Module 5 - Learners with Additional Needs Part 1 PDF

Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Learners who are gifted and talented are students with higher abilities than a...

Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Learners who are gifted and talented are students with higher abilities than average and are often referred to as gifted students. This group refers to students whose talents, abilities, and potentials are developmentally advanced. They require special provisions to meet their educational needs, thus presenting a unique challenge to teachers. They often finish tasks ahead and might ask for more creative tasks or exercises. Exciting and energizing activities should be provided to continuously keep them motivated. This group of students includes students with exceptional abilities from all socio-economic, ethnic, and cultural populations. The term giftedness refers to students with extraordinary abilities in various academic areas. However, talent focuses on students with extraordinary abilities in a specific area. There is also another way to look into giftedness which is conceptualized by Gardner in 1993. According to him, intelligence is multifaceted. The following Multiple Intelligences are seen: Verbal-Linguistic Intelligence: word smart Logical-Mathematical Intelligence: logic smart Intra-personal Intelligence: self-smart Visual-Spatial Intelligence: picture smart Musical Intelligence: music smart Bodily-Kinesthetic Intelligence: body smart Interpersonal Intelligence: people smart Naturalistic Intelligence: nature smart B. Identification To identify gifted and talented students, one must do the following: Locate the student’s domain of giftedness Describe the student’s level of giftedness Describe the student’s fields of talent C. Learning Characteristics These are the common manifestations of gifted and talented learners. One might possess a combination of characteristics in varying degrees and amounts: High level of intellectual curiosity Reads actively High degree of task commitment Keen power of observation 1  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education Highly verbal Gets bored easily Excited about learning new concepts Independence in learning Good comprehension of complex contexts Strong, well-developed imagination Looks for new ways to do things Often gives uncommon responses to common questions Can retain and recall information D. General Educational Adaptations Learners who are gifted and talented usually get bored since they have mastered the concepts taught in classes. One thing the is common among gifted students is that they are very inquisitive. These are some strategies for teaching gifted students: Teachers may give enrichment exercises that will allow learners to study the same topic at a more advanced level. Acceleration can let students who are gifted and talented move at their own pace thus resulting at times, to completing two grade levels in one school year. Open-ended activities with no right or wrong answers can be provided, emphasizing on divergent thinking wherein there are more possibilities than pre-determined answers. Leadership roles can be given to gifted students since studies have shown that gifted students are often socially immature. Extensive reading on subjects of their own interest may be coordinated with the school librarian to further broaden their knowledge. Long-term activities may be provided, that will give the gifted students an opportunity to be engaged for an extended period of time. 2  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education LEARNERS WITH DIFFICULTY SEEING A. Definition Students in the classroom will exhibit different levels of clarity of eyesight or visual acuity. There may be some students with hampered or restricted vision. Learners with difficulty seeing are those with issues regarding sight that interfere with academics. The definition from the Individuals with Disabilities Education Act (IDEA) states that “an impairment in vision that, even with correction, adversely affects a child’s educational performance, which includes both partial sight and blindness.” These students may need to have their eyesight corrected by wearing glasses or other optical devices. B. Identification Learners with difficulty seeing often have physical signs, such as crossed eyes, squinting, and eye that turn outwards. They may also be clumsy, usually bumping into objects which causes them to fall down. They like to sit near the instructional materials or at times would stand up and go near the visual aids. Learners with difficulty seeing may also show poor eye-hand coordination. Another indication is poor academic performance as these students might have difficulty reading as well as writing. C. Learning Characteristics Visual impairments, whether mild, moderate, or severe, affect the student’s ability to participate in normal classroom activities. In the past, students who are visually impaired are placed in special institutions. Nowadays, most are enrolled with other children who are not visually impaired. Learners with difficulty seeing have restricted ways to learn incidentally from their surroundings since most of them learn through visual clues. Because of this, the other senses are used to acquire knowledge. D. General Educational Adaptations Modification in teaching is needed to accommodate students with difficulty seeing. The following strategies may be considered: If the use of books is part of your lesson, students with difficulty seeing should be informed ahead of time so that they can be ordered in braille or in an audio recorded format. Portions of textbooks and other printed materials may be recorded so that visually- impaired students can listen instead of focusing on the visual presentation. All words written on the board should be read clearly. Students with difficulty seeing should be seated near the board so that they can easily move close to the instructional materials used during the lesson. A buddy can be assigned to a student with difficulty seeing as needed. This can be crucial to assist in the ability of the student such as going to the other places in school during the day. Students with difficulty seeing might need more time to complete a task or homework. This might be a case to case basis. Teachers would be aware of terminology that would require visual acuity (such as over there or like this one) which the impaired student may not possess. Teachers should monitor the students closely to know who needs extra time in completing tasks. 