PRAYER

ATTENDANCE
 Let's play
fill in the blanks missing
words
This group refers to students whose talents, abilities, and
potential.

Learners who are gifted and talented.

This refers to students with an issue regarding hearing that
interferes with academics.

Learners with diffuculty

hearing.
thus focusing on physical and motor disabilities, their learning
characteristics, abilities, and the support they need in an
inclusive.
Learns with difficulty moving and
walkin
g.
Caring for oneself. This section presents another set of
learners with specific difficulties.

self-care.
Learners with difficulty with
 GROUP 1

CHAPTER 6:
LEARNERS WITH
ADDITIONAL NEED
Objectives:
At the end of the chapter, you will be able to:

1. identify the various additional needs learners might have;

2. differentiate the additional needs from one another;
3. recognize the characteristics of learners with additional needs;
 Introduction

Children learn every day. This happens in various settings and different
ways. Learning at times happens intentionally and with great effort while
there are situations where it happens almost effortlessly. This chapter
focuses on learners with additional needs, highlighting the definition,
identification, learning characteristics, and general education adaptations.
 I. LEARNERS WHO ARE
GIFTED AND TALENTED
Learners who are gifted and talented are students with higher abilities than average and
are often referred to as gifted students. This group refers to students whose talents,
abilities, and potential are developmentally advanced they require special provisions to
meet their educational needs, thus presenting a unique challenge to teachers. They often
finish tasks ahead and might ask for more creative tasks or exercises. Exciting and
energizing activit should be provided to continuously keep them motivated.
 What is the difference then between gifted and talented?

The term giftedness refers to students with extraordinary abilities in various

academic areas. However, talent focuses on students with extraordinary
ability in a specific area.

Gardner's Theory of Multiple Intelligences

The concept of multiple intelligences is a theory proposed by Harvard
psychologist Howard Gardner. When you hear the word intelligence, the
concept of IQ testing may immediately come to mind. Intelligence is often
define as our intellectual potential; something we are born with, something
that can be measured, and a capacity that is difficult to change.
In recent years, however, other views of intelligence have emerged, including
Gardner's suggestion that multiple different types of intelligence may exist.

1. Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing
things. These individuals are often with directions as well as maps, charts,
videos, and pictures.
Strengths
Visual and spatial judgment
 Characteristics
People with visual-spatial intelligence:
● Read and write for enjoyment
● Are good at putting puzzles together
● Interpret pictures, graphs, and charts well
● Enjoy drawing, painting, and the visual arts
● Recognize patterns easily

Potential Career Choices

If you're strong in visual-spatial intelligence, good career choices for
you are:
● Architect
● Artist
● Engineer
 2. Linguistic-Verbal Intelligence

People who are strong in linguistic-verbal intelligence are able to use

words well, both when writing and speaking
These individuals are typically very good at writing stories, memorizing
information, and reading.

Strengths
Words, language, and writing
 Characteristics

People with linguistic-verbal intelligence:

● Remember written and spoken information
● Enjoy reading and writing
● Debate or give persuasive speeches
● Are able to explain things well
● Use humor when telling stories

Potential Career Choices

If you're strong in linguistic-verbal intelligence, good career choices
for you are:
● Writer/journalist
● Lawyer
● Teacher
 3. Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and
patterns.

Strengths
Analyzing problems and mathematical operations
 Characteristics
People with logical-mathematical intelligence:
● Have excellent problem-solving skills
● Enjoy thinking about abstract ideas
● Like conducting scientific experiments
● Can solve complex computations

Potential Career Choices

If you're strong in logical-mathematical intelligence, good career
choices for you are:
● Scientist
● Mathematician
● Computer programmer
● Engineer
● Accountant
 4. Bodily-Kinesthetic Intelligence

Those who have high bodily-kinesthetic intelligence are said to be good at

body movement, performing actions and physical control. People who are
strong in this area tend to have excellent hand-eye coordination and
dexterity.

