Module 3-Children-Disabilities-and-Exceptionalities.pdf

MODULE 3: CHILDREN’S DISABILITIES AND EXCEPTIONALITIES Hazel M. Bautista, LPT Instructor 1  All children are unique. They are gifts from God Almighty. They are just like other human beings, are meant to be respected, educated, loved and taken care of. Some...

MODULE 3: CHILDREN’S DISABILITIES AND EXCEPTIONALITIES Hazel M. Bautista, LPT Instructor 1  All children are unique. They are gifts from God Almighty. They are just like other human beings, are meant to be respected, educated, loved and taken care of. Some children live normal lives, while others are with special needs. Children who suffer from disabilities and experience exceptionalities need more time, love, care and attention. However, they are not considered as inferior to other children. They have to be treated better than normal children because of their disabilities and exceptionalities.  SPEECH AND LANGUAGE IMPAIRMENTS AND DISORDERS  Those who suffer from speech and language disorders face a more important and more challenging journey. Speech and Children with language impairments have difficulty processing language, Language communicating with others, and formulating responses appropriately. Impairments Speech and language impairments are generally defined as disorders that greatly affect the child’s ability to read, write, speak and understand.  Spelling Difficulties of Reading comprehension Children with Speech and Reading accuracy Language Phonological awareness Impairments Writing  Communicating with classmates and teachers Common Problems of Understanding what the classmates and teachers say Children with Speech and Giving oral presentations and Language recitations. Impairments Participating in class discussions. The normal pattern of speech development adapted from Laule 2017 AGE LANGUAGE LEVEL 0-1 Month The baby cries. 2-3 Months The baby makes a cooing sounds and smiles. 6 Months The baby babbles and learns new sound. 8 Months The baby learns to respond to names. 10 Months The baby learns to shout to attract attention. He/ She also learns to utter syllable repeated 12 Months The baby can say 1-2 words. He/ She also starts to recognize names, imitates familiar sounds and points to objects. AGE LANGUAGE LEVEL 12-17 Months The child starts to understand simple instructions. 18 Months The child uses 10-20 words. He/ She also starts to combine two words. 2 Years The child can say 2-3 word sentences. He/ She can identify colors, pictures, numbers, and other simple words. 2 ½ Years The child has already acquired approximately 450 vocabulary words. 3 Years The child already tells a story. He/ She can also say 3-4 word sentence. The child has already a vocabulary of approximately 1,000 words. He/ She can now identify names, songs and stories. 4 Years The child can starts to say 4-5 word sentence. He/She can also pronounce letters andbasic sight words correctly.  SPEECH DISORDERS 1. APRAXIA Difficulty moving the lips, tongue and even facial muscles. Sometimes the child might not speak at all The child might have something in the brain that could say, but cannot utter word because the brain also prevents the muscles in the mouth to move. Signs and Symptoms of Apraxia 1) The child inconsistently pronounce words. 2) The child cannot put the correct stress on a syllable or a word. 3) The child may change the sound of the word. 4) The child can only say short words. Practice for Apraxia 1) TOUCH CUES – like putting the fingers on their ear when saying the word ear 2) VISUAL CUES – like looking at the mirror when pronouncing words 3) LISTENING CUES – like recording the sounds produced and letting the child listen if he/she pronounce the words correctly.  2. DYSARTHRIA The disorder happens if the face, lips, tongue, throat, and other muscles for breathing are weak. Occurs when the muscles weaken due to brain damage. The cause is brain damage due to stroke, brain injury, tumor, Parkinson’s disease, Amyotrophic Lateral Sclerosis (ALS) Huntington’s disease, multiple sclerosis, cerebral palsy and muscular dystrophy. Signs and Symptoms of Dysarthria 1) The child has mumbled speech that is difficult to understand. 2) The child speaks slowly or too fast. 3) The child speaks softly. 4) The child cannot move the jaw, tongue, or lips very well. 5) The child sounds like a robot or choppy. 6) The child may sound hoarse or breathly. Some Tips for Dysarthria 1) Constantly talk to the child 2) Watch and pay attention while the child talks. 