Learning Guide in

Educ 8 – Foundation of Special and Inclusive Education

Activity 3 (Week 9-10)

Group No. 6 Date: December 2,2022

Name/s: Rose Marie T. Revilla Program

Luviren R. Legitimas & Year: BBED 2
Daisy Anne Besin
Instructor: Christine V. Cubillo
Class 9:30-11:00 Monday- Tuesday
Schedule: 1st sem., AY 2022-2023 Score:

Title Am I afraid to tell you who I am?

Learning Distinguish the different types, levels/degrees, etiologies, causes,

Outcome characteristics of learners who have special needs.

Brush-up I have a distant cousin who I considered not only a neighbor but a
friend. She was unable to complete Grade 1 after several attempts.
She is an independent person and is able to perform household chores.
Her elder sister, brother, and younger sister were able to complete
tertiary education.

One day, my mother told me to refrain from befriending her for the
reason I cannot remember anymore or just refuse to remember. It did
not stop me from talking to her when our paths cross in the compound
or by the main road. How can you when your residents are across
each other, and there would be times that you will meet along the road.

She became a single parent to a boy and a girl. Despite her cognitive
conditions, she did not reveal the name of the guy or guys who
probably talked to her to give in to such physical demands that lead her
to be pregnant twice. Her elder sister had her ligated after giving birth
to the second child. Do you agree that ligation was best for her? Why?
5pts.
For me, I agree because ligation is the best for her to lessen her
burdens of giving birth for more and it is also to prevent her from any
harm that causes by the anonymous guy that she is in relationship.
Because she has a cognitive condition that's why it is best for her to
undergo ligation to prevent from giving birth and take advantage of
others.

FSIE Activity 3 AY 2022-2023 Page 1 of 29

Encounter Go over your notes (BSEd English and Mathematics) in Facilitating
Learner-Centered Teaching, specifically on the topic of children with
special needs. Review your notes on enacted laws and relevant
orders/memoranda of the Department of Education and the
Commission on Higher Education on the types of learners with special
needs. Read additional materials describing further the characteristics.

Typology of Learners with Special Needs (part I)

A. Learners with Intellectual Disability

Cerebral Palsy,
Trisomy 21

B. Learners with Learning Disability

Dyslexia,
Dysgraphia,
Dyscalculla

C. Learners with Physical Disabilities

Visual,
Hearing,
Speech, &
Multiple physical Impairments

D. Learners who are Gifted and Talented

Visual Arts,
Music,
Performing Arts &
Intellectual Giftedness
Learning Published/Copyright 2018 to present:
Resources
Aligada-Halal, C. N., Yuzon, M. R. A., Padilla, C. R. S. & Mariano-Ligon, C. C. (2020). Foundations of
special and inclusive education. Manila, Philippines: Rex Book Store.
Atos-Yuzon, M. R., Mariano-Ligon, C. C., Aligada-Halal, C. N. & Padilla, C. R. S. (2021). A course
module for inclusive education in early childhood settings . Manila, Philippines: Rex Book Store,
Inc.
Baguisa, L. R. & Ang-Manaig, K. (2019). Knowledge, skills and attitudes of teachers on inclusive
education and academic performance of children with special needs. International Journal of
Social Sciences. Grdspublishing.org˃people˃article˃download˃1779-Article Text-4855-1-10-
20190201.pdf. Accessed 07 September 2020.
Bernardo, R. (n.d.). Value of organizing CSOs-initiatives of the sector towards inclusive education.
http://www.theteachersgallery.com/wp-content/uploads/2017/04/Value-of-Organizing-CSOs-
%E2%80%93Initiatives-of-the-Sector-towards-Inclusive-Education-PNIE.pdf Accessed 07
September 2020.
Brawner, D. G. (2018). Facilitating learner-centered teaching. Quezon City, Phils.: Adriana Publishing
Co., Inc.
Commission on Higher Education website (Philippines).