Strengths
Physical movement, motor control
 Characteristics

People with bodily-kinesthetic intelligence:

● Are skilled at dancing and sports
● Enjoy creating things with his or her hands
● Have excellent physical coordination
● Remember by doing, rather than hearing or seeing

Potential Career Choices

If you're strong in bodily-kinesthetic intelligence, good career
choices for you are:
● Craftsperson ● Surgeon
● Dancer ● Sculptor
● Builder ● Actor
 5. Musical Intelligence
People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds. They have a strong appreciation for music
and are often good at musical composition and performance.

Strengths
Rhythm and music
 Characteristics
People with musical intelligence:

● Enjoy singing and playing musical instruments

● Recognize musical patterns and tones easily
● Remember songs and melodies
● Have a rich understanding of musical structure, rhythm, and notes

Potential Career Choices

If you're strong in musical intelligence, good career choices for you
are:
● Musician ● Singer
● Composer ● Conductor ● Music teacher
 6. Interpersonal Intelligence

Those who have strong interpersonal intelligence are good at

understanding and interacting with other people.
These individuals are skilled at assessing the emotions, motivations,
desires, and intentions of those around them.

Strengths
Understanding and relating to other people
 Characteristics
People with interpersonal intelligence:
● Communicate well verbally
● Are skilled at nonverbal communication
● See situations from different perspectives
● Create positive relationships with others
● Resolve conflicts in group settings
Potential Career Choices
If you're strong in interpersonal intelligence, good career choices for
you are:
● Psychologist
● Philosopher
● Counselor
● Salesperson●
● Politician
 7. Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings, and motivations. They tend
to enjoy self-reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal strengths.

Strengths
Introspection and self-reflection
 Characteristics
People with intrapersonal intelligence:
● Analyze their strengths and weaknesses well
● Enjoy analyzing theories and ideas
● Have excellent self-awareness
● Understand the basis for his or her own motivations and feelings

Potential Career Choices

If you're strong in intrapersonal intelligence, good career choices for
you are:
● Philosopher
● Writer
● Theorist
● Scientist
 8. Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been
met with more resistance than his originale seven intelligences. According
to Gardner, individuals who are high in this type of intelligence are more
in tune with nature and are often interested in nurturing, exploring the
environment, and learning about other species.
These individuals are said to be highly aware of even subtle changes to
their environments.

Strengths
Finding patterns and relationships to nature
 Characteristics
People with naturalistic intelligence:
● Are interested in subjects such as botany, biology, and zoology
● Categorize and catalog information easily
● Enjoy camping, gardening, hiking, and exploring the outdoors
● Dislikes learning unfamiliar topics that have no connection to nature

Potential Career Choices

If you're strong in naturalistic intelligence, good career choices for
you are:
● Biologist
● Conservationist
● Gardener
● Farmer
 9. Existential Intelligence
Existential intelligence is the ninth type of intelligence suggested as an
addition to Gardner's original theory. He described existential intelligence
as an ability to delve into deeper questions about life and existence. People
with this type of intelligence contemplate the "big" questions about topics
such as the meaning of life and how action can serve larger goals.

Strengths
An ability to see the big picture
 People with existential intelligence:
● Have a long-term outlook
● Consider how current actions influence future outcomes
● Interest in questions about the meaning of life and death
● Strong interest and concern for others
● The ability to see situations from an outside perspective

Potential Career Choices

If you have a strong sense of existential intelligence, you might
enjoy a career as a:
● Philosopher
● Theologian
● Pastoral counselor
● Pastor
B. Identification
• To identify gifted and talented students, one must do the following
• Locate the student's domain of giftedness
• Describe the student's level of giftedness
• Describe the student's fields of talent

C. Learning Characteristics
Not all learners will exhibit the learning characteristics listed below. However, these
are the common manifestations of gifted and talented learners.
One might possess a combination of characteristics in varying degrees and amounts.
● High level of intellectual curiosity
● Reads actively
● High degree of task commitment
● Keen power of observation
● Highly verbal
● Gets bored easily
● Can retain and recall information
● Excited about learning new concepts
● Independence in learning
● Good comprehension of complex contexts
● Strong, well-developed imagination
● Look for new ways to do things
● Often gives uncommon responses to common questions
General Educational Adaptations Learners who are gifted and talented usually get bored
since they have master the concepts taught in classes. One thing that is common among
gifted students is that they are very inquisitive, fulfilling their instructional needs may be a
challenging task. These are some suggested strategies for teaching gifted students:

