Learners with Disabilities PDF

104 FT - Learners with Intellectual Disabilities **1. Cerebral Palsy (CP):** - Identified by Sir William Little in the 19^th^ century. Initially called "Little's Disease" - Caused by brain injury before/during birth, affecting muscle control. **Symptoms**: Motor impairment, speech...

104 FT - Learners with Intellectual Disabilities **1. Cerebral Palsy (CP):** - Identified by Sir William Little in the 19^th^ century. Initially called "Little's Disease" - Caused by brain injury before/during birth, affecting muscle control. **Symptoms**: Motor impairment, speech difficulties, seizures. **2. Trisomy 21 (Down Syndrome)** - Discovered by: John Langdon Down in 1866, identified as a genetic condition with an extra 21^st^ chromosome. **Symptoms:** Intellectual disability, distinct facial features, delayed development Inclusive teaching Strategies: - Use **multisensory teaching** (visual aids, music, tactile activities) - Implement **chunking** tasks into smaller steps to avoid cognitive overload. - Offer **assistive technologies** (voice-to-text apps, communication boards.) - B. Learners with Learning Disabilities 1\. **Dyslexia**: Dr. Samuel Orton identified dyslexia in the 1920s as a reading disorder. **Symptoms**: Struggles with reading and spelling **Inclusive teaching strategies**: provide audio versions of texts for dyslexic learners. **2. Dysgraphia**: Early neurologists noted difficulties in written expression among children. **Symptoms:** Poor handwriting, difficulty organizing thoughts. **Inclusive teaching strategies:** Use graphic organizers to help with written assignments. **3. Dyscalculia**: Recognized by the American Psychiatric Association as a math-related disability. **Symptoms:** Inability to understand numbers and arithmetic **Inclusive teaching strategies:** Incorporate manipulatives and real-life examples for math lessons. - C. Learners with Physical Disabilities 1**. Visual Impairment:** Louis Braille developed in 1824 to assist the visually impaired. Symptoms: Partial to total blindness **Inclusive teaching strategies**: Use screen readers and enlarged print materials for visually impaired learners. 2\. **Hearing Impairment**: Pedro Ponce Leon pioneered deaf education in the 1500s Symptoms: Ranges from mild to severe hearing loss **Inclusive Teaching Strategy**: Encourage the use of sign language or hearing aids. 3**. Speech Impairment**: Speech therapy emerged as a field in the early 1900s. Symptoms: Stuttering, articulation problems **Inclusive Teaching Strategy**: Allow extra time for students with speech challenges during oral presentations - D. Learners who are Gifted and Talented **Howard Gardner\'s Multiple Intelligences Theory (1983)** expanded the understanding of giftedness beyond IQ to include artistic, musical, and performance talents, Characteristics: **Visual Arts**: Exceptional ability to create detailed and imaginative artwork. **Inclusive Teaching Strategies**: Provide art exhibitions to showcase their work and celebrate creativity. **Music**: Quickly grasps rhythm, melody, and musical patterns, often excelling in instruments or singing. **Inclusive Teaching Strategies**: Offer music programs or performances where they can demonstrate and develop their talent. **Intellectual Giftedness**: Advanced problem-solving skills and curiosity, with a deep love for learning. **Inclusive Teaching Strategies**: Displays natural confidence and creativity on stage, excelling in dance, drama, or public speaking. **Performing Arts**: Displays natural confidence and creativity on stage, excelling in dance, drama, or public speaking. **Inclusive Teaching Strategies**: Create theater productions or talent shows to nurture their performance skills. - E. Learners with Socio-Emotional Disorders Emotional and behavioral disorders (EBD) began to be formally studied in the 1950s with the rise of child psychology and behavior therapy. Characteristics: **1. Emotional Behavioral Disorder (EBD):** Difficulty controlling emotions, resulting in disruptive or aggressive behaviors. Inclusive Teaching Strategy: Use positive behavior reinforcement to encourage appropriate behaviors. **2. Anxiety Attack:** Experiences intense fear or panic, often triggered by stress or specific situations. Inclusive Teaching Strategy: Create a safe space or calm-down corner where learners can manage their anxiety. **3. Depression**: Persistent sadness, lack of energy, and loss of interest in activities once enjoyed. Inclusive Teaching Strategies: Offer flexible deadlines to reduce stress and promote well-being. 4\. Obsessive-compulsive disorder: compelled to perform repetitive behaviors or rituals to ease anxiety. Inclusive teaching strategies: provide predictable routines to reduce anxiety and help learners feel secure. 