INTRODUCTORY ACTIVITY:
Directions: Take a look at the pictures below and answer the questions that follow.
1. What are the pictures trying to tell us?
Naturally, it shows that every student want to have all the necessary resources for academic
success because it implies that we all learn in the same way and it is unfortunately incorrect.
So to meet our specific needs, curriculums should be differentiated for us to acquire the greatest
education possible and to become ready for our success in the future.
2. What happens when our teaching does not fit the students?
They become demotivated by bad instruction, which accelerates the process of declining
interest in the subject. Recent research suggests that the effective knowledge dissemination
affects student satisfaction. This study suggests a quantifiable measure that shows the decline
in a student’s performance relative to expected performance.
Please answer the following questions:
1. In which profile of gifted individuals does Emilia fall? Briefly explain why you think so.
For me, she belongs to the type 1: The successful. It is because Emillia learned well at
school and in home. She is very advance learner which makes her bored in school that’s why
she prefers to study at home. Emillia belongs to the children who believe that they can make on
their own pace. But base on this profile, Emillia would possibly fail to learn needed skills and
attitudes but all in all children like Emillia has a positive self-concepts.
2. How did the change in learning approach help Emilia perform better in her studies?
It helps her a lot in a way that she stands out of what she wants to achieve for being
independent enough to grow and learn through her own pace. It makes her more competent to
achieve more and to be like more by many peers as well as teachers.
3. What are your takeaways after reading about Emilia’s case?
My takeaways after reading Emillias case it to become real of what we believed in. Yes we
are safe in our safe zone but, we must go outside to risks ourselves for the remaining obstacles
in our life. Like Emillia, we need to become more independent to test ourselves of what we can
and cannot in our own pace.
APPLICATION AND ASSESSMENT:
Read the sample cases below and answer the questions that follow.
Faith
Faith is a 12-year-old girl who is functionally blind. Even though she has functional vision, she
often gets eye fatigue which means she cannot read for a long time. Faith wants to enroll in a
public school near her house. However, in order to be admitted to the school, she needs to take
a 100-item paper and pencil diagnostic test that serves as an entrance examination to the
school. It is a multiple choice test allotted to be finished within an hour.
1. What changes might be done in the administration of the diagnostic test? Suggest
possible ways to accommodate Faith’s special needs. Consider other factors that might
affect the administration of the test such as the examination room.
When the school is highly considerate of what’s Faith condition, they will call somebody
to help Faith take the exam without reading it by her own. It would be a teacher to invoice every
questions and choices of answers for her to just pick up and wright the correct one. It is more
helpful strategy to accommodate Faith to take the entrance examination without having eye
fatigue which can hinder her to take and pass it.
10 Years From Now
Imagine yourself as a teacher ten years from now. You are sitting in your classroom, planning
for your lesson in Science next week. Your topic is matter -- solid, liquid, and gas. But then you
remembered that your school principal informed you about a new student who has hard of
hearing. “Don’t worry, he has residual hearing and he wears a hearing aid.” your school
principal said. Still, you worry because the student might be teased by his new classmates or he
might have a hard time understanding a lesson delivered through a lecture and worksheet.
1. How will you present the lesson so that the student with hearing impairment may learn
effectively?
First of all, I will let him seat in front so that he can clearly hear me discussing our
lessons and also I will make my voice louder than usual to secure that he can hear me and
understand the lessons I’m discussing with. And then presenting my lessons with enough visual
aids for them to read it and comprehend it on their own pace before I explain and having add on
in the lessons.
2. How will you deal with the possible teasing of other students?
If it actually happened, I will tell them that having a hearing impairment is not a joke. I will
make them realized that they need our help and attention rather than teasing them of what they
have as an individual. Furthermore, if other students continuously tease him after I told them, I
will bring them to the guidance for an additional penalty.
Help Sophia
Sophia is an eight-year-old girl who was diagnosed with autism spectrum disorder (ASD).
She is currently in 3rd grade. She is just starting to develop verbal skills as she speaks in single
word sentences, but can put up to three-four word sentences occasionally. Sophia enjoys
playing with puzzles and has very sharp memory as she easily remembers the pieces and
where to place them. She is also good at drawing detailed pictures and creating objects out of
clay. She is able to recall and understand the lesson if it is presented with visual aids and
manipulatives.
She also likes to socialize and join her classmates in games but has difficulty understanding
the rules of the game and communicating with her peers, thus she finds it difficult to participate
in play with them. Sophia also has difficulty finding the appropriate words to express what she
needs or wants to say. Sometimes, when she gets frustrated in a seatwork, she resorts to crying
instead of asking for help. Nevertheless, her parents are hoping that with the right class
modification and teaching strategies, their daughter’s language and communication skills will
improve.