● Teachers may give enrichment exercises that will allow learners to study the same topic
at a more advance level.
● Acceleration can let students who are gifted and talented can move at their own pace
thus resulting at time to in completing two grade levels in one school year.
● Open-ended activities with no right or wrong answers can be provided, emphasizing
divergent thinking wherein there are more possibilities than pre-determined answers.
● Leadership roles can be given to gifted students since studies have shown that gifted
students are often socially immature.
● Extensive reading on subjects of their own interest may be coordinated with the school
librarian to further broaden their knowledge.
● Long-term activities may be provided, that will give the gifted students an opportunity to
be engaged for extended period of time.

II.LEARNERS WITH DIFFICULTY SEEING

A. Definition
Students in the classroom will exhibit different levels of clarity of eyesight or Visual acuity.
There may be some students with hampered or restricted vision. Learners with difficulty
seeing are those with issues regarding sight that interfere with academics. The definition
from Individuals with Disabilities Education Act (IDEA) states the "an impairment in vision
that, even with correction, adversely affects a child's educational performance which
includes both partial sight and blindness." These students may need to have their eyesight
corrected by wearing
glasses or other optical devices.
B. Identification
Learners with difficulty seeing often have physical signs, such as crossed eyes, squinting,
and eyes that turn otwards. They may also be clumsy, usually bumping into objects which
causes them to fall down. They like to near the instructional materials or at times would
stand up and go near the visual aids. Learners with difficulty seeing may also show poor eye-
hand coordination. This can be seen in their handwriting or poor performance in sporting
activities. Another indication is poor academic performance as these students might have
difficulty reading as well as writing.

C. Learning Characteristics
Good visual ability is critical in learning. Most school lessons are done through blackboard
writing, presentation or handouts, in most major subjects. Visual impairments, whether mild,
moderate, or severe, affect the student's ability to participate in normal classroom activities.
In the past, students who were visually impaired are placed special institutions. Nowadays,
most are enrolled with other children who are not visually impaired.
D. General Educational Adaptations
Modification in teaching is needed to accommodate students with difficulty seeing. The
following strategies to be considered.
● If the use of books is part of your lesson, students with difficulty seeing should be
informed ahead of time so that they can be ordered in braille or in an audio recorded format.
● Portions of textbooks and other printed materials may be recorded so that visually
impaired students can listen instead of focusing on the visual presentation.

● All words written on the board should be read clearly.

● Students with difficulty seeing should be seated near the board so that they can easily
move close to the instructional materials used during the lesson.
● A buddy can be assigned to a student with difficulty seeing as needed. This can be crucial
to assist in the mobility of the student such as going to the other places in school during the
day.
● Students with difficulty seeing might need more time to complete a task or homework.
This might be on case-to-case basis.
● Teachers should be aware of terminology that would require visual acuity (such as over
there or like this one) which the impaired student may not possess.
● Teachers should monitor the students closely to know who needs extra time in
completing tasks.

III. LEARNERS WITH DIFFICULTY HEARING

A. Definition
This refers to students with an issue regarding hearing that interferes with academics. The
definition from Individuals with Disabilities Education Act (IDEA) defines it as "an
impairment in hearing, whether permanent fluctuating, that adversely affects a child's
educational performance but is not included under the definition of deafness'" Deafness is
considered when hearing loss is above 90 decibels. A hearing loss below 90 decibels is
called hearing impairment.

The main challenge for hearing-impaired students is communication, since most of them
have varying ways of communicating.
B. Identification
To identify learners with difficulty hearing, observe a student and see, he/she does the
following items below.
• Speaking loudly
• Positioning ear toward the direction of the one speaking
• Asking for information to be repeated again and again
• Delayed development of speech
• Watching the face of the speaker intently
• Favoring one ear
• Not responding when called
• Has difficulty following directions
• Does not mind loud noises
• Leaning close to the source of sounds
C. Learning Characteristics
Since much of learning is acquired through hearing, students with hearing
problems have deficiencies in language and in their experiences.
Since they may miss out on daily conversations, they may miss crucial information than non-
hearing-impaired students learn incidentally. Students may overcome these problems by
investing time, energy and combined effort by both parents and educators.