FSIE Activity 3 AY 2022-2023 Page 2 of 29

Corpuz, B.B., Lucas, M. R. D., Borabo, H. G. L. & Lucido, P. I. (2018). The child and adolescent learners
and learning principles. Quezon City, Phils.: Lorimar Publishing, Inc.
DO 43 s 2013 RA 10533 IRR Accessed on 05 November, 2021
https://www.deped.gov.ph/wp-content/uploads/2013/09/DO_s2013_43.pdf
Departmenty of Education (n.d.). Teacher induction program.
Department of Education website (Philippines).
Department of Education (2019). DepEd Order No. 021, s. 2019 Policy guidelines on the K to 12 basic
education program. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Accessed 07 September 2020.
Department of Education (2020). DepEd Order No. 021, s. 2020 Policy guidelines on the adoption of
the K to 13 transition curriculum framework for learners with disabilities.
https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_021.pdf Accessed 07 September
2020.
Department of Education (2018). DepEd Order No 029, s. 2018 Policy on the implementation of multi-
factored assessment tool.
https://www.deped.gov.ph/wp-content/uploads/2018/07/DO_s2018_029.pdf Accessed 07
September 2020.
DepEd (2020). DepEd Order No, 32, s. 2020 Guidelines on the engagement of services of learning
support aides to reinforce the implementation of the basic education learning continuity plan in tim e
of Covid-10 pandemic. Accessed on 11 October 2021 from
https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_032-.pdf
DepEd (2021). DO 44 s 2021. Policy Guidelines on the Provision of Educational Programs and Services
for Learners with Disabilities in the K to 12 Basic Education Program Accessed on 05 November,
2021
DepEd (2021). DO 45 s 2021 Policy Guidelines on the Selection of and Minimum Requirements for the
Conversion of Certain Schools with SPED Centers Into Prototype Inclusive Learning Resource
Centers Accessed on 05 November, 2021
De Belen, R. T. (2019). Education Laws Jurisprudence & Governance. Philippines: Jobal Publishing
House.
Deaf Education Council (Philippines) (n.d.). Submission from civil society to the CRPD committee for
comments on the draft general comment no. 4 inclusive education.
www.ohcr.org˃HRBodies˃CRPD˃RighttoEducation˃DeafEducation_Council_of_the_Philippines-
Draft_GC_Art24-05.01.2016.doc Accessed 07 September 2020.
Ecoben, M. E. (2019). Readiness of public school teachers in handling inclusive education. IOER
International Multidisciplinary Research Journal, Vol. 1, No. 2. https://www.ioer-imrj.com/wp-
content/uploads/2019/06/Readiness-of-Public-School-Teacher-in-Handling-Inclusive-Education-
Michael-E.-Ecoben.pdf Accessed 07 September 2020.
Formoso, D. B. (n.d.). Development of Filipino inclusive education attitude scale (FIEAS). Eurasian
Journal of Analytical Chemistry.
https://pdfs.semanticscholar.org/0c5c/2a4fa34c2f79b6e869e9525741f6b0865114.pdf accessed 07
September 2020.
Hannell, G. (2019). Identifying special needs: Diagnostic checklists for profiling individual differences.
Third Edition. London: Routledge.
Macaranas, J. R. G. (2018). Appreciating inclusive education: A regular classroom experience in the
Philippines. http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/
papers/acerp2018/ACERP2018_39523.pdf Accessed 07 September 2020.
Pawilen, G. T., Sibayan, I. S., Manuel, S. J. G., & Buhat, T. A. V. (2018). Developing a curriculum for the
transition program of special learners in the Philippines. International Journal of Curriculum and
Instruction 10(1). https://files.eric.ed.gov/fulltext/EJ1207241.pdf Accessed 07 September 2020.
Philippine Institute for Development Studies (n.d.). Comments on senate bills on special education.
https://pidswebs.pids.gov.ph/CDN/OUTREACH/letter_for_senator_escudero_submit_comments_on_
senate_bills_on_sped_program_no_cover_page.pdf Accessed 07 September 2020.
RA 7610 Special Protection Against Child Abuse and Exploitation. Accessed on 29 September 2021
from http://hrlibrary.umn.edu/research/Philippines/RA%207610%20-%20Child%20Abuse
%20Law.pdf
RA 8371 Indigenous People’s Right Act. Accessed on 29 September 2021 from

FSIE Activity 3 AY 2022-2023 Page 3 of 29

 http://extwprlegs1.fao.org/docs/pdf/phi13930.pdf
RA 8371 Indigenous People’s Right Act. Accessed on 29 September 2021 from
https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
RA 10533 IRR Accessed on 05 November, 2021 from
https://www.officialgazette.gov.ph/downloads/2013/09sep/20130904-IRR-RA-10533-BSA.pdf
RA 10524 Accessed on 05 November, 2021 from
https://www.officialgazette.gov.ph/downloads/2013/04apr/20130423-RA-10524-BSA.pdf
Roxas, I. M. A., Agustin, M. B., & Vallejo, O. T. (2019). Assessment of special education program in the
division of Aurora, Philippines. International Journal of Scientific and Research Publications, Volume
9, Issue 3. http://www.ijsrp.org/research-paper-0319/ijsrp-p8771.pdf Accessed 07 September
2020.
UNESCO Bangkok (2018). Inclusion of learners with special needs in the national assessment of the
Philippines. https://bangkok.unesco.org/content/inclusion-learners-special-needs-national-
assessment-philippines Accessed 07 September 2020.
UNESCO (2019). 4th global report on adult learning and education: Leave no one behind: participation,
equity, and inclusion. Accessed on 29 September 2021 from
https://unesdoc.unesco.org/ark:/48223/pf0000372274
UNESCO (2021). Inclusion in early childhood care and education in high-income countries. Accessed
on 29 September 2021 from https://unesdoc.unesco.org/ark:/48223/pf0000378761
Vickerman, P. & Maher, A. (2019). Teaching physical education to children with special educational
needs and disabilities. Second Edition. Great Britain: Routledge.
Learning Fill up the provided table to aid in describing the characteristics of the
Task different types of learners with special needs.