5\. Bipolar Disorder: fluctuates between periods of extreme high (mania) and severe lows (depression). Inclusive teaching strategy: Implement individualized learning plans to accommodate mood fluctuations - F. Learners with Chronic Illnesses 1**. Diabetes**: discovered by Frederick banting and Charles best in 1921, the discovery of insulin transformed diabetes from fatal disease to a manageable condition. Characteristics: Requires careful insulin management and adherence to healthy routines, including a balanced diet and physical activity. Inclusive teaching strategies: Provide flexible schedules to accommodate insulin injections or glucose monitoring. **2. Epilepsy:** Once viewed with superstition and stigma, epilepsy is now widely understood and treated through medications and awareness programs. Characteristics: Involves unpredictable seizures that need medical intervention and constant monitoring. Inclusive teaching strategies: keep emergency plans in place and educate staff on how to handle seizures. **3. Asthma and Allergies**: With the rise of modern medicine, chronic respiratory and immune-related conditions are now effectively managed through inhalers, antihistamines, and lifestyle adjustments. Characteristics: **Asthma:** Causes difficulty breathing, often triggered by allergens, exercise, or environmental factors. **Allergies:** An overreaction of the immune system to allergens (e.g., food, pollen, or dust), causing symptoms like rashes or difficulty breathing. **Inclusive Teaching Strategies:** **Asthma:** Allow rest breaks and ensure quick access to inhalers when necessary. **Allergy**: Adjust the classroom environment to minimize exposure to known allergens and have medication (like epinephrine) readily available. - G. Learners in Difficult Circumstances Since the mid-20th century, organizations like UNICEF and UNESCO have worked to ensure education access for children in emergencies. These efforts address barriers such as poverty, displacement, trauma, and geographic isolation, promoting inclusive education despite challenging circumstances. **1: Living in Remote Places** **Characteristics**: Children in remote areas often struggle with limited access to schools and resources. **Inclusive Teaching Strategy:** Use distance learning tools such as radio programs, TV broadcasts, and mobile apps to provide education to learners in isolated areas. **2. Victims of War** **Characteristics:** Children impacted by conflict endure displacement, trauma, and disrupted schooling. **Inclusive Teaching Strategy**: Implement trauma-informed teaching strategies to create emotionally supportive learning environments, helping children manage stress and focus on learning. **3. Street Children/Impoverished Families** **Characteristics:** These children face food insecurity and lack of access to education due to economic hardships. **Inclusive Teaching Strategy**: Provide school supplies and meals to meet their basic needs and encourage consistent attendance and engagement. **4. Victims of Abuse** **Characteristics:** Abused children may experience emotional and behavioral challenges that affect their learning. **Inclusive Teaching Strategy:** Collaborate with social workers and counselors to support the child\'s well-being and ensure a positive learning environment and trauma. - H. Learners from Indigenous Groups **New Zealand and Canada** have incorporated indigenous knowledge in public education to preserve native cultures. **Characteristics:** Language barriers and cultural isolation Discrimination or lack of representation in curricula **Inclusive Teaching Strategies:** Integrate indigenous languages and knowledge systems into lessons. Promote collaborative projects involving community elders. Use culturally responsive teaching methods to foster respect for diversity. **Types of Assessment** Introduction **Assessment, Learning Resources and Instructional (INPUT) Accommodation** - More than ever, school personnel are responsible for providing high-quality instruction to all students. - Together, every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) have increased the expectation that students with disabilities will participate in the general education classroom as well as in state and district testing to the greatest extent possible. - Unfortunately, students with disabilities often experience challenges or barriers that interfere with their ability to access and demonstrate learning. **A. Types of Assessment** **1. Observation Checklist** - **An observation checklist** is a list of things that **an observer is going to look at when observing a class.** - Observation checklists not only give an observer a structure and framework for an observation but also serve as a contract of understanding with the teacher, who may as a result be more comfortable, and will get specific feedback on aspects of the class. - It is important that learners understand the function of the observer and are pre-warned about the observation. If not, the observer may intimidate the class, and the data gathered may not be accurate. **2. Anecdotal Record/Report** - **Anecdotal records** are brief notes teachers take as they observe children. - **The notes document** a range of behaviors in areas such as literacy, mathematics, social studies, science, the arts, social and emotional development, and physical development. - **When recording observations**, it\'s important to include a **concrete description** and **enough details** to inform future