100% found this document useful (1 vote)
203 views24 pages

Foundation of Special and Inclusive Education

This document provides information on various disabilities including emotional-behavioral disorder, learning disabilities, intellectual and developmental disabilities, and traumatic brain injury. It defines key terms, discusses characteristics and interventions, and provides a SWOT analysis for teaching students with intellectual and developmental disabilities. The document emphasizes understanding different disabilities, the teacher's role in providing support and alternative teaching methods, and managing behaviors to create an effective learning environment.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
100% found this document useful (1 vote)
203 views24 pages

Foundation of Special and Inclusive Education

This document provides information on various disabilities including emotional-behavioral disorder, learning disabilities, intellectual and developmental disabilities, and traumatic brain injury. It defines key terms, discusses characteristics and interventions, and provides a SWOT analysis for teaching students with intellectual and developmental disabilities. The document emphasizes understanding different disabilities, the teacher's role in providing support and alternative teaching methods, and managing behaviors to create an effective learning environment.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 24

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Page 84: LESSON2: EMOTIONAL- BEHAVIORAL DISORDER

Stimulating
Form a small group and make a slogan about how to deal a perform with
Emotional- Behavioral Disorder.

“EVERY CHILD IS GIFTED


THEY JUST UNWRAP THEIR
PACKAGES AT DIFFERENT TIMES
Page 84-85: Skill- Building
Find two significant details on the given statement below to support the main
ideas indicated in the following outline. Write your answers on the space provided.

1. Disruptive- Behavior Disorder


a. Disruptive behavior disorders (DBDs) are a cluster of disorders that are defined by
the presence of a persistent pattern of negative, defiant, or rule-
breaking behaviors that are disruptive to the youth's social, academic, familial, or
personal functioning. From: Encyclopedia of Adolescence, 2011.

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.

3. Anxiety Disorder of Childhood


a. Anxiety may present as fear or worry, but can also make children irritable and
angry. Anxiety symptoms can also include trouble sleeping, as well as
physical symptoms like fatigue, headaches, or stomachaches. Some
anxious children keep their worries to themselves and, thus, the symptoms can be
missed.

b. Some children develop anxiety after stressful events, such as: frequently moving


house or school. parents fighting or arguing. the death of a close relative or friend.

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).

b. The most common types of mood disorders are major depression, dysthymia


(dysthymic disorder), bipolar disorder, mood disorder due to a general medical
condition, and substance-induced mood disorder.

7. Physical Environmental Intervention


a. Is clean healthy environment is important for people's physical and emotional well
being. At a fundamental level, factors such as clean air and good quality drinking
water are vital for people's physical health. Other environmental factors such as
noise pollution can cause both physical harm and psychological stress.

b. Environmental factors found to be related to physical activity in children and


adolescents include greater access to recreational facilities, greater opportunities
to exercise, increased time spent outside.

8. Behavior Management Technique


a. Behaviour management is important in the classroom, not least because it creates
an appropriate environment for learning to take place. If there are clear boundaries
then children are enabled to develop positive behaviour, such as respect, towards
each other.

b. Thus, effective behaviour management entails two types of interventions:


preventative or proactive interventions and remedial or corrective interventions.
Essentially, proactive interventions aim to create an environment
conducive to teaching, learning and the prevention of inappropriate behaviour.
Page 95: Stimulating
Process what you know by completing the graphic organizer (you may
improve the graphic organizer according to your answer) below with information
related to Learning Disability like its description, characteristics/symptoms and
types.

Dyslexia is a learning disorder that involves


difficulty reading due to problems identifying
speech sounds and learning how they relate to
letters and words

Dysgraphia
Dyslexia

ADHD
Dyspraxia
Page 95-96: Skill- Building
Answer the following questions briefly:

1. Discuss the importance of learning the different characteristics of learning


disability.
Ans: Learning disabilities are due to genetic and/or neurobiological factors
that alter brain functioning in a manner which affects one or more cognitive
processes related to learning. These processing problems can interfere with
learning basic skills such as reading, writing and/or math. They can also
interfere with higher level skills such as organization, time planning, abstract
reasoning, long or short term memory and attention. It is important to realize
that learning disabilities can affect an individual’s life beyond academics and
can impact relationships with family, friends and in the workplace.

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.