D. General Educational Adaptations

There is an assumption that the only adjustment for hearing impaired students is to make all
instructional materials and techniques in written format. These are other ways to adapt to
hearing-impaired students:
● Teachers should help students with difficulty hearing to use the residual hearing they may
have.
● Teachers should help students develop the ability for speech, reading or watching others'
lips, mouth, an expressions.
● Teachers should be mindful to face the class at all times when presenting information while
ensuring the students with difficulty hearing sit near them.
● Exaggerating the pronunciation of words should not be done for it just makes it difficult for
the student with difficulty hearing.
● Directions, as well as important parts of the lesson, should always be written on the
board.
● Written or pictorial directions instead of verbal directions may be given.
● Steps to an activity may be physically acted out instead of verbally given.
● A variety of multi-sensory activities should be provided to allow the students to focus on
their learning strengths.
● Teachers should be more patient when waiting to hear a response from a hearing-
impaired student which may take longer than usual.

IV. LEARNERS WITH DIFFICULTY COMMUNICATING

Some learners are observed to have difficulty communicating, either' verbally expressing
their ideas and needs and/or in understanding what others are saying. Some may have had a
clinical diagnosis of a disability while bot display developmental delays and difficulty in the
speech and language domain.

A. Definition: Types of Communication Impairments and Disorders

Communication is the interactive exchange of information, ideas, feelings, needs, and
desires between and among people (Heward, 2013), communication is used to serve several
functions, particularly to narrate, explain, inform, request (mand), andbexpress feelings and
opinions. How is speech different from language?

Speech is the expression of language with sounds, or oral production. speech is produced
through precise physiological and neuromuscular coordination: (1) respiration (act of
breathing), (2) phonation (production of sound by the larynx and vocal folds), and (3)
articulation (use of lips, tongue, teeth, and hard and soft palates tov speak).

Language is used for communication, a formalized code used by a group of people to

communicate with one another, that is primarily arbitrary (Heward, 2013). People decide on
symbols, their corresponding meaning, and rules that make up a language. There are five
dimensions of language that describe its form (i.e., phonology,morphology, syntax, content,
and use (pragmatics). Table 6.1 provides a description for each dimension.
B. Identification
Communication difficulty is oftentimes one of the most common red flags observed by family
members, daycare, workers, and early childhood teachers. Noted absence, delays, and difficulties
in speech and/or language often prompt family members to consult their general pediatrician who
then makes referrals to developmental pediatricians and other specialists.

C. Learning Characteristics
Children with communication disorders frequently struggle across social settings, whether at
home, school, or in other places in the community. Presented in Table 6.3. some of the difficulties
that characterize communication disorders.
Expressive Language Difficulties Receptive Language Difficulties
Limited vocabulary Following oral directions
Incorrect grammar or syntax Understanding humor or figurative language
Expressive repetition of information Comprehending compound and complex sentence
Difficulty in formulating questions Responding to questions appropriately
Difficulty constructing sentences
D. General Educational Adaptations
Different strategies and accommodations may be used to provide a level playing field for children
with communication difficulties or disorders This section discusses the use of Universal Design
Learning (UDL) and practical tips to be used in the classroom.

1. Universal Design for Learning Use of UDL in the classroom allows children to learn
information, demonstrate understanding, and stay engaged in multiple ways (i.e. multiple means
presentation, expression, and engagement. Because of weaknesses resulting from communication
difficulties or disorders, teaching and learning practices as well as assessment should be present in
different modalities, such as visual, auditory, and kinesthetic-motor or tactile. This means than
lessons are presented through various means, such as using pictures and/or videos and hands-on
experiential learning, and not solely by passive approaches such as reading from textbooks,lectures,
and teacher-directed discussions. Presenting learning activities in this manner gives children with
communication difficulties or disorders the opportunity to use their strengths and stronger
modalities to compensate for their weaknesses and a chance to be successful in an inclusive
classroom.
2. Practical Tips for the Classroom

