Basic Concept, Nature & Understanding LSENs (Bam Imas) Finale

Department of Education
Region VI – Western Visayas

Division of Antique
Basic Concept, Nature and

Understanding LSENs
HELEN MACUJA
Antique Integrated School
Principal II
REGIONAL TRAINING ON MULTI-FACTORED

ASSESSMENT TOOL (MFAT)
DepED

Strategic Direction FY 2017 - 2022







Basic Concept of LSENs

All children, including children with special educational
needs, have a right to an education which is
appropriate to their needs. The aims of education for
learners with special educational needs are the
same as apply to all children. Education should be
about enabling all children, in line with their abilities, to
live full and independent lives so that they can
contribute to their communities, cooperate with other
people and continue to learn throughout their lives.
Education is about supporting children to develop in
all aspects of their lives – spiritual, moral, cognitive,
emotional, imaginative, aesthetic, social and physical.
What is a Special Educational Need?
Understanding special educational needs Children

with special educational needs are children first and
have much in common with other children of the same
age. There are many aspects to a child’s development
that make up the whole child, including – personality,
the ability to communicate (verbal and non-verbal),
resilience and strength, the ability to appreciate and
enjoy life and the desire to learn. Each child has
individual strengths, personality and experiences so
particular disabilities will impact differently on
individual children. A child’s special educational need
should not define the whole child.
Special Education
An Educational Program/Service
designed to meet the needs of Learners
with Special Educational Needs (LSENs)
who cannot profit from general or
Regular Education because of
Disabilities or Exceptional Disabilities.

Basic Philosophy of Special Education
Is derived from the premise that in a

democracy, every individual is valuable in
his own right and should be afforded equal
opportunities to develop his full potential.
Equal Educational opportunities do not mean
the same educational experiences but rather
“Different” experiences based on the child`s
unique needs. The right to education cannot
be denied a person if only because of his
disabilities.
Goals and Objectives
 The ultimate goal of special education shall be the

integration or mainstreaming of learners with special needs
into the regular school system and eventually in the
community.
 Special education shall aim to develop the maximum
potential of the child with special needs to enable him to
become self-reliant and shall be geared towards providing
him with the opportunities for a full and happy life.
 The specific objectives of special education shall be the
development and maximization of learning competencies,
as well as the inculcation of values to make the learners
with special needs a useful and effective member of
society.

Table 8
SPED class - refers to an organized group of
learners with special educational needs
receiving care, intervention and educational
services in the SPED Center or regular
school with SPED Program.
SPED center - refers to the learning center

that caters to learners with special
educational needs operating within a regular
school of a standalone learning center.
Table 9
Classification of Learners
with Special Educational Needs:
1. With Diagnosis from Specialist - refers to

learners who have undergone assessment of
licensed professionals like Psychologists,
Psychmetricians, and Medical Specialists who can
determine the level of disability of any learner.
2. With Manifestations - refers to learners

manifesting difficulties in particular activities (e.g.,
cognitive, communication, mobility, hearing,
seeing, etc.) who were observed by teachers on
daily lessons/activities or through anecdotals.
Impairment
Impairment is the reduction of the
normal function or the loss of a
specific part of a particular organ of
the body.
Example:
Hearing impairment
Visual impairment
Disability
Disability is the result of having an
impairment.
Example:
deafness or hard or hearing
blindness or low vision
intellectual disability
learning disability
Handicap
Refers to the problems or difficulties that a person
encounters when interacting with people, events, and
the physical aspects of the environment.
Example:
A person with an amputated leg has difficulty
climbing the stairs. The ‘stairs’ is the handicapping
condition.
A person with low vision or blindness cannot
read the regular print of textbooks. The ‘regular print
of textbooks’ is the handicapping condition.
LSENs With Diagnosis from (Cont. of Table 9)
Licensed Medical Specialist:
 Visual Impairment - refers to a learner with an

impairment that even with correction, adversely
affects a child's educational performance. This
includes both partial sight and blindness.
 Hearing Impairment - refers to a learner with an
impairment, whether permanent or fluctuating that
adversely affects a child’s educational performance
such as deafness.
 Learning Disability - refers to a learner with a
disorder in perception, listening, thinking, reading,
writing, spelling, and arithmetic although normal in
sensory, emotional and intellectual abilities.
 Intellectual Disability - refers to a learner with

significantly subaverage general intellectual
functioning which originates during the
developmental period and associated with
impairment in adoptive behavior like maturation,
learning and social adjustment.
 Autism Spectrum Disorder - refers to a learner

characterized by varying degrees of impairment in
communication skills and social interactions and in
restrictive, repetitive patterns of behavior.