3) Let the child know if you have difficulty understanding him/her. 4) Ask the child yes or no questions if you understand what he/she says. 3. Orofacial Myofunctional Disorder (OMD) This disorder affects the growth and development of the muscles in the mouth. A child with OMD has difficulty with swallowing, talking, and breathing through the nose. A child who suffers from this disorder pushes his/her tongue when he/she eats, talks, or drinks. The common cause of OMD is blocked nasal passages, misplaced tongue, or sucking and chewing habits. Signs and Symptoms of OMD 1) The child has limited tongue movement. 2) The child has difficulty saying some sounds like s" in "soap", "sh" in "shore", or in “j” in "just". 3) The child has difficulty closing the lips to swallow. Some Tips for OMD 1) Parents with child who suffers from OMD are advised to see doctors or speech-language pathologists to help the child overcome this disorder. 1) The teacher may help the child through sound exercises or teaching the child different breathing patterns.. 4. Speech Sound Disorder can be detected if the child already reaches the age of 4 because a child may have dificulty learning x, z, v, or th. It is common for a child to substitute one sound with another, leave, add, or change a sound. For example, instead of saying "ako" in Filipino, the child might say "ato".. Or instead of saying, "road", and child might say "woad'". Or instead of saying "mommy", a child might say "mimmy". A child may have speech sound disorder if he/she has autism, Down syndrome, hearing impairment, or brain damage. Treatment for Speech Sound Disorder 1) teaching the child to make sounds correctly, 2) practicing sounds of different words, 3) practicing longer and difficult sounds to make. 5. Stuttering Any person cannot speak smoothly without "uh", "ohm", or "you know". Sometimes we may also repeat the words or sentences we say. Medical experts call these "disfluencies". They may repeat, prolong, or block the words out. In other words, stuttering is a worse kind of disfluencies. When someone shutters, he do the ffg: 1) Part-word repetitions: "She w- w-will eat." 2) One word repetition: "This is a bow-bow-bow." 3) Prölonged sounds: BBBBBernard is my friend." 4) Blocks or stops: I want to eat (long pause) fries." Treatment for Stuttering 1) Direct strategy - several exercises for a child to improve the way he/she speaks. 2) Indirect strategy - someone's adjustment to the child's pace. An adult slows down when he/ she speaks to the child who stutters. LANGUAGE DISORDERS 1. Preschool Language Disorders A child between 3 to 5 He/she may have years old may have difficulty learning new difficulty following words and sentences or instructions and experience both. understanding questions. The following are signs of preschool language disorder: 1. The child has difficulty understanding receptive language which includes understanding gestures, following instructions,.answering questions, pointing to objects and pictures, and knowing to take turns when others are talking. 2. The child has difficulty with expressive language which includes asking questions, naming things, using gestures, learning songs and rhymes, and knowing how to make a conversation. 3. The child may also experience some early problems in reading and writing which include naming letters, numbers, and learning the alphabet. Causes of Preschool Language Disorder low birth hearing Hereditary early birth weight loss Down brain Autism Stroke syndrome injury cerebral poor failure to palsy nutrition thrive. Teachers and adults may help a child with preschool language disorder through the following: 1) Talk to the child as often as possible. 2) Read books or stories to the child. 3) Familiarize the child with signs, gestures, and other landmark places. 4) Speak to the child using the Mother Tongue 5) Ask the child questions and give him/her enough time to answer. 6) Minimize the child's use of gadgets.  2. Learning Disabilities One of the most It is important to A child may common note that most experience disabilities which children with problems in may affect a child reading problems writing, reading, is dyslexia (a have other and spelling. reading problem). language problems. The following are the signs of learning disabilities: 1. The child has difficulty expressing his/her ideas. 2. The child cannot easily learn new words that he/she hears or reads. 3. The child has difficulty understanding questions and instructions. 4. The child cannot understand what he/she reads. 5. The child has trouble distinguishing left and right. 6. The child has difficulty learning letters and numbers. 7. The child cannot match the letters with their sounds. 8. The child mixes up orders of letters in a word. 9. The child has difficulty spelling simple words. 