Make sure to indicate the common and distinguishing characteristics.

The same rubric for graphic organizer-table guides in scoring your
output.

Use the following to describe the learners (A,B,C,D,E groups):

distinguish the different types,
levels/degrees,
etiologies,
causes,
characteristics of learners who have special needs
how such learners are handled in a regular/inclusive classroom
(indicate the type/category)

The following typology of learners with special needs will serve as your
guide. You may add other types/categories.

Typology of Learners with Special Needs

A. Learners with Intellectual Disability

Cerebral Palsy,
Trisomy 21
B. Learners with Learning Disability
Dyslexia,
Dysgraphia,
Dyscalculla
C. Learners with Physical Disabilities

FSIE Activity 3 AY 2022-2023 Page 4 of 29

 Visual,
Hearing,
Speech, &
Multiple physical Impairments
D. Learners who are Gifted and Talented
Visual Arts, Music, Performing Arts &
Intellectual Giftedness

FSIE Activity 3 AY 2022-2023 Page 5 of 29

 Typology of Learners with Special Needs

Types of Description Levels/Degrees/ Etiologies/Causes Characteristics of How the learners are

Learners Categories Learners handled in an
inclusive class /
curriculum
modification
A. Learners An intellectual disability is * mild A number * Learn to talk One strategy
with a significant limitation in a of prenatal, later or have known to be
*moderate
Intellectual student’s cognitive perinatal, and trouble successful is to
Disability functioning * severe postnatal speaking.
integrate people
and daily adaptive factors can cause * Have trouble
*profound with an
behaviors (Schalock & intellectual understanding
Luckasson, 2004; disability, but a social rules. intellectual
American Association on specific cause * Have trouble disability by
Mental Retardation, often cannot be seeing the providing
2002). The student may identified. Deficits consequences of opportunities for
have limited language or in language and their actions. * auditing
impaired speech personal–social Have trouble
classes.
and may not perform well skills may be due solving problems
academically. Compared to emotional Auditing is an
to students with learning problems, approach
disabilities environmental whereby a
discussed earlier, deprivation, person attends
students with intellectual learning lectures in an
disabilities have disorders, or award course
impairments to learning deafness rather
for general
that than intellectual
are broader and more disability. interest (i.e. not
significant. They score for the purpose
poorly on standardized of completing
tests of the
intelligence. Everyday requirements of

FSIE Activity 3 AY 2022-2023 Page 6 of 29

tasks that most people the award).
take for granted, like Auditing does
getting dressed or not include
eating a meal, may be
assessment,
possible, but they may
also take more time and online learning
effort than usual. material, or
Health and safety can attendance at
sometimes be a concern laboratory or
(for example, knowing tutorial classes.
whether it is safe It can include
to cross a street). For
access to the
older individuals, finding
and keeping a job may library and
require help from general campus
supportive others. The facilities. And
exact combination of also Learners
challenges varies from with intellectual
one person to disability
another, but it always (by
handled with
definition) involves
limitations in both intellectual
intellectual and daily disability which
functioning. are Teaching
students with
an intellectual
disability

Use small steps

Modify teaching
to be more
hands-on.

FSIE Activity 3 AY 2022-2023 Page 7 of 29

 Think visual
.. Use baby strep
Incorporate
more physical
larning
experiwnces and
more.
Cerebral Cerebral palsy (CP) is a  spastic, There are Signs and Inclusive
Palsy group of disorders that  ataxic, different reasons symptoms education for
affect a person's ability  athetoid, a child may appear during children with
to move and maintain hypotonic, develop cerebral infancy or Cerebral Palsy
balance and posture.  mixed type.  palsy, including: preschool years. can be applied
CP is the most common  Premature In general, by create more
motor disability in birth. This is cerebral palsy inclusive
childhood. Cerebral the most causes impaired learning
means having to do with common movement experiences
the brain. Palsy means cause of associated with which is
weakness or problems cerebral palsy exaggerated including get to
with using the muscles. in the United reflexes, know the needs
States. floppiness or of every student,
 Medical spasticity of the assign seating,
problems limbs and trunk, call on student
during unusual posture, randomly, use
pregnancy or involuntary personal
around the movements, responses
time a baby is unsteady devices, expose
born. walking, or some student to
 Illnesses or combination of diversity, vary
injuries as a these. teaching
newborn or strategies, make
infant, such as classrooms 
very severe
jaundice,