3  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education LEARNERS WITH DIFFICULTY HEARING A. Definition This refers to student with an issue regarding hearing that interferes with academics. The definition from the Individuals with Disabilities Education Act (IDEA) defines it as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness’.” Deafness is considered when hearing loss is above 90 decibels. A hearing loss below 90 decibels is called hearing impairment. The main challenge of hearing-impaired students is communication, since most of them have varying ways of communicating. The factors affecting the development of communication skills include intelligence, personality, the degree and nature of deafness and residual hearing, family environment, and the age of onset. The latter plays the most crucial role in the development of language as those who have hearing loss present at birth are more functionally disabled than those who lost hearing after language and speech development. B. Identification To identify learners with difficulty hearing, observe a student and see if he/she does the following items below: Speaking loudly Positioning ear toward the direction of the one speaking Asking for information to be repeated again and again Delayed development of speech Watching the face of the speaker intently Favoring one ear Not responding when called Has difficulty following directions Does not mind loud noises Leaning close to the source of sounds C. Learning Characteristics Since much of learning is acquired through hearing, students with hearing problems have deficiencies in language and in their experiences. Most learners with difficulty hearing use various methods of communication. The most common is the use of hearing aids, combined with lip- reading. These students are referred to as “oral” since they can communicate thru speech as opposed to sign language. They might have delayed communication skills since the development of vocabulary is slower. They understand concepts when the sentence structure is simpler. Interacting with students can be a challenge so they prefer to work on their own. D. General Educational Adaptations There are ways to adapt to hearing-impaired students: Teachers should help students with difficulty hearing to use the residual hearing they may have. 4  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education Teachers should help students develop the ability for speech reading or watching others’ lips, mouth, and expressions. Teachers should be mindful to face the class at all times when presenting information while ensuring that the students with difficulty hearing sit near them. Exaggerating the pronunciation of words should not be done, for it makes it difficult for the student with difficulty hearing. Directions, as well as important parts of the lesson, should always be written on the board. Written or pictorial directions instead of verbal directions may be given. Steps to an activity may be physically acted out instead of verbally given. A variety of multi-sensory activities should be given to allow the students to focus on their learning strengths. Teacher should be more patient when waiting to hear a response from a hearing-impaired student which may take longer than usual. LEARNERS WITH DIFFICULTY COMMUNICATING Some learners are observed to have difficulty communicating, either verbally expressing their ideas and needs and/or in understanding what others are saying. Some may have a clinical diagnosis of a disability while others display developmental delays and difficulty in the speech and language domain. A. Definition: Types of Communication Impairments and Disorders Communication is the interactive exchange of information, ideas, feelings, needs, and desires between and among people (Heward, 2013). Communication is used to serve several functions, particularly to narrate, explain, inform, request, and express feelings and opinions. Speech is the expression of language with sounds, or oral production. Speech is produced through precise physiological and neuromuscular coordination: (1) respiration (act of breathing), (2) phonation (production of sound by the larynx and vocal folds), and (3) articulation (use of lips, tongue, teeth, and hard and soft palates to speak). Language is used for communication, a formalized code used by a group of people to communicate with one another, that is primarily arbitrary (Heward, 2013). People decide on symbols, their corresponding meanings, and rules that make up a language. There are five dimensions of language that describe its form (i.e., phonology, morphology, syntax, content, and pragma/cs). Components of Language Phonology - Phonology refers to the sound system of a language. A phoneme is the smallest unit of sound within a language. For instance, the word dog is made up of three phonemes namely /d/-/o/-/ g/ while beans has four phonemes , /b/-/ea/-/n/-/s/. Morphology - Morphology of a language refers to the smallest unit of language that has meaning and which are used to combine words. Sounds, syllables, or whole words are examples of morphemes. Syntax - Syntax is the system of rules governing the meaningful arrangement of words, which also include grammar rules. For instance, the sentence, Ready get for the exam does not make sense unless arranged in the right sequence as Get ready for the exam. Semantics - Semantics refers to the meanings associated with words and combination of words in a language. This also includes vocabulary, concept development, connotative meanings of words, and categories. Pragmatics - Pragmatics revolves around the social use of language, knowing what, when, and how to communicate and use language in specific context. There are three kinds of pragmatics skills: (1) using language for different purposes (e.g., narrating, explaining, requesting, etc.), (2) changing language according to the context (e.g., talking to a peer as compared to speaking to a well- respected professor), and (3) following rules for conversations and story-telling (e.g., taking turns, rephrasing when unclear, how to use facial expressions and eye contact, etc.) (American Speech- Language Hearing Association, 2011). 5  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education Knowing these terms is necessary to understand the the different disabili/es that are associated with communication disorders, namely, Speech Impairments and Language Disorders. Language Disorders involve problems in one or more of the five components of language and are often classified as expressive or receptive. Language disorders are characterized by persistent difficulties in acquiring use of language that result from deficits in comprehension that include reduced vocabulary, limited sentence structure, and impairments in discourse, that limit a child’s functioning (American Psychiatric Association 2013). To receive a diagnosis of language disorder, the difficulties must not be due to an accompanying medical or neurological condition and other developmental disability (i.e., intellectual disability or global developmental delay). There are different types of language disorder — expressive, receptive, and a combination of the two. An expressive language disorder interferes with the production of language. A child may have very limited vocabulary that impacts communication skills or misuses words and phrases in sentences. A receptive language disorder interferes with the understanding of language. A child may have difficulty understanding spoken sentences or following the directions a teacher gives. B. Identification Communication difficulty is oftentimes one of the most common red flags observed by family members, daycare workers, and early childhood teachers. Noted absence, delays, and difficulties in speech and/or language often prompt family members to consult their general pediatrician who then makes referrals to developmental pediatricians and other specialists. To screen children with communication difficulties, early childhood professionals use questionnaires and developmental checklists to determine the severity of the delay as compared with typical language development. Upon screening, a child may receive educational supports and accommodations to help address the delay. 