10. The child is not doing well with math. 3. Selective Mutism For instance, a child talks at home but never talks at A child with selective all when at school or vice mutism selectively talks at versa even how hard selected times and places. someone tries to talk to him/ her. The following are signs. of selective mutism: 1. The child only speaks in selected places.. 2. The behavior of selectively talking ranges for months. 3. The child selectively talks despite having no problems with speech or language. Teachers and adults may help a child with selective mutism by using the. given techniques: 1. Stimulus Fading- The child is slowly introduced to persons which he/she trusts talking with. 2. Shaping- The child is rewarded every time heshe communicates or talks to friends, teachers, or relatives. 3. Self-Modeling- The child may watch his/her own videos talking in a comfortable situation.  1) Talk to the child at birth. 2) Respond to child's coos and babbling. Laule (2017) 3) Play simple games with the child. suggested some 4) Have a habit of keep on talking with the child. 5) Read books to the child. ways for adults 6) Sing songs to the child. to support 7) Use gestures along with words when communicating with the child. 8) Never force the child to speak. children's speech 9) Expand or elaborate on what the child tries to say. and language 10) Describe what the child does, feels, and hears, development as 11) Listen attentively to the child. Make sure that you get close to him/her when he/she talks and always have eye contact with him/ her. follows: 12) Encourage the child to tell a story and share information. 13) Ask the child questions. 14) Model good ways of speaking.  AUTISM SPECTRUM DISORDER  A group of developmental abilities characterized by impairements in social interaction and communication and repetitive/restricted behavior. (Who et.al 2013) Autism It is a neurodevelopmental disorder Spectrum (Ousley and Cermak 2014) Disorder (ASD) It is not easy to recognized because at first glance, they look like normal persons, but persons with ASD are different in terms of communicating, interacting, behaving and learning from others. Signs and Symptoms of Children and Adults with ASD Accdg. To Center for Disease Control and Prevention (2020) 1. They may not point at objects. 2. They may not point at the objects that others point at. 3. They may not have interest in people or have difficulty dealing with others. 4. They do not have eye contact. 5. They prefer to be always alone. 6. They do not understand how others feel. 7. They may appear to be unaware when people talk to them but respond to other sounds. Signs and Symptoms of Children and Adults with ASD Accdg. To Center for Disease Control and Prevention (2020) 8. They may be interested in others but do not know how to communicate or associate with them. 9. They repeat words or phrases uttered to them. 10. They have difficulty expressing their emotions. 11. They do not play pretend games. 12. They keep on repeating their behavior or actions over and over again. 13. They have difficulty adapting to changes in their routines. 14. They may suddenly lose skills that they already had. Tips on How Adults can help children with ASD 1. Learn more about ASD 2. Give children a consistent structure and routine. 3. Talk with parents of children with ASD. 4. Seek doctor’s help. 5. Accept with love and respect children with ASD.  Minimize the senses used by the students 1. with ASD because these children have difficulty concentrating. Tips on how 2. Make use of photos, graphs, models and other visuals. teachers can Follow a thorough and programmed 3. help children routine. with ASD 4. Use concrete and simple language. (Manaois Teach them to communicate and 2016) 5. associate with others. 6. Treat them with dignity and respect.  VISUAL IMPAIRMENTS  Any kind on non-correctible vision loss whether it is complete blindness or partial vison loss. Visual Impairments However, nearsightedness and farsightedness can be corrected with glasses and contact enses, but if the eye is already damaged mild, moderate, severe, or even blindness may occur. Causes of Visual Impairments among Children (Gavin 2018) 1)Amblyopia or lazy eye 2)Strabismus (misaligned or crossed eyes) 3)Birth defects 4)Eye or brain injuries.  1. To be seated near the board, whiteboard, or visual aids. 2. To wear eyeglass, magnifier, or extra Children who lighting; have visual 3. To be given large printed materials for impairments reading or audiobooks. may need: 4. Someone’s assistance in taking notes; and 5. More time to finish a task or comply with assignments  Constantly rubs his/her eyes. How Teachers Sensitive with lights. determine if Squinting, constantly closing one the child has eye, or has a misaligned eye. possible Cannot see objects at a vision distance. problem: Has trouble reading what is on the board or difficulty reading the printed material.  