1. What features of the learner are characteristic of someone with difficulty
communicating?
Base on Sophia’s disorder, she has the following characteristics which makes her
difficult in communicating. The first one is inability to express ideas, she wants to communicate
but she cannot express what she wanted to. Next, inability to follow directions, like when there is
a play she cannot join just because she can’t really follow directions of the game and even
communicate with her peers. There are lots of characteristics which a student with difficulty
communicating have, but it actually depends on their surroundings the way we treat and
understand them.
2.What challenges do these features pose for the learner?
It’s hard for them to think that they belong to this society as they have these features of
being disordered in the way they communicate. It is a challenge also for the teachers and
parents who have a greater power to deal with these disorders. Furthermore, sometimes the
learning having these inability tend to lose hope as they think negatively and cry often in school
as they can’t even communicate or ask for a help.
3. What are the learner’s strengths and how can they possibly be utilized in an inclusive
setting?
As a teacher, we need to know their strength by observing them every day of what
things they can do and were they are good in, it helps them to recognize the weaker part of
them. With these, we can make enormous difference on their lives as we find their strength and
weaknesses to be emphasized. We need to create more opportunities for them to foresee that
they belong to this society. Moreover, we can possible utilized the by having accommodations
for their classwork, homework, and also talking therapies to help them learn successfully.
APPLICATION AND ASSESSMENT:
Read the sample cases and answer the questions that follow.
Yes or No
Christoff is a grade 7 student with limb deficiency. Even though he is not able to walk, he goes
to school in a wheelchair. He performs well in class and has a lot of friends. One afternoon,
during PE class, the students are supposed to play dodge ball.
If you were his PE teacher, would you let Christoff participate? If yes, how will he join the game?
What role will you give him? If no, why not?
Yes I will let Christoff participate, it is because I want him to feel that even though he
cannot walk or stand on his own but he can still hold a ball and throw it on his opponents for him
to enjoy it and learn possible things on it. But for some instances, I will first ask him if he wants
to join or he can play the game safely as he can in order for me to let him join or just consider
him just because he has a deficiency.
The Case of Matthew: A Student with Mobility Impairment
Matthew is a 12-year-old grade 6 student with muscular dystrophy. He has inability to
walk and has weak hands and arms, this, he uses a power wheelchair in order to move
around.
While Matthew shows interest in computers and technology, and aspires to be an
engineer someday, his condition has proved to be a difficulty since he has limited
strength and movement in his hands and fingers, which makes it difficult for him to use
standard mouse or keyboard. Moreover, due to his condition, he has difficulty accessing
and using laboratory computers because the computer table does not match his height
from the wheelchair.
1. If you were Matthew’s teacher, what accommodations/adaptations will you make
in order to help him perform optimally in class?
If I am the teacher of Mathew and he really wants access computers, I will call someone
to create a table which is reach by Mathew for him to operate it and do what he wants to do
base on his interests. There is no impossible if we accommodate the students like Mathew, they
also needs a helping hand to boost their confidence and to be motivated for them to reach their
goals in life.
2. Is collaboration with Matthew’s parents a must in helping him achieve his goals? Why or
why not?
It’s a yes for me, it is because it can help me also of what Mathews need in school that
he can’t told his parents. Like for example if it takes hard for him to access computers, I can tell
his parents to buy a laptop for him. It helps him a lot especially to the goal that he aimed for
even though he has a muscular dystrophy. Moreover, I can also collaborate to his parents to
know more about his conditions and also about his strength and weaknesses.
APPLICATION AND ASSESSMENT:
A. Read the sample case and answer the questions that follow.
Tim is a 10 year-old student who is currently in 4th grade. Both Tim’s parents have high
educational attainment. In their extended family, however, despite history of academic
excellence, there is also a history of mental health issues.
Although Tim is an intelligent and friendly boy, he easily gets upset when he does not get
recognized or when he feels ignored. On the other hand, his teachers and classmates describe
him as attention seeking. He has been involved in a number of incidents of hitting, crying
outburst, and other disruptive behaviors. He has difficulty focusing and sitting still in class, and
is constantly running around. Moreover, he finds it difficult to listen and follow teachers’
instructions. He often blurts out answers and interrupts his classmates during recitation.
Because of these things, Tim struggles in school. Although he is aware of these behaviors, he
says he cannot stop himself from doing it even if he tries to.
1. What features of the learner are characteristic of LD/ADHD?
Base on Tim’s condition, we can see some feature of his characteristics which is present on
person having an LD/ADHD. They are attention seeker which if they can’t satisfy it, they will
caused frustration to their teachers and often leads to punishments. Moreover, they also have
these following, Inability to focus on the study, inattentive, hyperactive and also impulsive which
causes low remarks in school.
