Foundation of Special and Inclusive Education
Foundation of Special and Inclusive Education
Stimulating
Form a small group and make a slogan about how to deal a perform with
Emotional- Behavioral Disorder.
b. The effects of Disruptive Behavior is Lost instructional time (up to 50%, according
to some sources) Lowered academic achievement for the disruptive student and his
or her classmates. Decreased student engagement and motivation. Teacher stress
and frustration.
2. Personality Disorder
a. Personality disorders are a group of mental illnesses. They involve long-term
patterns of thoughts and behaviors that are unhealthy and inflexible.
b. The behaviors cause serious problems with relationships and work. People
with personality disorders have trouble dealing with everyday stresses and
problems.
4. Elimination Disorder
a. Elimination disorders all involve the inappropriate elimination of urine or feces
and are usually first diagnosed in childhood or adolescence. This group
of disorders includes enuresis, the repeated voiding of urine into inappropriate
places, and encopresis, the repeated passage of feces into inappropriate places.
b. The difference between primary and secondary type of Elimination Disorder are
Primary enuresis is present if the child has never been dry for at least six
months. Secondary enuresis is diagnosed if a child starts wetting the bed again after
having been dry for at least six months.
5. Eating Disorder
a. Eating disorders are actually serious and often fatal illnesses that are associated
with severe disturbances in people's eating behaviors and related thoughts and
emotions. Preoccupation with food, body weight, and shape may also signal
an eating disorder.
b. The things why it is important to know about Eating Disorder is have the highest
mortality rate of any mental health illness. Eating disorders are unique among
mental health disorders in that they manifest in physical health complications, which
can lead to serious and life-threatening illnesses such as diabetes, cancer, organ
failure and even death if not treated.
6. Mood Disorder
a. If you have a mood disorder, your general emotional state or mood is distorted or
inconsistent with your circumstances and interferes with your ability to function. You
may be extremely sad, empty or irritable (depressed), or you may have periods of
depression alternating with being excessively happy (mania).
Dysgraphia
Dyslexia
ADHD
Dyspraxia
Page 95-96: Skill- Building
Answer the following questions briefly:
2. As a future teacher, what is your role teaching students with learning disability?
Ans: As a future teacher, my role teaching students with learning disability is to
provide instructional and support which facilitates the participation of students with
disabilities and to provide alternative methods of assessment for students with
disabilities.
Page 105: Stimulating
Define the following terms:
1. Mental Retardation
Mental retardation (MR) is one of the more common developmental
disabilities. It can be idiopathic and challenging to recognize in normal-appearing
children who have developmental delays. Conversely, MR can be easily recognized
when the child presents with dysmorphic features associated with a known genetic
MR disorder. Mental retardation currently is defined by the American Association on
Mental Retardation (AAMR) as “significantly sub-average general intellectual
functioning accompanied by significant limitations in adaptive functioning in a least
two of the following skills areas: communication, self-care, social skills, self-direction,
academic skills, work, leisure, health and/or safety.
2. Dyscalculia
Dyscalculia is a condition that makes it hard to do math and tasks that involve
math. It’s not as well known or as understood as dyslexia. But some experts believe
it’s just as common. That means an estimated 5 to 10 percent of people might have
dyscalculia. Dyscalculia is a condition that makes it hard to do math and tasks that
involve math. It’s not as well known or as understood as dyslexia. But some experts
believe it’s just as common. That means an estimated 5 to 10 percent of people
might have dyscalculia. It’s not clear whether dyscalculia is as common in girls as in
boys. Most experts think there’s no difference.
3. Dysgraphia
Dysgraphia can appear as difficulties with spelling and/or trouble putting
thoughts on paper. Dysgraphia is a neurological disorder that generally appears
when children are first learning to write. Experts are not sure what causes it, but
early treatment can help prevent or reduce problems.
4. Down syndrome
Down syndrome is a condition in which a person has an extra chromosome.
Chromosomes are small “packages” of genes in the body. They determine how a
baby's body forms and functions as it grows during pregnancy and after birth.
Typically, a baby is born with 46 chromosomes.
My Opportunities My Threats
A B
A B
CLASSROOM RULES:
3. Be quiet when the teacher is talking. Taking time to listen to one's own
breath and the natural sounds of the classroom or environment can help students
push aside chatter, become centered, and make space for thought.
Children with Down syndrome usually learn and progress more slowly than
most other children. However, not all areas of development are equally affected.
There is a specific pattern of cognitive and behavioral features that are observed
among children with Down syndrome that differs from that seen in typically
developing children and children with other causes of intellectual disability. Tactile
demonstrations and activities also appeal to many students with Down syndrome.