FSIE Activity 3 AY 2022-2023 Page 8 of 29

 strokes or brain
infections

Trisomy Trisomy 21 is the most  Trisomy 21 Down syndrome Trisomy 21  Effective

21 common chromosomal (nondisjunction) occurs because of includes certain inclusion
anomaly in humans,  Mosaicism, the extra copy of birth defects, means that the
affecting about  Translocation. chromosome 21, learning
teacher must
5,000 babies born each which can cause problems, and
year and more than the body and facial features. be fully
350,000 people in the brain to develop A child with supportive of
United States. differently than a Down syndrome the model. We
Also known as Down child without the also may have handled learners
syndrome, trisomy 21 is a syndrome. heart defects with down
genetic condition caused The risk of having and problems syndrome like
by an extra a baby with Down with vision and
Give your child
chromosome. Most syndrome hearing.
babies inherit 23 increases as a chores around
chromosomes from each woman ages — the house, have
parent, for a total of 46 women your child play
chromosomes. Babies older than 35 are with other kids
with Down syndrome often encouraged who do and don't
however, end up with to have prenatal have Down
three chromosomes genetic testing
syndrome, keep
at position 21, instead of done of their
the usual pair. unborn babies — your
but, because expectations
younger women high as your
have more child tries and
babies, they give learns new
birth to 80 things, make
percent of babies
time to play,
with Down
syndrome. read, have fun,

FSIE Activity 3 AY 2022-2023 Page 9 of 29

 and go out
together, and
support your
child in doing
day-to-day tasks
on their own.

B. Learners Learning disability is a In identifying students Psychological The following is 1. Encourage

with general term that refers with LD, a trauma or abuse a list of common student to
Learning to a heterogenous group discrepancy between in early childhood characteristics of become an
Disability of disorders manifested academic may affect brain an LD student.
active rather
by significant difficulties achievement and development and Conditions must
in the acquisition and use intelligence needs to increase the risk be persistent than a passive
of listening, speaking, be established using of learning over a long reader. The
reading,writing,reasoning, tests that measure disorders. period of time. student should
or mathematical abilities. intelligence and Physical trauma. Presence of learn to talk to
These disorders are standardized Head injuries or these conditions himself/herself.
intrinsic to the individual, achievements test. nervous system does not And also we can
presumed to be due to Children with LD infections might necessarily
handled this by
central nervous system oftentimes display play a role in the mean a person is
dysfunction, and may average to above development of learning Keep things in
occur across the life average intelligence learning disabled. perspective, a
span. Problems in self but perform below disorders. learning
regulatory perception and their grade placement Environmental Reading Skills disability isn't
social interaction may in achievement exposure. insurmountable,
exist with learning test.Children with LD A person can be Poor decoding become your
disabilities but do not by oftentimes display born with a skills
own expert, be
themselves constitute a average to above learning disability Poor reading
learning disability. average intelligence if he or she does fluency an advocate for
but perform below not get enough Slow reading your child and
their grade placement oxygen during rate remember that
in achievement tests childbirth, has Lack of self- your influence

FSIE Activity 3 AY 2022-2023 Page 10 of 29

of reading,spelling, trauma to the monitoring outweighs all
math, and written head, or is born reading skills others.
expansion. The too early. After Poor
problem,however, in birth, a learning comprehension
identifying children disability can be and/or retention
children with LD is caused by early Difficulty
establishing the childhood identifying
discrepancy as there illnesses, important ideas
is no clear description accidents and in context
or level of seizures. Extreme difficulty
discrepancy to occur Moreover,Genetic building ideas
for a student to be predisposition, and images
diagnosed to have LD problems during Difficulty
(Gargiulo 2012). pregnancy, birth, integrating new
Categories: or early infancy, ideas to existing
dation (MR), multiple as well as other knowledge
disabilities, orthopedic general medical Weak vocabulary
impairment, other conditions may be skills
health impairment, associated with Extreme difficulty
serious emotional the cause of understanding
disturbance (SED), learning words or
specific learning disorders. grammar
disability (SLD), Difficulty
speech or language recognizing high
impairment (Sp/L), frequency words
traumatic brain injury, Oral
and visual comprehension
impairment. is noticeably
stronger than
reading
comprehension
Extreme difficulty
focusing

FSIE Activity 3 AY 2022-2023 Page 11 of 29

 attention on the
printed marks
Difficulty
controlling eye
movements
across the page
Wavy or
shimmering
pages not
attributable to
poor vision
Spelling Skills

Phonological
awareness is
noticeably
stronger than
spelling ability
Frequent spelling
errors of high
frequency words
Extreme difficulty
with homonyms
and/or regular
spelling patterns
No
understanding of
the relationship
of phonics to
written language
No
understanding of
common spelling

FSIE Activity 3 AY 2022-2023 Page 12 of 29

 rules
Inadequate
understanding of
phonics even
with instruction
Written
Expression Skills