2. What challenges do these features pose for the learner and what are possible ways to
address these?
It can possibly hinder them to achieve higher remarks in school. They can’t even get peers to
rely on and understand their conditions just because of their bad traits. The most possible ways
to address this kind of condition is to become patient. We need to have a long patience to
accommodate this kind of disorders. Also, we need to treaty them the way we treat regular
students to make them motivated and help them adjust, once they need our attention we need
to give it to them not just because they need but because it can help them to recover and feel
important.
B. Use ABC Analysis to identify the antecedent, behavior, consequence of a student’s
behavior in the following situation:
Patrick, a grade four student diagnosed with ADHD and LD, easily gets bored in class. He does
what his teacher asks him to do but he has difficulty finishing his work. He disturbs his seatmate
or sings loudly whenever he finds the task to be tedious. He would not stop until he gets the
teacher’s attention.
Antecedent Behavior Consequence
He has an ADHD and LD and He has difficulty finishing his He disturbs his seatmates by
he was easily gets bored in works. singing loudly and stop if he
class. gets the attention of the
teacher.
APPLICATION AND ASSESSMENT:
Read the sample case below and answer the questions that follow.
Yuhom is an 8-year-old student currently enrolled in 3rd grade in an inclusive school. She has
been identified with significant developmental delay and was referred for reevaluation for
intellectual disability.
Yuhom learns best through the use of visual aids and through imitation and repetition. She is
also fond of dancing. When it comes to academic performance, Yuhom has difficulty keeping up
with her studies because she has limited vocabulary and has difficulty retaining and
remembering lessons. She also has difficulty sustaining attention and is easily distracted by
sounds.
In terms of behavior, her teacher reported that Yuhom has significant problems with social skills
and activities of daily living. Likewise, her mother confirmed the same behaviors at home.
Moreover, her adaptive skills have been rated low as reported by both her mother and her
teacher as she could not perform self-care skills such as dressing herself without help, buttoning
her school uniform independently, brushing her teeth without verbal and physical prompts from
her mother, and properly using spoon and fork when eating. Nevertheless, Yuhom’s parents are
very supportive and in constant communication with her teacher in helping her improve
academically as well as learn adaptive skills.
1. What initial information do we have about Yuhom? What can she do and what does she
need to improve on?
Yuhom is identified to have an intellectual disability, she prefer to study through visual aids,
imitation and repetition. She also had a difficult in speaker and also remembering things as well
as easily to distract by sounds. In addition to this she also had problems in her social skills and
activities not only in school but also in home. Therefore, she must be motivated and being
strong to face the condition she suffers. She needs to improve her learning through visual aids
and also continue her passion in dancing.
2. What strategies have been proven effective in teaching Yuhom?
The effective teaching strategy on teaching students with ID’s is to consider the
accommodations and requirements they need to perform well. In Yuhom;s case she needs to
have a visual aid in every lessons. Whether it’s learn specific courses or to track their finished
progress, they typically perform better in circumstances where visual aids or support are
offered.
3. If you were her teacher, what self-care strategy/ies would you use to help improve her
adaptive skills?
For me, I thought it would be hard to teach her self-care practices but I must teach her slowly so
that she would not be pressured to learn new things doing on her own. It can be having an
activities which tend to teach them on how to brush their teeth without the prompts of their
parents, dress on their own and also buttoning their school uniform. It can either be a simple girl
model which is printed and telling them to brush her teeth or to dress it with the clothes they
want. With these, I can impure to their mind the process of self-care they must know.
B. Time to Reflect
Now that you are on the final chapter of the course, rate yourself as 5 being the highest and 1
as the lowest, on your readiness to handle learners with disabilities in the regular classroom.
Draw the number of stars that correspond to your answer.
Then, write a reflection paper explaining the reason for your self-rating. What do you think are
your strong points? What do you see as possible challenges in handling inclusive education
classes?
I foresee that handling inclusive education classes are quite difficult for many
reasons. Yet, I rated myself a perfect score as I know my capacity in teaching such and
how willing I am to help students with special needs to get their proper education and
reach their dreams. I think the possible challenges that I may encounter are as follows:
lack of budget of facilities and lack of child-center and relevant curriculum. But if there’s
a will there’s a ways, we need to have the passion to serve for those who needs us.
It is not required that all students learn the same material at the same time and in
the same manner, instead inclusive education goes beyond simply placing all students
in the same classrooms without taking into account their unique strengths, needs, and
learning requirements.
Therefore, we don’t need to lower the rate of our self in handling inclusive
education. As we have our own understanding of what we are going to face even
though we have a lot challenges to encounter as we pursue to help those who needs it
literally. We can do it if we are passionate and ready enough to face every challenge
which may happen in our chosen career.