teaching strategies. **3. Portfolio Assessment** - **A portfolio** is a collection of student work that can exhibit a student\'s efforts, progress, and achievements in various areas of the curriculum. - A portfolio assessment can be an examination of student-selected samples of work experiences and documents related to outcomes being assessed, and it can address and support progress toward achieving academic goals, including student efficacy. - Portfolio assessments have been used for large-scale assessment and accountability purposes (e.g., the Vermont and Kentucky statewide assessment systems), for purposes of school-to- work transitions, and for purposes of certification. **B. Learning Resources and Instructional Accommodation** - Teachers can address these barriers by providing students with accommodations adaptations or changes in educational environments or practices that help students overcome the barriers presented by their disability. - Two areas in which accommodations can be used are instruction and testing. **1. Instructional Accommodations** - These are changes to the delivery of classroom instruction or the accompanying materials. - Instructional accommodations change how students learn but do not change what they learn. - In other words, they do not change the scope or range of the grade-level content standards, nor do they alter the complexity of the knowledge students are expected to learn. - Students with disabilities who use instructional accommodations are required to learn the same content at the same level of proficiency as their peers who do not use instructional accommodations. **2. Testing accommodations** - These are changes to the format of a test or its administration procedures. - Testing accommodations change how students are tested but do not change what a test measure. Commonly used testing accommodations include having the test read aloud, allowing for extended time, permitting scribes or dictation, and giving the test in a small-group setting. - Whether for instruction or testing, accommodations provide students with disabilities the opportunities to achieve the san same outcomes and to obtain the same benefits as students without disabilities. - By addressing barriers, accommodations create better access to learning opportunities for students with disabilities. For some students, these barriers can be relatively simple to address. - For others, addressing the barrier can be more complex. For instance, a student who has a visual disability and cannot access written materials might require braille materials to better understand how accommodations can address barriers presented by a student's disability. +-----------------------+-----------------------+-----------------------+ | **Disability | **barrier** | **Example | | category** | | accommodations** | +=======================+=======================+=======================+ | Visual disability | Reading printed text | - Audio version of | | | | text | | | | | | | | - Large-print text | | | | | | | | - Braille materials | +-----------------------+-----------------------+-----------------------+ | Specific learning | Decoding text | - Audio books | | disability | | | | | | - Text-to-speech | | | | software | +-----------------------+-----------------------+-----------------------+ | ADHD | Remaining focused | - Allow frequent | | | | breaks | | | | | | | | - Mark answers | | | | directly in the | | | | test booklet vs. | | | | on a bubble | | | | answer sheet | +-----------------------+-----------------------+-----------------------+ | Orthopedic impairment | Writing out responses | - Permit oral | | | (due to inability to | response | | | hold a pencil) | | | | | - Speech-to-text | | | | software | +-----------------------+-----------------------+-----------------------+ - Accommodations provide support that allows students with disabilities to achieve the same instructional goals as students without disabilities. It\'s important to note that accommodations: a\. Do not change the expectations for learning b\. Do not reduce the requirements of the task c\. Do not change what the student is required to learn - Teachers should provide accommodations that meet the unique needs of each individual student. - Not all students with the same disability or even those who experience the same barrier will benefit from the same accommodation. - For example, not all students with visual impairments will benefit from Braille materials; some might be better served by audio books. **B. Learning Resources and Instructional Accommodation** **1. Special Education Program** One positive development in special education is the implementation of Republic Act 7277, otherwise known as the Magna Carta for Disabled Persons. - In support of this legislation, the Department of Education has directed all school divisions in the country to establish Special Education Centers to help provide effective delivery of special education services nationwide. The advent of the 21st century requires new perspectives and directions in special education to meet the needs of the disadvantaged children against the persistent challenges and demands