Poor writing
fluency
Unable to
compose
complete,
grammatical
sentences
Difficulty
organizing
written
information
Poor
handwriting
Extremely poor
alignment
Inability to take
notes or copy
information from
a book or the
board
Oral expression
is noticeably
stronger than
written
expression

FSIE Activity 3 AY 2022-2023 Page 13 of 29

 Extremely weak
proofreading
skills
Oral Language
Skills

Inability to hear
small differences
between sounds,
not attributable
to a hearing loss,
particularly vowel
sounds
Difficulty
articulating
thoughts or ideas
orally
Difficulty
pronouncing
words
Inability to blend
sounds together
to form words
Difficulty
listening and
responding to a
series of
directions
Disorganized
recall of facts or
details
Mathematical
Skills

FSIE Activity 3 AY 2022-2023 Page 14 of 29

 Poor
mathematical
fluency
Difficulty
memorizing
multiplication
tables
Difficulty
identifying
multiples and/or
factors
Poor basic
calculation skills
Difficulty
understanding
word or
application
problems
Poor
understanding of
mathematical
concepts
Difficulty sorting
out irrelevant
information
Lower visual
perceptual and
visual-spatial
ability
Inability to
transfer basic
mathematical

FSIE Activity 3 AY 2022-2023 Page 15 of 29

 concepts to
solve problems
with
unpredictable
information
Inability to use
basic facts within
more complex
calculations
Memory Skills

Extremely weak
ability to store
and retrieve
information
efficiently
Extremely weak
ability to hold
information for
immediate use
Reasoning Skills

Extremely weak
ability to solve
problems,
particularly when
information or
procedure is
unfamiliar
Extreme difficulty
recognizing,
transforming, or
using specific

FSIE Activity 3 AY 2022-2023 Page 16 of 29

 information to
reach general
conclusions.
Dyslexia Characterized by Dyslexia can be Dyslexia results Poor decoding: * Use a tape
difficulties with accurate developmental from individual Difficulty recorder.
and/or fluent word (genetic) or acquired differences in the accurately
* Clarify or
recognition and by poor (resulting from a parts of the brain reading (or
spelling and word reading traumatic brain injury that enable sounding out) simplify w
abilities that result from a or disease), and there reading. It tends unknown words;written directions
deficit in phonological are several types of to run in families. Poor fluency: * Present a small
processing abilities.The Dyslexia Dyslexia appears Slow, inaccurate, amount of work.
difficulties are often including phonologica to be linked to or labored oral
unexpected in relation to l dyslexia, rapid certain genes that reading (slow * Block out
other cognitive abilities naming dyslexia, affect how the reading rate); extraneous
and the provision of double deficit brain processes Poor spelling: stimuli.
effective classroom dyslexia, surface reading and Difficulty with * Highlight
instruction (IDA 2002). dyslexia, and visual language. learning to spell,
essential
Limited vocabulary and dyslexia. or with spelling
background knowledge words, even information.
as well problems in common words, * Provide
reading comprehension accurately. additional
may result as secondary practice
consequences ( Shaywitz
activities.
2003).
*Provide a
glossary in content
areas.
* Develop
reading
guides

A specific learning * Dyslexic The cause of the Poor spacing We can handled

FSIE Activity 3 AY 2022-2023 Page 17 of 29

Dysgraphia disability that affects how Dysgraphia. disorder is between letters learners with
students acquire and * Motor Dysgraphia. unknown, but in and words. dysgraphia to
develop their arithmetic adults, it is usually Letter and provide typed
skills despite average * Spatial Dysgraphia. associated with number copies of
intelligence (Shalev * Phonological damage to the reversals beyond classroom notes
2011) and may manifest parietal lobe of early stages of or lesson
Dysgraphia.
as difficulty in retrieval of the brain. writing. outlines to help
math facts and * Lexical Dysgraphia. Treatment for Awkward, the student take
understanding number dysgraphia varies inconsistent notes. Provide
concepts or using and may include pencil grip. extra time to
symbols or functions. treatment for Heavy pressure take notes and
motor disorders to and hand copy material.
help control fatigue. And also Allow the student
writing Dysgraphia to use an audio
movements. impacts recorder or a
Other treatments handwriting and laptop in class.
may address fine motor skills.  Provide paper
impaired memory with different-
or other colored or raised
neurological lines to help form
problems. letters in the
right space.
A specific learning * Verbal dyscalculia: Genes and Dyscalculia Students who
Dyscalculia disability that affects the This type of heredity: makes math have a
development nof writing Dyscalculia tends difficult. specific learning di
dyscalculia is sability in math
abilities which may to run in families. *difficulty
characterized by a (known
display as spelling, Research shows counting as dyscalculia)
handwriting, and difficulty naming and that genetics may backwards. can struggle with
expressive writing understanding the also play a part in both simple and
difficulties resulting from mathematical problems with * difficulty complex math
problems in organizing concepts presented math. Brain Remembering topics. We can
and putting thoughts on development: handled this like
verbally. 'basic' facts.
paper (NCLDN/2007 Brain imaging Use uncluttered
* Practognostic * slow to perform worksheets to