Let the student seated near the board, 1. whiteboard, or visual aids. 2. Give notes which have a larger font size. 3. Increase lighting. What the teacher 4. Recommend wearing of eyeglasses. should do: 5. Inform the parents or guardians regarding the situation of the child. Give the child more time to finish the tasks 6. or activities. Personally assist the child when reading, 7. writing or during group tasks. HEARING IMPAIRMENTS  A problem with HEARING damage to IMPAIRMENTS one or more parts of the ear.  1. Conductive Hearing Loss – the blockage or structural problem with the ear making the sound seems quieter. 2. Sensorineural Hearing Loss – damaged inner ear or the auditory nerve. The person cannot hear clearly, understand speech, and interpret sounds. The hearing loss is permanent. TYPES of Hearing 3. Mixed Hearing Loss- The hearing loss occurs when a person has both conductive and sensorineural impairment. Impairments 4. Central Hearing Loss- This happens when the cochlea is working properly some parts of the brain are not. 5. Auditory Processing Disorder – This is not a hearing loss but a person who has this can easily hear well in a quiet environment.  1. The child 2. The child does not asks you to respond to repeat what Symptoms of verbal you said. instructions. Possible Hearing 3. The child 4. The child Impairments always raises his/her has difficulty hearing voice when sounds. speaking.  1. Use visual clues 2. Use sign language (if qualified) What the teachers do 3. Use eye contact to help the 4. Speak slowly and clearly without child with shouting 5. Demonstrate or show what you hearing want them to do. impairment: 6. Use paper and pen to communicate. 7. Use facial and body expressions. PHYSICAL DISABILITIES  Refers to someone’s limitation to perform basic physical activities (holding, walking, lifting, carrying etc.) Physical Disabilities These limitations limit the person’s capacity to do tasks necessary to live normal life.  1) Brittle Bone Disease – the abnormal fragility of the bones. Children who suffer from this disease are prone to accidents. They have difficulty moving the parts of their bodies. 2) Celebral Palsy – a complicated condition that affects the movement and posture due to damage to a part of the brain that controls the movement. They ara characterized by involuntary jerking movements, a poor sense of balance, spastic muscles and Common speech impairment. 3) Muscular Dystrophy – a neuromuscular condition characterized Physical by deterioration and wasting of muscle fibers. 4) Spina Bifida- defect due to the incomplete formation of the Disabilities spine and spinal cord. Children may suffer paralysis or weakening of legs, deformities of the spine, and learning difficulties. 5) Friedreich’s Ataxia – a debilitating, life-shortening, degenerative neuro-muscular disorder. 6) Dwarfism – caused by genetic or medical condition. Athey have an average height of 4 feet and have a delay with the development of their motor skills.  Dwarfism Brittle Bone Disease Muscular Dystrophy Friedreich’s Ataxia Celebral Palsy  Make the classroom free from 1. obstruction so that the child can freely move and roam around. Provide a wheelchair or accessible chair, 2. desk, or table. Considerations Consider the child’s punctuality and 3. to Children attendance. with Physical 4. Give extensions for tests and quizzes. Disabilities Provide an exemption for tiring or 5. heavy physical activities or tasks. Give tasks that the child can do or 6. perform. INTELLECTUAL DISABILITY  Termed as Mental Retardation, is characterized by poor or below average intellectual capacity towards communicating, learning, thinking and communicating. Intellectual Disability Children who suffer from intellectual disabilities have issues with their adaptive behavior such as routines, social skills and personal hygiene. SEVERITY COMMUNICATION AND BASIC SKILLS SUPPORT NEEDED LANGUAGE MILD Hardly learns complex Can do better self-care and Need short-term language concepts and skills. home activities. support when needed. Can do simple addition, Can do basic independent Can live independently subtraction, multiplication and jobs. with appropriate division. support. Can use public Can write and list simple transportation. letters. MODERATE Has a capacity to acquire basic May fully learn self-care Requires consistent language and academic skills and home activities. support to live may vary. independently. Can use public Can read basic sight words, transportation with copy and match written supervision. number to number items. SEVERITY COMMUNICATION