 Emotional-Behavioral Disorder - refers to a learner with a

condition exhibiting one or more of the following
characteristics over a long period of time and to a marked
degree that adversely affects a child's educational
performance: (i) an inability to learn that cannot be
explained by intellectual, sensory, or health factors, (ii) an
inability to build or maintain satisfactory interpersonal
relationships with peers and teachers, (iii) inappropriate
types of behavior or feelings under normal circumstances,
(iv) a general pervasive mood of unhappiness or
depression, (v) a tendency to develop physical symptoms
or fears associated with personal or school factors.

 Orthopedic /Physical Handicap - refers to a
learner with any condition that interferes with a
child's ability to use his or her body.
 Speech/Language Disorder - refers to a learner
with a communication disorder, such as stuttering,
impaired articulation, a language impairment, or a
voice impairment, that adversely affects a child’s
educational performance.
 Cerebral Palsy - refers to a learner that is caused
by damage to developing brain either before or
during birth, or in the first few years of life. The
impairment depends on where in the brain the
damage occurs.
Special Health Problem/Chronic Illness - refers to a
learner with a chronic or acute health problems such as
asthma, attention deficit disorder or attention deficit
hyperactivity disorder, diabetes, epilepsy, a heart
condition, hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell anemia, and
Tourette syndrome; that adversely affect a child's
educational performance.
Multiple Disabilities - refers to a learner with a
combination of disabilities that causes severe
educational needs that require multiple special education
programs such as mental retardation-blindness or mental
retardation-orthopedic impairment.
(Cont. of Table 9)
LSENs With Manifestations:
1.Difficulty in Seeing - refers to a learner that

manifest difficulty in vision that even with correction,
adversely affects a child educational performance.
They include those that are totally blind, functionally
blind or low vision.
2.Difficulty in Hearing - refers to a learner that

have difficulty in hearing, hard of hearing, suffering
from hearing loss or deafness.

(Cont. of Table 9)
3. Difficulty in Applying Knowledge - refers to a learner

that has a problem that interferes with learning basic skills
such as reading, writing, acquiring skills and/or math. It
can also delay higher level thinking skills such as
organization, time planning, abstract reasoning, long and
short term memory and attention.

(Cont. of Table 9)
4. Difficulty in Remembering, Concentrating, Paying

Attention and Understanding - refers to a learner that
manifest significant limitations in general intellectual
functioning; in adaptive functioning (communication, self-
care, home living, health and safety, social skills, functional
academics, community use, leisure and work) which exist
concurrently; it includes those medically diagnosed as
learners with: Reading Disability or Dyslexia; Written
Expression Disability; Spelling Disability; Handwriting
Disability or Dysgraphia; Mathematical Disability or
Dyscalculia.

(Cont. of Table 9)
5.Difficulty in performing adaptive skills (self-care) -
refers to a learner manifesting difficulty in washing oneself,
caring of body parts, toileting, dressing, eating and drinking.
6.Difficulty in displaying interpersonal behavior

(Emotional and Behavioral) - refers to a learner whose
conditions are characterized by emotional or behavioral
responses in school programs so different from appropriate
age, cultural or ethnic norms which affects their educational
performance (academic, social, vocational or personal skills)
more than temporary and responses are stressful to
environment behavior is exhibited in two different settings
(one of which is school related). They are also unresponsive
to direct intervention in general education.
(Cont. of Table 9)
LSENs With
7.Difficulty in Mobility (Walking, Climbing and
Grasping) - refers to a learner that manifest difficulty
in maintaining one’s position or changing a body
position. They include those diagnosed as having
cerebral palsy, spina bifida and muscular dystrophy.
8.Difficulty in Communicating - refers to a learner
whose developmental conditions are causing
problems in communication, learning and social
behaviors. It is typically characterized by difficulty in:
Understanding others; Producing message;
Communicating using devices.
REGIONAL TRAINING ON MULTI-