6  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education If the difficulty is pronounced, referrals can already be made to developmental pediatrician and a speech and language pathologist. At times, referrals are also made to an occupational therapist if speech difficulty is resulting from motor problems. A comprehensive speech and language evaluation to determine the presence of a communication disorder involves several components (Heward 2013): Case history and physical examination: Assessment always begins with the case history that provides the specialist the necessary background about the child’s birth and developmental history, health record, achievement test scores, and adjustment in school. The specialist examines the child’s Oral- Peripheral Mechanism which includes the mouth, noting irregularities in the tongue, lips, teeth, palate, or other structures that may affect speech production. Hearing: Hearing is tested to determine whether an organic hearing problem is the cause of the suspected communication disorder. Thus, hearing impairment needs to be treated to develop speech and language skills. Articulation: A child’s articulation skills are assessed, which includes identifying speech errors. Phonological awareness and processing: Phonological awareness and processing skills provide the foundation for beginning to read in young children (Adams 2013). Children with difficulties in processing sounds in language as well as in hearing, segmenting, and identifying phonemes in words may experience problems with expressive and receptive spoken language as well as in learning how to read. Overall language development and vocabulary: Formal tests may be used to measure a child’s overall language development and vocabulary as these affect how well a child is able to understand and use language in spontaneous speech and in academic settings. Assessment of language function: Language is used to serve several functions such as to request, name, imitate, ask, and converse among others. B.F. Skinner emphasized how language is used rather than the structure and form of language. Language samples and observation in natural settings: Language difficulties may also be identified through play-based, authentic assessment where a specialist plays with a child during which spontaneous speech and verbalizations can be elicited. Observations in natural settings, such as a child’s home or school, allows the specialist to sample the child’s language in daily activities and observe parent and child interaction and communication as part of holistic assessment. These are used to supplement assessment information gathered in clinical settings. Assessments in speech, language, and communication must take into consideration the student’s cultural and language context, particularly for children growing up in bilingual environments. In multicultural setting, knowing the child’s first and second language aids teachers and language specialists to determine the possible sources of communication difficulties and plan for needed supports and interventions. 7  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education C. Learning Characteristics Children with communication disorders frequently struggle across social settings, whether at home, school, or in other places in the community. Children with communication disorders may also experience behavioral difficulties. Because they struggle in expressing their needs and ideas, some children resort to inappropriate behaviors out of frustration or to get the attention of significant others. Despite these language difficulties, children with communication disorders are known to have their own strengths and abilities. This can be best understood using the theory of multiple intelligences. Children with communication disorders may have limitations in the linguistic and interpersonal areas but may possess good spatial, musical, and bodily-kinesthetic abilities. D. General Educational Adaptations Different strategies and accommodations may be used to provide a level playing field for children with communication difficulties or disorders: 1. Universal Design for Learning (UDL) Use of UDL in the classroom allows children to learn information, demonstrate understanding, and stay engaged in multiple ways. Because of weaknesses resulting from communication difficulties or disorders, teaching and learning practices as well as well as assessment should be presented in different modalities, such as visual, auditory, and kinesthetic-motor or tactile. This means that lessons are presented through various means, such as using pictures and/or videos and hands-on experiential learning, and not solely by passive approaches such as reading from textbooks, lectures, and teacher- directed discussions. 2. Practical Tips for the Classroom Allow the child to sit near the teacher and the blackboard, away from auditory and visual distractions such as the window and the door. Get the child’s attention before giving directions. Call the child’s name or use a pre- arranged signal (e.g., tap on the table or hand on the shoulder) to help the child focus and listen to the directions. Use pictures, charts, and other visual aids when explaining content to supplement auditory information. Speak slowly and clearly without exaggerating speech. 8  Module 5: Learners with Additional Needs (Part 1) EDCN109 Foundations of Special & Inclusive Education Simplify directions into short steps. Break down multi-step directions and give each one at a time instead of just repeating each one. Provide a written copy of directions for a task so the child can refer back to it at his/her own pace. Use gestures to clarify information. Use peer-mediated instruction so that peers without difficulties can serve as language models and learning buddies. Provide extra time to prepare for oral language activities. Do not call children with communication difficulties/disorders to recite first in class. Call other typically developing children first to serve as language models. Model correct language forms and use appropriate wait times (3-4 seconds or more) to give the child time to think and respond. Explicitly teach vocabulary that is needed in the learning context to promote better comprehension. 9