AND BASIC SKILLS SUPPORT NEEDED LANGUAGE SEVERE Has a very limited language May have motor Needs regular, and limited capacity to acquire impairments. consistent, and lifetime academic skills. support in school, work, Requires regular support and other endeavors. and supervision. May learn basic skills with intensive training. PROFOUND Has a very limited Has motor and sensory Requires high-intensity communication ability. impairments. support across all activities. Acquired academic skills are Requires daily support and limited to basic concrete skills. supervision. May need complete nursing or custodial care.  1. The child manifests delay in crawling, walking, rolling over, and sitting up. 2. The child has delayed language acquisition and development. Signs of 3. The child has difficulty following rules and instructions. Intellectual 4. The child has no ability to determine Disability what is correct or incorrect. 5. The child has a behavioral problem, such as tantrums. 6. The child cannot think critically and creatively.  1. Teach the child one skill or concept at a time. Tips for 2. Do one on one teaching with the Teachers to child. Deal with 3. Use physical and verbal prompting to guide and correct Child with responses. Intellectual 4. Assist the child in doing simple Disability tasks when necessary. 5. Provide the child with hands-on learning.  LEARNING DISABILITIES  Is not synonymous with intellectual disability. Learning Disability Scientist believe that children with learning disabilities are smarter than normal children. It just happenes that they have difficulties organizing information in their brains.  1. Dyslexia – is a reading disability wherein a person who suffers from this has difficulty understanding written words, sentences, written words, sentences, and paragraphs. 2. Dyscalculia – they cannot remember mathematical processes, formulas and equations. Common Learning 3. Dysgraphia – limits the capacity of the child to form letters and write within the defined space. Disabilities 4. Auditory and Visual Processing Disorders – sensory disabilities that limit the capacity of the child to understand the language even though he/she has a normal hearing and vision. 5. Nonverbal Learning Disabilities – disabilities that make the child unable to recognize and translate verbal cues such as gestures, facial expressions and tone of voice. ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)  ◦A mental disorder that affects one’s capacity to pay attention and behave. ADHD ◦Highly genetic based on scientist’s assertions  1. INATTENTIVE – may not pay attention, may not follow instructions, may tend to forget daily routines, may not want to stay in one place, may often lose things, and may tend to daydream. 2. HYPERACTIVE-IMPULSIVE – the child 3 Types of may fidget and talks a lot, may not want to be seated, may not play quietly, may always want to ADHD move, may have difficulty waiting for their turn and may often interrupt others. 3. COMBINED – the combination of inattentive and hyperactive-impulsive.  1. Give the child a break time to move around and play. 2. Be consistent with the classroom rules. Place the child in front of your desk for him/her not How 3. to be distracted by other students. Teachers 4. Avoid placing the child near the door or window. Deal with 5. Free the child from distractions while taking tests. Children with 6. Give the child and the child’s parent frequent feedbacks about his/her progress. ADHD 7. Reward the child for good behavior. 8. Seek help and communicate with parents regularly. 9. Give the child enough task to accomplish every day. EXCEPTIONALLY BRIGHT  Children with advanced ability to use language, solve math problems, or understand science conceots, or children who are especially creative and seem to be able to make connections between ideas that are not obviously related. EXCEPTIONALLY BRIGHT They are advanced readers, they are little scientists, or they may be math and puzzle wizards.  12 Signs of Gifted Child Has a wide Always wants Learns fast Too curious vocabulary to learn Can easily Advanced Reads early solve patterns Creative reasoning or puzzles skills Exceptionally Can focus for Energetic Sensitive high test a long period results  1) Familiarize themselves with the characteristics and behavior of gifted children. How 2) Assess and evaluate the child using Teachers standardized tests. 3) Challenge the child by giving him/her Deal with advanced activities. Children with 4) Seek help from parents. 5) Immerse the child in a group of normal Gifted children. Children 6) Give the child the opportunity to think critically and creatively 7) Provide independent learning for the child. THANK YOU!!!