Directly teach timetables, routines and school rules to students. Speak directly to the
student, using clear language and short sentences, and use appropriate and
unambiguous facial expressions. Teaching reading to students with Down
syndrome should be characterized by a strong emphasis on visual learning. Visual
demonstrations, pictures and illustrations can also be successfully used to assist in
providing effective instruction in other subject areas of the curriculum.
Page 124: Task 6.2.
Investigative Questioning (In-quest). Formulate at least 3 questions
addressed to a teacher on how she handles a student with autism or to a parents on
what are their parenting practices in handling their child with autism. Make
questions which call for in-depth discussion. Have the teacher check and approve
the questions before you proceed with you in-quest proceeding.
Questions:
1. What should teachers consider when working with students with autism spectrum
disorder?
1. How will you deal with learners who are visually impaired?
Ans: l always treat with learners whoa are visually impaired student equally with
other students. This includes discipline and special privileges as well as involvement
in extracurricular and leadership opportunities. And also give them as many
opportunities to help others as to be helped by others.
Dear Teachers,
I want to express my sincere for all the efforts you’ve taken when I’m in Elementary and High
School. From day one I enjoyed each every class of yours and used to look forward to go to
school everyday, which is such a surprise from a girl who used to give excuses for not attending.
I really appreciated the way in which you help me learn about all your interesting subjects. I also
thank you for encouraging me to participate in the class play which I thoroughly enjoyed. I thank
you again for all the the wonderful work you have done and wish you all the best. All of the
I don’t think I can say that I am a gifted and talented student. Because for me
not everyone successful is gifted person there is just a really deep meaning to what
the Gifted person means. And like me I also have different talents and abilities that I
can show and share with many people. Maybe I didn’t know what are the talents
that I have but sooner or later I will also know what they are. my level of intelligence
is not very high as if was just right. I cannot say to myself that I am a gifted and
4. Enumerate some strategies classical and innovative strategy that would help best
facilitate students who are highly gifted and talented.
Ans:
Learn how gifted and talented students think.
Created tiered assignments for students.
Include a variety of levels in classroom library.
Utilize their talents and interests.
Explore real-word application.
Read the following questions carefully and encircle the letter of the BEST answer.
4. Which of the following can a teacher do in the classroom having a student with
low vision?
a. Have a classmate sit beside the student with low vision.
b. Have the students sit in front of the class near to the board.
c. Give reading materials to the child.
d. Call the attention of the parents.
5. It is the process whereby the intellect develops faster and further that other
attributes such as social, emotional and physical development. Due to their high
cognitive abilities and high intensities, they experience and relate to the world in
unique ways.
a. Chronomantic development c. Synchronous development
b. Asymptomatic development d. Asynchronous development
Page 193: Self- Reflection
I learned that… I learned that in this lesson we need to
have a good relationships to our family
(Describe your learning experience) of our learners, in school and especially
to the community, Because in making
schools inclusive helps students to make
them all feel welcomed and comfortable.
Read the following questions carefully and encircle the letter of the BEST answer.
1. Least Restrictive Environment means
a. A legal requirement from the Education for All Handicapped Children Act that
students with disabilities must be educated together with students of the same
disability for uniformity of instruction.
b. A legal requirement from the Education for All Handicapped Children Act that
students with disabilities are integrated in the general education classrooms and
should be educated with non-disabled students.
c. A legal requirement from the Education for All Handicapped Children Act that
students with disabilities must be placed in a classroom which is bully-free.
d. A legal requirement from the Education for All Handicapped Children Act that
students with disabilities must be educated in specialized facilities for them to
maximize their full potential.
Read the following questions carefully and encircle the letter of the BEST answer.
2. Which is true of the salary grade of the SPED teacher in the public school system
in the Philippines?
a. SPED teacher I is equivalent to Teacher I salary grade.
b. SPED teacher I is having a salary grade that is higher than Teacher I.
c. SPED teacher I is holding a salary grade that is equal to Principal I.
d. SPED teacher I is holding a salary grade that is lower than Teacher I.
3. Are the private schools under the regulation of the Department of Education?
a. No, only the public schools are regulated by the 5 Department of Education.
b. Yes, but only the non-sectarian schools.
c. Yes, all schools are under the regulation of the Department of Education.
d. Yes, but only the sectarian schools are regulated by the Department of
Education.
4. Upon applying abroad in United States of America, is there a need for a teacher
in the public school to inform the school heads?
a. No, it’s his economic right to seek a job abroad.
b. Yes, he or she needs to ask for a clearance from the Department of Education.
c. Yes, because the hiring of teachers in the US is through institution channel.
d. Yes, especially if he or she is holding an administrative post.