FSIE Activity 3 AY 2022-2023 Page 18 of 29

 cited in LD Online 2019).dyscalculia studies have calculations. avoid too much
* Lexical dyscalculia shown some * weak mental visual
differences information.
* Graphical dyscalulia arithmetic skills.
between people Practice with
* Ideognostical with and without * a poor sense age-appropriate
dycalculia dyscalculia. of numbers & games as
estimation. motivational
* Operational materials. Have
dyscalculia * Difficulty in
students track
understanding their progress.
place value. Challenge critical
*Addition is thinking about
often the default real problems
with problem
operation.
solving.
* High levels of
mathematics
anxiety.

C. Learners A physical disability is a Musculoskeletal Just as types of A student with a1. Insist
with substantial and long-term disability affects the physical abilities physical on professional,
Physical condition affecting a part joints, bones and and how they impairment may civil conduct
Disabilities of a person’s body that muscles and includes impact a person’s have difficulty between and
impairs and limits their loss or daily life are all with managing among students
physical functioning, deformity of limbs, different, causes the distance to respect
mobility, stamina or Osteogenesis of physical between people's
dexterity. The loss of imperfecta (brittle disabilities also different differences and
physical capacity results bone disease) and vary. Physical learning create an inclusive
in the person having a Muscular disabilities can be activities, with environment. We
reduced ability, or Dystrophy (muscle caused by carrying can handled it like
inability, to perform body weakness). These either hereditary, materials, consider physical
movements such as disabilities result in an congenital or notetaking, access in
walking, moving their inability to perform practicals and

FSIE Activity 3 AY 2022-2023 Page 19 of 29

 hands and arms, sitting movements of body may take longer choosing
and standing as well as parts due to to ask or locations for any
controlling their muscles. deformities, diseases acquired reasons. answer kind of student
A physical disability does or degeneration questions.
interaction,
not necessarily stop you affecting the
from performing specific muscles or bones. accommodate
tasks but makes them human support
more challenging. This workers,
includes daily tasks consider
taking longer to complete, additional time
such as getting dressed requirements for
or difficulty gripping and
students with
carrying things.
speech
impairments in
discussion
activities, and
handouts in
electronic
formats in
advance.

Visual Visual Impairment also  Mild – visual  age-related In school, kids Inclusive teaching
known as vision acuity worse than macular may: not be practices
impairment or vision loss, able to see for students who
6/12 to 6/18. degeneration. are blind or vision
is a decreased objects at a Impaired. We can
ability to see to a degree  Moderate – visual  cataract. distance, like handled visual
that causes problems not acuity worse than  diabetic on a whiteboard impairment to
fixable by usual means, 6/18 to 6/60. retinopathy. or blackboard. encourage the
such  Severe – visual having trouble student to use
 glaucoma.
as glasses reading (or visual
acuity worse than
 uncorrected learning to read) aids/resources
6/60 to 3/60.

FSIE Activity 3 AY 2022-2023 Page 20 of 29

  Blindness – visual refractive and participating that have been
acuity worse than errors. in class. not be prescribed (e.g.
3/60. able to focus on glasses,
objects or follow magnifiers, big-
them, may squint print books, etc).
often and rub Seat the student
their eyes a lot, appropriately in
have chronic eye the classroom
redness or (e.g. in the
sensitivity to middle towards
light. the front). Make
sure lighting is
suitable. Make
efforts to
eliminate the risk
of glare from the
desk and
whiteboard.
Hearing Hearing loss (also called  Stage 1: Mild  Aging. The student with1. Students with a
hearing impairment) hearing loss. Degeneration hearing hearing loss may
makes it hard to hear or of inner ear impairment may require accomm
 Stage 2:
understand appear to hear
Moderate hearing structures odations and
sounds. This happens normally, when
when there is a problem loss. occurs over in fact the assistive
with one or more parts of time. student can not devices to have
 Stage 3:
the ear, the  Loud noise. hear speech the best access
Moderately
nerves coming from the Exposure to sounds clearly to education.
severe hearing
ears, or the hearing part loud sounds enough and is Accommodation
of the brain. loss. misinterpreting s may be as
can damage
 Stage 4: Severe the information.
the cells of simple as
hearing loss. The student may
your inner ear. have difficulties preferential
 Stage 5: Profound seating or as
 Heredity pronouncing
hearing loss.