FACTORED ASSESSMENT TOOL
Five Ways to Help Learners with
Special Educational Needs
Maintain an organized classroom and limit distractions.
maintaining a healthy balance of structure and unstructured processes is
important.
Maintain an organized classroom and limit distractions.
use a short song to finish up one task and move to another.
Break down instructions into smaller, manageable tasks. LSENs often have
difficulty understanding long-winded or several instructions at once. For children
with learning disabilities, it is best to use simple, concrete sentences.
Use multi-sensory strategies. As all children learn in different ways, it is

important to make every lesson as multi-sensory as possible. Learners with
learning disabilities might have difficulty in one area, while they might excel in
another.
Give LSENs opportunities for success. disabilities often feel like they do not
succeed in certain areas, but structuring lessons that lead to successful results is
a way to keep them motivated.
Understanding the Disabilities
in an Inclusion Classroom
Teachers knowledgeable about various disabilities can better
assist special-needs children within an inclusion classroom.
Since more children are struggling with autism, for example,
teachers understanding how to work with autistic children
can be more effective when instructing these children.
If an autistic child is enrolled in the teacher's class, he or she
should meet with the parents to understand the specifics of
their child's autism. This information combined with a general
knowledge of the disability will enable teachers to be better
prepared to handle any problems during the course of
classroom instruction. Teachers understanding and
knowledgeable about specific disabilities will be able to more
effectively manage their classroom.
FAIR

Using the Students to Help Meet
Needs in an Inclusion Classroom
Students within the classroom frequently provide valuable
support for teachers overseeing inclusion classrooms. Many
teachers have learned that when they utilize non-disabled
students in their classrooms they are better able to work with
special-needs students.
Teachers assign good students to work individually with their

special-needs peers. This not only reduces stress, but it also
enables the teacher to spend more time working individually
with other struggling students.

Using the Students to Help Meet
Needs in an Inclusion Classroom
A student can remind a student with
attention deficit problems to keep a list of
upcoming due dates for homework
assignments
A student can be assigned to teach an
autistic student about classroom manners
A student with exceptional reading skills
can work individually with a student who
struggles to read
PPST
DOMAIN 3
Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths,

interests and experiences
2.Learners’ linguistic, cultural, socio-
economic and religious backgrounds
3.Learners with disabilities, giftedness and
talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
BLD - SID
Inclusive
E d u c a tion
S P E D (Special Education)
Madrasah Education
Indigenous Peoples Education (IPEd)

Alternative Learning Sy ste m (ALS)
IE

Inclusive Education
is a process where all types of learners with

diverse needs are given equal opportunities for
a meaningful life in non-discriminatory
environments. These environments foster
belongingness through culturally/spiritually
sensitive, learner- centered curriculum,
learning processes, delivery modes, and
settings (PRIME,2015).

Inclusive Education
The working definition of IE is uniquely Filipino

in recognizing and respecting kapwa (the unity
of the one-of-us-and-the-other)
(Enriquez,1976,1995) and spiritual beliefs, and

in fostering love for God, humanity,
environment, and the nation.

Rationale

Diversity Wheel

#LSENs Ability
V1 V2
CLOSING SONG
Row, row, row your boat

Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream
Basic Concept, Nature and
Understanding LSENs
HELEN MACUJA
Antique Integrated School

Basic Concept, Nature & Understanding LSENs (Bam Imas) Finale

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Department of Education

Region VI – Western Visayas

Basic Concept, Nature and

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

Understanding special educational needs Children

REGIONAL TRAINING ON MULTI-FACTORED

Is derived from the premise that in a

 The ultimate goal of special education shall be the

REGIONAL TRAINING ON MULTI-FACTORED

SPED center - refers to the learning center

1. With Diagnosis from Specialist - refers to

2. With Manifestations - refers to learners

 Visual Impairment - refers to a learner with an

 Intellectual Disability - refers to a learner with

 Autism Spectrum Disorder - refers to a learner

REGIONAL TRAINING ON MULTI-FACTORED

 Emotional-Behavioral Disorder - refers to a learner with a

REGIONAL TRAINING ON MULTI-FACTORED

1.Difficulty in Seeing - refers to a learner that

2.Difficulty in Hearing - refers to a learner that

REGIONAL TRAINING ON MULTI-FACTORED

3. Difficulty in Applying Knowledge - refers to a learner

REGIONAL TRAINING ON MULTI-FACTORED

4. Difficulty in Remembering, Concentrating, Paying

REGIONAL TRAINING ON MULTI-FACTORED

6.Difficulty in displaying interpersonal behavior

REGIONAL TRAINING ON MULTI-

Use multi-sensory strategies. As all children learn in different ways, it is

REGIONAL TRAINING ON MULTI-FACTORED

Teachers assign good students to work individually with their

REGIONAL TRAINING ON MULTI-FACTORED

1. Learners’ gender, needs, strengths,

Indigenous Peoples Education (IPEd)

REGIONAL TRAINING ON MULTI-FACTORED

is a process where all types of learners with

REGIONAL TRAINING ON MULTI-FACTORED

The working definition of IE is uniquely Filipino

(Enriquez,1976,1995) and spiritual beliefs, and

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

REGIONAL TRAINING ON MULTI-FACTORED

Row, row, row your boat

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