of the new millennium. - At present there are already 13 SPED centers throughout the country. **2. Inclusion Program** A truly inclusive classroom is designed to accommodate the needs of all learners, by providing \"differentiated\" instruction. - Depending on the situation, grade, and other factors, the teacher might have the support of an \"inclusion specialist\" to ensure that each child receives an individualized, inclusive learning experience. Not surprisingly, while mainstreaming is fairly common, true inclusion is hard to come by. In most situations (particularly after grade 3), teachers are required to train their students to excel in specific standardized tests - making differentiated instruction difficult to provide. **3. Alternative Learning System** - The alternative Learning System (ALS) is a parallel learning system in the Philippines that provides opportunities for out-of-school youth and adult (OSYA) learners to develop basic and functional literary skills, and to access equivalent pathways to complete basic education. - The table below shows the six learning strands and corresponding topics or skills. Learning strands Skills ------------------- ------------------------------------------- Learning strand 1 Communication skills (English) Communication skills (Filipino) Learning strand 2 Scientific Literacy and Critical thinking Learning strand 3 Mathematical and problem-solving skills Learning strand 4 Life and career skills Learning strand 5 Understanding the self and society Learning strand 6 Digital citizenship **3.1 Out of School Youth** One in every ten or about 4 million Filipino children and youth was out-of-school in 2013. Out- of-school children is defined in the FLEMMS as persons aged **6 to 14 years** who are not attending school while out-of-school youth as persons aged 15 to 24 years who are not attending school, have not finished any college or post-secondary course, and are not working. The 2013 FLEMMS results also showed that of the nearly 4 million out-of-school children and youth, 22.9% have entered into union or marriage. Another 19.2% cited insufficient family income to send child to school as the reason for not attending school (this refers to all educational expenses other than tuition fee), while 19.1% lack the interest in attending school. **3.2 Disadvantaged Children** - The term **\'Disadvantaged\'** mean children, who come from socio-economical backward section of the community who cannot profit from school because of deprivation of one sort or another, and children who are seen in interior tribal and rural areas of country where educational facilities have not reached in the way we find them in a metropolitan area. The characteristics of socially disadvantaged children are **poor academic performance**; **Cognitive deficiencies; Apathetic, unresponsive and lack initiative; Lower achievement; Basic Intelligence; Socially Disadvantaged, and; Intellectual performance.** **4. Madrasah ALIVE** generally, refers to Muslim private schools with core emphasis on Islamic studies and Arabic literacy. It is a privately-operated school which relies on the support of the local community or foreign donors, particularly from Islamic or Muslim countries. The madaris are the oldest educational institution in Mindanao and are recognized to be the single most important factor in the preservation of the Islamic faith in the Philippines. **5. Special Interest Programs** Department of Educations\' Special Interest Programs include the following: \- Special Program in Journalism (SPJ) ⚫ - Special Program in the Arts (SPA) ⚫ - Special Program in Foreign Language (SPFL) ⚫ - Special Program in Sports (SPS) ⚫ Special Science Program (SSP) like Special Science Elementary School (SSES) and Science, Technology and Engineering (STE) ⚫ - Special Education Program (SPED). On the other hand, the ADM covers programs like the open high school, night high school, home education program and the rural farm school. **6. Quality Differentiated Instructions** Each student works at a different pace for different reasons. This is why differentiated instruction is important. Differentiating instruction meets each individual student\'s needs. The first part of differentiating instruction is figuring out what students know so teachers can help them learn. There are a variety of ways to do that through a pre- assessment of some sort. Great pre-assessment tools include Quizizz, Pear Deck, and Google Forms. **7. Homeschool/Distance Learning** ** What is distance learning?** At home learning, school at home, distance learning, virtual learning, e-learning, or remote learning all refer to learning done via teleconferences or video calls. Instead of the regular classroom setup, teachers will implement the lessons via video conferencing during a set time during the day. What is homeschooling? Homeschooling is a way of doing school at home that is integrated into all parts of the day and life of your child. Whereas the teacher is still the primary instructor in distance learning, for homeschooling, the parents\' guide and teach their child. Here are a few other differences between the two.