Literacy among

Learners with Special

Education Needs and
Chronic Illnesses
 PURPOSE

To discuss literacy among nursing students about client’s

with hearing and visual impairments.
 GOAL

At the end of the discussion, the nursing students will

deliver health education to clients/patients with hearing
impairments.
OBJECTIVES CONTENT METHODS TIME RESOURCES EVALUATION
OUTLINE OF ALLOTMENT
TEACHING

To identify the Introduce the -Presentation 2 hours x 3 -Presentation -Survey

strength and background/hi sessions for 2 slide
-Lecture -Questionnaire
weaknesses story of weeks
-Laptop
of clients who hearing -Demonstration
-Oral recitation
have hearing impairments
impairments
OBJECTIVES CONTENT METHODS OF TIME RESOURCES EVALUATION
OUTLINE TEACHING ALLOTMENT

To observe Discuss and -Presentation 2 hours x 3 -Presentation -Survey

and provide demonstrate sessions for 2 slide
the use of sign -Questionnaire
other -Lecture weeks
language, lip -Laptop
opportunities -Oral recitation
how they can reading, written -
materials,
express Demonstration
sound
themselves augmentation,
and
verbalization of
the client
(K) HOW THEY UNDERSTAND OR WHAT THEY KNOW ABOUT HEARING IMPAIRMENT
(P) EVALUATE HOW THEY INTEGRATE DIFFERENT SKILLS ON DEALING WITH
HEARING IMPAIRMENT
(A) HOW THEY DEAL WITH CLIENT WHO HAVE HEARING IMPAIRMENT
OBJECTIVES CONTENT METHODS OF TIME RESOURCES EVALUATION
OUTLINE TEACHING ALLOTMENT

The nursing Introduce the -Lecture 2 hours -Braille -Interview

students will background/history alphabet
identify the of visual -Demonstration discussion
-Survey
strength and impairment
weaknesses of -Microphone
blind clients on Discuss and -Questionaire
how they do demonstrate the -Speaker
integration, use of braille
action, and alphabet, and have -Presentation
reasoning the client
depending on demonstrate how
slide
the verbalized of he/she uses the
the nurse. braille alphabet
(K) HOW THEY UNDERSTAND OR WHAT THEY KNOW ABOUT VISUAL
IMPAIRMENT
(P) EVALUATE HOW THEY INTEGRATE DIFFERENT SKILLS ON
DEALING WITH VISUAL IMPAIRMENT
(A) HOW THEY DEAL WITH CLIENT WHO HAVE VISUAL IMPAIRMENT
01
Introduction
 Introduction
This chapter provides an overview of a
wide range of sensory, cognitive, mental,
and physical disabilities and other issues
that affect the ways in which people
learn. Included are the most common
disabilities encountered by nurses, such
as learning disabilities, mental illness,
and communication disorders.
This chapter also provides a summary of
assessment, teaching, and evaluation
strategies that nurse educators can use in
designing and implementing teaching
plans for individuals with unique
learning needs and their families.
 02
Types of
Disabilities
 TYPES OF DISABILITIES
PHYSICAL DISABILITIES
Physical disabilities can arise from orthopedic, neuromuscular,
cardiovascular, pulmonary, or sensory issues, including blindness or
deafness. They are not illnesses, but outcomes of illness, injury,
congenital anomaly, or genetics.
 TYPES OF DISABILITIES
MENTAL DISABILITIES
Mental disabilities encompass psychological, behavioral, emotional,
or cognitive impairments, like dementia associated with Alzheimer’s
disease, which results from physical changes in the brain.
Categories of Physical
and Mental Disabilities

Common conditions that the nurse is

likely to encounter in practice:

