment process. Luckily, she’s now in South Carolina 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 Dept. the in charge gave me the DSPED form.
I filled up the form and passed it right away.

Well in fact, I had a seminar with FCEC talks about the paradigm shift since I’m a
MAPEH teacher to Diploma in SPED for the experience on how to deal with them.

This is my first step towards my journey in fulfilling 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.
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