In addition to using UDL, there are practical tips and techniques that teachers can use to provide
students with communication difficulties the support they need in order to be successful. The
following list provides practical suggestions that teachers can use in the classroom. These
suggestions are best implemented in a classroom that promotes a supportive and respectful
culture one that acknowledges and accepts diversity, and allows accommodations for learners
with difficulties.
1. Allow the child to sit near the teacher and the blackboard, away from auditory and visual
distractions such as the window and the door.
2. Get the child's attention before giving directions. Call the child's name or use a pre-arranged
signal (e.g., tap on the table or hand on the shoulder) to help the child focus and listen to
thedirections.
3. Use pictures, charts, and other visual aids when explaining content to supplement auditory
information.
4.Speak slowly and clearly without exaggerating speech.
5. Simplify directions into short steps. Break down multi-step directions and give each one at a
time instead of just repeating each one.
6. Provide a written copy of directions for a task so the child can refer back to it at his/her own
pace.
7. Use gestures to clarify information.
8. Use peer-mediated instruction so that peers without difficulties can serve as language models
and learning buddies.
9. Provide extra time to prepare for oral language activities. Do not call children with
communication difficulties/disorders to recite first in class. Call other typically developing
children first to serve as language models.
10. Model correct language forms and use appropriate wait times (3-5 seconds or more) to give
child time to think and respond.
11. Explicitly teach vocabulary that is needed in the learning context to promote better
comprehension.
 V. LEARNERS WITH DIFFICULTY MOVING/WALKING
The previous section presented the strengths, difficulties, limitations, and educational strategies
working with and helping children with difficulties/disorders in communication. This section no
focuses on learners with difficulty moving and/or walking, thus focusing on physical and motor
disabilities, their learning characteristics, abilities, and the support they need in an inclusive

A. Definition:
When a child has difficulty moving and/or walking, the physical domain Of development is
affected. Examples of physical disability are developmental coordination disorder or
dyspraxia,stereotypic movement disorder,and cerebral palsy. Each one is defined in the
succeeding sections.
Developmental coordination disorder as described in the DSM-S (American Psychiatric
Association 2013), refers to significant and persistent deficits in coordinated motor skills that are
significantly below expected typical development. Difficulties are manifested as clumsiness (e.g
dropping or bumping into objects), slowness, and inaccuracy of motor skills (e.B, catching an
object, using scissors or cutlery, handwriting, riding a bike,
or participating in sports). These observed deficits impact academic performance and
other activities of daily living, which do no result from intellectual disability, visual
impairment, or any neurological condition affected movement (e.g., cerebral palsy).
Dyspraxia, used synonymously with developmental coordination disorder, is a term often
used by occupational therapists.

Cerebral Palsy refers to a disorder of movement and posture that results from damage to
the are of the brain that control motor movement (Kirk et al. 2015). This damage to the
brain can occur before, during, or after birth due to an accident or injury. Muscle tone
(tension in the muscles) affects voluntary movement and full control of the muscles that
results in delays in the child's gross and fine motor development. There are different
classifications of cerebral palsy, depending on which parts of the body are affected and
the nature of the effects on muscle tone and movement. The term plegia, from the Greek
word meaning "to strike," is used with a prefix that indicate the
location of limb movement .
B. Identification

Developmental Coordination Disorder. Identifying children with motor

difficulties begins with family members and early childhood
practitioners. Upon noticing that their child is showing difficulties and
delays in fine and/or gross motor movements, parents oftentimes
consult their general pediatrician who in turn may refer them to other
specialists such as a developmental pediatrician, a physical therapist, or
an occupational therapist. Some signs that a child may have
developmental coordination disorder, that is more than just typical
difficulty in moving or walking are presented.
 Signs of developmental coordination disorder
Developmental Stage Signs

Difficulty in tying shoelaces, button-ing, usin

spoon and fork, and getting dressed; problem
Early
in jumping, skipping, catching, and kicking
Childhood
ball; a higher tendency to bump into things,
fall over, or to drop things

The difficulties in early childhood become

School more pronounced; tries to avoid sports; word
Age on writing tasks for a longer period of time in
comparison to typically developing peers
 C. Learning Characteristics
Motor difficulties and disabilities are known to significantly affect a child's ability to perform
activities, which include memory, perception and processing, planning, carrying out coordinated
movements. Speech may also be affected as motor control is needed in articulation and
productility Moreover, developmental coordination disorder also affects psychosocial functioning
as children reort to have lower levels of self-efficacy and competence in physical and social
domains, experience more symptoms of being depressed and anxious, as well as display
externalizing behaviors (Harris et al. 2015). Children with stereotypic movement disorder also
tend to have low self-esteem and have been reported to be withdrawn (Valente et al. 2019).