(1) sensory disabilities, (2) learning

disabilities, (3) developmental
disabilities, (4) mental illness, (5)
physical disabilities, and (6)
communication disorders.
 SENSORY DISABILITIES
Sensory disabilities involve impairments in the use of one or more of
the five senses: auditory, visual, tactile, olfactory, and gustatory. The
most common ones relate to hearing or vision. Nurses must be prepared
to address both the physical and emotional aspects connected to the
sensory loss.
 TWO
COMMON
DISABILITIE
S
 HEARING IMPAIRMENTS
Hearing Impairments - a common disability that affects people of all ages who
have either a total or partial auditory loss.
The three basic types of hearing loss are as follows:
1. Conductive hearing loss: A type of hearing loss that is usually correctable and
causes reduction in the ability to hear faint noises. Conductive hearing loss occurs
when the ear loses its ability to conduct sound—for example, when the ear is
plugged with ear wax, a foreign body, a tumor, or fluid.
 HEARING IMPAIRMENTS
2. Sensorineural hearing loss: A type of hearing loss that is permanent and
caused by damage to the cochlea or nerve pathways that transmit sound.
Sensorineural hearing loss is sometimes referred to as nerve deafness. It not only
results in a reduction in sound level but also leads to difficulty in hearing certain
sounds.

3. Mixed hearing loss: A type of hearing loss that is a combination of conductive

and sensorineural losses.
 VISUAL IMPAIRMENTS
Visual Impairments - A visual MAJOR DISEASES
impairment is defined as some form and
degree of visual difficulty and includes a 1. MACULAR DEGENERATION
wide spectrum of deficits, ranging from
2. CATARACT
partial vision loss to total blindness; it
may also include visual field limitations, 3. GLAUCOMA
such as tunnel vision, alternating areas of 4. DIABETIC RETINOPATHY
total blindness and vision, and color
blindness.
MACULAR DEGENERATION
CATARACT
GLAUCOMA
DIABETIC RETINOPHY
 MODES OF COMMUNICATION
The following modes of communication are suggested as ways to decrease the barriers
of communication and facilitate teaching and learning for clients with hearing
impairments in any setting.
1. Sign Language
2. Lip spreading
3. Written Materials
4. Verbalization by the Client
5. Sound Augmentation
6. Telecommunications
 03
Mental
Illnesses
MENTAL DISORDERS AND ILLNESSES
Mental disorders, classified by DSM-5, affect 20% of adults in the U.S. annually and
are a leading cause of disability.
Assessing cognitive impairments, anxiety levels, and literacy skills is vital in patient
education. High anxiety and information processing struggles may hinder
learning.
Effective teaching strategies focus on the patient's strengths, involve caregivers, and
utilize simple language. Goal setting with the patient is crucial. Overcoming
stigmatization and providing educational programs for independence and self-
management can improve the quality of life for individuals with mental disorders.
 UNDERSTANDING MEMORY
DISORDERS AND PATIENT EDUCATION
STRATEGIES
Memory, comprising short-term and long-term components, can be affected by
brain injuries, diseases, and medical conditions, causing mild to severe
impairments.
Memory disorders like amnesia and conditions like Alzheimer's can significantly
impact memory. In educating patients with memory loss, strategies include
teaching memory techniques, using visual aids, encouraging note-taking,
structuring sessions with brief repetitions, and involving family or caregivers.
These approaches support learning for patients with memory disorders.
 ESSENTIAL STRATEGIES
1. Teach by using small and brief words, repeat information—use
mnemonics,write down important information by placing it on index cards, and
use simple drawings or symbols.
2. Keep sessions short and frequent. For instance, instead of a half-hour session,
break the learning period into two 15-minute sessions or three 10-minute
sessions.
3. Involve all possible resources, including the patient and his or her family, by
actively engaging them in helping to determine the patient’s preferred learning
styles
 REMEMBER!
When working with patients experiencing memory loss, nurses can
employ several strategies. These include teaching memory
techniques, encouraging note-taking or audio recording of
sessions, using visual aids, teaching "chunking" of information,
structuring sessions with brief, frequent repetitions, and involving
family or caregivers in the teaching process. These approaches
help reinforce learning and support patients with memory
disorders.
How to maintain a positive
mental health?
Try to think Be physically
positive active

Helping Always get

others helps enough sleep
 MEMBERS

Ibot, Lissa Belle M. Marilla, Lady Lynne Sobrepeña, Nicole D.

Margreth E.

Agsam, Rochelle Jean T. Cogalito, Aiza C. Ortega, Eryn Julyzah G.

 Thanks
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