FSIE Activity 3 AY 2022-2023 Page 21 of 29

  Treating hearing  Occupational speech sounds complex as
loss. noises correctly, poor wireless
vocal quality, or assistive
 Recreational
trouble
noises listening devices
explaining ideas
clearly. in the classroom.
 Some
Some will
medications
require Auslan
 Some
interpreters and
illnesses.
live remote
captioning. We
can do by make
seating changes,
minimize
background
noise when
possible, use an
FM system, face
students when
you speak, use
lots of pictures,
graphics, and
text labels, and
use technology
to make learning
easier

Speech Speech impairments are Types of speech Some causes of inability to  Reduce
disorders of speech disorder speech and express unnecessary
sounds, fluency, or voice include stuttering, language ideas, inappropri classroom

FSIE Activity 3 AY 2022-2023 Page 22 of 29

 that interfere apraxia, and disorders ate grammatical noise as
with communication, dysarthria. There are include hearing patterns, reduce much as
adversely affect many possible causes loss, d vocabulary, possible.
performance and/or of speech disorders, neurological and. inability to
functioning in the including muscles disorders, brain follow directions.  Be near the
educational weakness, brain injury, student
environment, and result injuries, degenerative intellectual when giving
in the need for diseases, autism, and disabilities, drug instructions
exceptional student hearing loss. Speech abuse, physical and ask the
education. disorders can affect a impairments student to
Commonly referred to as person's self-esteem such as cleft lip
repeat the
a speech disorder, a and their overall or palate, and
speech impediment is a quality of life. vocal abuse or instructions
condition that misuse. and prompt
impacts an individual's Frequently, when
ability to speak fluently, however, the necessary.
correctly, or with clear cause is
 Provide
resonance or unknown.
tone. Individuals with verbal clues
speech disorders have often.
problems creating  Provide a
understandable sounds quiet spot for
or forming words, leading
the student
to communication
difficulties. to work if
possible.
 Speak
clearly and
deliberately.

Multiple Persons with multiple  Intellectual  Chromosomal Students Students with

disabilities have a disability and abnormalities. with multiple multiple
disabilities require

FSIE Activity 3 AY 2022-2023 Page 23 of 29

physical combination of two or blindness; and.  Premature disabilities gener unique instruction,
more serious birth. ally have specific adaptations and
 intellectual modifications to
Impairments disabilities (e.g., characteristics
disability and  Difficulties their entire learning
cognitive, movement, related to environment.
sensory), such as mental orthopedic after birth. their Intellectual A student with
retardation with impairment  Poor Functioning, multiple
cerebral palsy. development Adaptive Skills, disabilities may
Multiple disabilities is a of the brain or Motor be able to learn
term for a person with a Development, and achieve at a
spinal cord. high level, given
combination of disabilities Sensory
 Infections. the resources and
The U.S. federal Functioning, opportunity to do
government definition  Genetic and so. We can handle
includes those who have disorders. Communication it very well.
more than one s Skills. Most
impairment, "the  Injuries from students with
combination of which accidents multiple
causes such severe disabilities have
educational needs that many
they impairments in
cannot be intellectual
accommodated in special functioning.
education programs
solely for one of the
impairments".

D. Learners Learners who are gifted Giftedness falls into The potential for Not all learners  Treat
who are and talented are students one or more of the giftedness or a will exhibit the students as
Gifted and with higher abilities than following areas: high level of learning individuals
Talented average and are often intellectual, academic, intellectual characteristics
referred to as gifted creative, artistic and development listed below.  Let students
students. This group leadership. begins very early However, these explore their
refers to students whose Ability to comprehend in a child's life. are the common passions
talents,abilities, and material several Studies since the manifestations of  Infuse

FSIE Activity 3 AY 2022-2023 Page 24 of 29

potentials are grade levels above early 1970s gifted and enrichment
developmentally their age peers. consistently show talented into activities
advanced.They require Surprising emotional that such learners. One
 Build in time
special provisions to depth and sensitivity development is might possess a
meet their educational at a young age. the result of an combination of for flexible
needs,thus presenting a Strong sense of interaction characteristics in learning
unique challenge to curiosity between the varying degrees groups
teachers. They often Enthusiastic about child's genetic and amounts.  Embrace
finish tasks ahead and unique interests and endowment and a
creative
might ask for more topics. rich and - High level of
creative tasks or Quirky or mature appropriate intellectual questioning
exercises. Exiting and sense of humor. environment in curiosity  Encourage
energizing activities Creative problem which the child - Reads actively self-directed
should be provided to solving and grows. - High degree of learning with
continuously keep them imaginative task commitment your
motivated. The term expression. - Keen power of
giftedness refers to Absorbs information observation students
students with quickly with few - Highly verbal
extraordinary abilities in repetitions needed - Gets bored
various academic Self-aware, socially easily
areas.However,talent aware, and aware of - Can retain and
focuses on students with global issues. recall information
extraordinary abilities in a - Exited about
specific area. learning new
concepts
- Independence
in learning
- Good
comprehension
of complex
contexts
- Strong, well-
develop