D. General Educational Adaptations

First and foremost, children with motor difficulties and disabilities need primary intervention with
specialists such as physical and occupational therapists. These professionals are responsible for
seetting goals in motor development, planning, and mobility as well as in providing teachers and
others with information about the child's physical conditions, limitations, and abilities (Kirk et a ,
2015)
The type of accommodation given will always be relative to the strengths, abilities, and difficult
of the child. For a child with developmental coordination or stereotypic movement disorder who
struggles or is unable to write but has adequate articulation and language skills, he/she may ben
from being given accommodations in the way understanding is demonstrated (i.e, response). Of
the recommendations for a child with such a profile may include the following: (1) assigning
adult or a peer to be a scribe when accomplishing written tasks may be an option and (2) being
given a pencil or pen grip and different size/ diameter for a pencil for those with poor fine-motor
control.

VI. LEARNERS WITH DIFFICULTY REMEMBERING AND

FOCUSING
In this section, we will learn about students who find it difficult to remember lessons, concepts,
and even instructions as well as those who find it a challenge to sustain their focus.
 A. Definition
The International Classification of Functioning, Disability, and Health of the World Health
Organization (2001) provides definitions of specific mental functions and focusing. Memory
functions include short-term memory, long-term memory, and retrieval, while attention function
include sustaining, shifting, dividing, and sharing attention. Santrock (2011) also provides a
description of each of these functions (see Table 6.7). Understanding these concepts is necessary
have a clearer picture of how to enable learners with such difficulties to succeed and how to
provide support in an inclusive setting.

1. LD
To better understand learning disabilities, Gargiulo (2012) provided common components on the
definitions of a LD:
• Intellectual functioning within normal range
• Significant gap or discrepancy between a student's assumed potential and actual achievement
• Inference that LD is not primarily caused by other disabilities or extrinsic factors. Difficulty in
learning in one or more academic areas.
• Presumption of CNS dysfunction. (p.198) These components are also found in the definition
provided by the National Joint Commission on Learning Disabilities (1990).

There are different types of specific learning disabilities for each type of difficulty namely,
Dyslexia for difficulties with reading, spelling, and word reading fluency; Dyscalculia for
difficulties in math computation, problem solving, and analysis; and Dysgraphia for difficulty with
handwriting and written expression

2. ADHD
DSM-5 (American Psychiatric Association 2013) provides the diagnostic criteria for ADHD,
which include inattention, hyperactivity and impulsivity, and a combination of the two. For a
chance of be diagnosed with ADHD, the observed behaviors should meet the following criteria:
• Display a persistent pattern for at least 6 months that significantly interferes with functioning of
development
• Observed in two or more settings (e.g., at home, school, work; with friends or relatives; and in
other activities)
• Several of the symptoms were present before the age of 12 years
● The behaviors are not resulting from other disorders (e-3, schizophrenia, anxiety disorder
personality disorder, etc.)
Signs of ADHD
Inattention
● Does not pay attention to details and works in a haphazard manner resulting in careless
mistakes (e.g., school tasks, at work, in other activities)
● Finds it difficult to sustain attention in tasks
● Easily distracted and sidetracked by extraneous stimulious
● Often does not follow through on instruction and fails to finish schoolwork, chores, or in the
workplace
● Appears not to listen or distracted when spoken to directly
● Has difficulty following instructions resulting in unfinished work
● Shows a tendency to be forgetful in daily tasks and routines.
● Has problems in organizing tasks and activities
● Tends to lose things that are needed for schoolwork and other activities
 Hyperactivity and Impulsivity
● Often restless and fidgety and cannot seem to stay still while sitting down
● Often stands from seat to roam around the room
● Often runs around or climbs in situations when sitting is required.
● Often rather talkative, interrupts in conversations, and blurts responses
● Finds it difficult to wait for one's turn in tasks and activities.
● Impulsive with words and actions.
● May struggle in following instructions and rushing through tasks
D. General Educational Adaptations
The use of Universal Design for Learning (UDL) principles, such as providing multiple
means of representation, expression, and engagement are effective for all types of
learners and provide a level playing field for students with LD, SLD, and ADHD.
Through a variety of approaches, students with difficulty remembering and focusing
are given opportunities to compensate for their weaknesses and use their strengths to
learn as much as the typically developing peers.
 VI. LEARNERS WITH DIFFICULTY WITH SELF-CARE
Self-care, or caring for oneself. This section presents another set of learners with
specific difficulties