FSIE Activity 3 AY 2022-2023 Page 25 of 29

 imagination
- Looks for new
ways to do
things
- Often gives
uncommon
responses to
common
questions.
Visual The Visual arts are art * Artistically gifted The current body two sets of Students apply
Arts that create works that are students show fluency of research characteristics their knowledge
primarily visual in nature, demonstrates the are associated and
of imagination and
such as ceramics, far-reaching and with visually understanding
drawing painting, expression. They lasting impact of through the
can’t get their ideas talented
sculpture, printmaking, visual arts children: appropriate and
design, crafts, down fast enough. education, skilful use of
behavioral
photography, video, film They don’t need including increas visual arts
traits and
making and stimulation. One idea ed math scores, practices. As
characteristics
architecture etc. They are leads to another. language students
arts that meet the eye acquisition and of their progress through
·  They might have a artwork. It is
and evoke an emotion many other the levels of
highly developed not likely that
through an expression of positive Visual Arts, their
sensibility in certain a child will
skill and imagination. outcomes. knowledge,
Learners who are gifted areas. (e.g., have all of the understanding
and talented in visual art movement, space, characteristics and practice as
develop the desire and rhythm, or color.) listed below, artists and
ability to depict people · They show but a child viewers
and other subjects from integration of thinking, who possesses increases
their environment at an perceiving, and special talent through
earlier age than other feeling. in art will exposure to a
children. The elements of probably breadth of
composition such as ·   Highly imaginative. artists,
exhibit many
color, space, and ·  There’s a or even most craftspeople and

FSIE Activity 3 AY 2022-2023 Page 26 of 29

 movement are handled directness of of them. designers.
with greater sensitivity by expression – Students engage
visually with artworks,
motivated by
gifted students. They can visual arts ideas,
demonstrate their talents personally meaningful practices,
in different ways, and it is experiences. histories and
important to realize ·  Artistically gifted theories. They
that not every product students live their art. discover new
they produce will be It is part of them. ways of
outstanding. Even the medium is representing and
often like an expressing their
observations,
extension of the
ideas and
fingers. Their work is
imagination.
intensely personal
and shows an inner
need for visual
expression.
·  They are usually
above average in
intelligence.
·  All show
extraordinary skill with
a particular medium
(pencil, paint,
ceramics, etc…).
·  Each student is
highly individual and
inventive.

Music Music are arts concerned Children who are Sound is caused Specifically,  Keep your

FSIE Activity 3 AY 2022-2023 Page 27 of 29

with combining vocal or musically gifted and by the simple but students who are classroom
instrumental sounds for talented are generally rapid mechanical gifted and organized
beauty of form or characterized by vibrations of talented in music and free
emotional expression, having extraordinary various elastic show early from
usually according to listening skills, bodies. These evidence of distractions.
cultural standards of superior cognitive when moved or skillful  Keep
rhythm, melody, and, in knowledge, creativity, struck so as to performance, directions
most Western music, and skillful vibrate, unique creativity, simple and
harmony. It’s unsure what performance. communicate the exceptional direct.
exactly makes a person same kind of listening skills  Establish
musically gifted. Most vibrations to the (including rapid lesson
likely, it’s a combination auditory nerve of memorization, routines
of the genetics and the ear, and are analysis, and (e.g.,
exposure to music from then appreciated evaluative beginning
infancy. Someone with by the mind. abilities), and and ending
inherent musical talent superior songs).
will find it easier to pick knowledge of
songs out from listening facts about
and play them on a music.
variety of instruments.
The understanding of
music comes naturally to
them because their brain
processes the aural
information at another
level. They can do
everything that will expect
a highly talented
musician to do with
practice, listening, and
effort.

FSIE Activity 3 AY 2022-2023 Page 28 of 29

 performing 'gifted and talented The performing arts is The performing  has good Playwriting
arts students' means a child a collective term for arts encourages sense of original works
or youth who performs at arts performed in front children to rhythm. and dramatic
or shows the potential for of an audience. They explore their presentation of
performing at a primarily focus emotions,  is well- existing works
demonstrably higher level on dance, drama, expand their coordinated. can help to
of accomplishment when music and theatre. imagination and  discriminates build the self-
compared to others of the This means there's helps them musical and esteem and
same age, experience, or often overlap with the develop their communication
other sounds
environment and who film and media own, unique skills of high
may: exhibit high industries. voice. Each well. school
performance capability in The performing arts discipline of  understands students. The
an intellectual, creative, provides another outlet music, dance and musical act of performing
or artistic area. for children to interact drama engage a relationships. can help
with others. When child's brain, body students and
combined with dance, and emotions in  enjoys youth recognize
music and drama, different ways to musical their potential for
children can use encourage their activities and success and
language to confidence and demonstrate improve their
understand and find joy in self- confidence .
express more complex s musical
expression feeling.
ideas.
 shows tonal
memory.
 responds
readily to
rhythm,
melody and
harmony

REFERENCES / SOURCES

FSIE Activity 3 AY 2022-2023 Page 29 of 29