A. Definition
self-care often refers to a person's capacity to perform daily living activities or specific to
body care such as the following skills: washing oneself, brushing teeth, combing,
trimming nails, toileting, dressing, eating. drinking, and looking after one's health. Self-
care skilrls are gradually learned by very young typically developing children through
adult modeling and direct instruction within developmental expectations.
On the other hand, children with additional needs may struggle with the basic
activities of daily living. Oftentimes, such students are those with moderate to
severe cognitive deficits, including individuals with Intellectual Disability or
Intellectual Developmental Disorder (ID or IDD).

Intellectual disability is a developmental disorder that includes deficits in

intellectual and adaption functioning across domains of conceptual, social, and
practical that occur during the developmental period. To be diagnosed with
ID/IDD, a student must have deficits in both the cognitive and adaptive
domains (Kirk 2015). Children with Down's syndrome with moderate to
severe disability may also have problems with self-care.
 B. Identification

Young children suspected of having cognitive deficits which manifest as

difficulties with self-care can be identified at a very young age. The traditional
approach to measuring levels of severity of ID was determined through the
use of intellectual tests:
● Mild level IQ 50-70
● Moderate 1Q 35-50
● Severe IQ 20-35
● Profound IQ below 20
However, based on the definition provided by the American Psychiatric
Association (2013), using measures of intelligence is only one aspect as
adaptive functioning also needs to be assessed to identify if a child has an
intellectual disability
 Youths with intellectual disabilities are known to be friendly, sociable, and are
reported to have positive coping skills. A study conducted by Carter et al.
(2015) investigated the strengths and positive traits of transition-age youth
with intellectual disability and/or autism, as reported by their parents.

D. General Educational Adaptations

Specific approaches have been found to be effective in teaching students with difficulty
with self-care, namely the use of direct/explicit instruction, task analysis, forward and
backward chaining, as well as the use of video modeling. It is essential that the
instructions given are simp and straight forward and that hands-on, experiential
activities are used.

The use of video-based intervention including video modeling and video prompting for
teaching daily living skills, such as brushing teeth, setting a table, washing dishes, etc.
has been found effective for learners with intellectual and learning difficulties (Rayner
2011, Bellini & Akullian 2017 cited
in Heward 2013). With video modeling, a student watches a brief video of an able
person performing a target skill or task and then imitates the behavior. In video
self-modeling, the student watches a video of himself/herself performing a task. In
video prompting, each step is shown in a video, which the student imitates before
the next step is shown. This is helpful as the student can access the video anytime,
and replay it as often as needed to develop independence.

In summary, this chapter has presented important definitions, identification, and

assessment,learning characteristics, and general educational adaptations for learners with
additional needs namely: (1) the gifted and talented students with difficulties in (2) seeing, (3)
hearing, (4) communicating, (5) walking and moving, (6) remembering and focusing, and (7)
self-care. You have learned the different disability labels that are associated with the
difficulties, their challenges in learning, their strengths, and educational adaptations in the form
of accommodation. While awareness and understanding of their disability and needs are
essential, as educators supportive of inclusive education, it is of utmost importance that we see
learners with additional
needs beyond their difficulties, to enable them to explore and
use their range of strengths and abilities as well as provide
opportunities for them to succeed and flourish in their own
positive niches.
Thankyou for
Listening!!
 Group 1
Gutierrez, Teresita V.
Majadillas, Aileen C.
Figueroa, Ivygail
Mercado, Ma. Vernice
Abaster, Arlene

INSTRUCTOR:
Ms. Grace-Ann S. Pangilinan