5. Traumatic Brain Injury


Traumatic brain injury (TBI) is a sudden injury that causes damage to
the brain. It may happen when there is a blow, bump, or jolt to the head. This is a
closed head injury. A TBI can also happen when an object penetrates the skull. This is
a penetrating injury.
Page 106: Skill- Building
Using the SWOT Analysis Worksheet, you will do a personal analysis about
dealing students with Intellectual and Developmental Disabilities (IDDs), as a future
teacher. Write at least five insights in every quadrant.

Personal Swot Analysis


My Strengths My Weaknesses

 Communication skills  Acceptance of society

 Patience  Lack of time

 Creativity  Public support

 Responsibility  Parent support

 Ability to solve conflicts  Variability of student’s needs

My Opportunities My Threats

 I get to laugh all day long  Direct Physical harm

 I get to create my wok environment  Work- related Stress

 I get to inspire others  Lack of control

 I offer encouragement and support  Lack of motivation

 I get to feed my inner creativity  Workplace Violence


Page 115: Task 4.1
Check your understanding. Match column A with column B. Write the letter
of your answer on the space provided before each number.

A B

D 1. Impairments of mental capacity a. Mongoloid or Mongolism

C 2. Intellectual functioning is also b. Hydrocephalus


known as

A 3. A medical term, describes a c. Intellectual Disability


Person with Down syndrome

E 4. Small head and severe retardation d. Intelligence Quotient (IQ)

B 5. Enlargement of cranial cavity e. Microcephaly


Page 116: Task 4.2. Chicken and Feather. Circle the word that does not
belong to the group . Classify the remaining items. Choose from the words on
the right column. Write the letter of your answer in the space provided.

A B

E 1. Galactosemia. Toxoplasmosis, a. Developmental Disorder


Phenylketonuria

D 2. Hypercalcemia, Hyperscusis, b. Postnatal Causes


Osteoporosis Formation

B 3. Infections, Environmental Factor, c. Infections


Anoxia

C 4. Sexually- Transmitted disease, d. Williams Syndrome


German measles, Hypoxia,
Cytomegalovirus

A 5. Microcephaly, Hydrocephalus, e. Metabolic and Nutritional


Anencephaly, Toxins Disorder
Page 117: Task 5.1. Review on introducing classroom rules during the first day of
school. As facilitator of learning, enumerate your classroom rules especially for
students with speech and language disorder.

CLASSROOM RULES:

1. Be prepared for class.  Preparing a section, or any class, in which you want


students to act on, think about, scrutinize, or practice using material requires a
different form of preparation.

2. Respect and listen to the teacher. Respect for students is rooted in teachers'


beliefs and exhibited through our words and actions.

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.

4. Share new ideas. Just as important, sharing offers ample opportunities to


practice and reinforce the speaking, listening, and thinking skills that are so crucial to
school success.

5. Be confident. Self-confidence is a belief in your ability to do your best. ... But


with a strong belief in your ability to do your best, you can open yourself to new
ideas.
Page 123: Task 6.1. Draw a good image of a special education teacher and an
autism learners.
Explain your views about the given images.

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?

2. How to engage an autistic child in learning?

3. How to support a child with autism?


Page 138: Stimulating
Answer the following questions.

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.

2. Have you experienced talking with them?


Ans: Yes, when I am in high school there is a man that blind outside our school and
he’s asking for money and he said that he was just buying something to eat because
he was hungry that time. So I gave him the bread I bought and told him to eat it and
he bought what he could eat.
Page 148: Task 10.2.
Work in teams. Make a a poster on how you can help learners with severe
and Multiple Disabilities. Paste the picture and submit your poster to your teacher.
Page 150: Task 11.1.
Write a letter to you teacher in elementary of high school. It can be a thank
you letter for all the things that they had imparted to you.

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

With kind Regards,

Lea Joy Pillos


Page 151: Task 11. 2. From the previous task, how will you classify yourself? Are
you gifted and talented students? Why? Why not?

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

talented students but I have a lot of things I know.


Page 157-158: Task 11.4.
Let’s go further. Answer the following questions briefly.

1. What is the similarity between gifted and talented?


Ans: Gifted is generally used to describe people with extraordinary talents
or abilities. But in the context of education, gifted refer to students with outstanding
talent who have achieved high levels of accomplishment when compared with other
students of their age or environment. While talented is used to refer to students
with exceptional abilities in practical subjects such as dance, music, design, art, and
physical education. The talents and abilities of these students will be far superior to
the others of the same age. Talented students can be identified by both quantitative
and qualitative methods.
 
2. Is there any difference between gifted and talented?
Ans: Gifted children are born with above-average natural abilities. Talented children
have developed their natural abilities to a high level. Children can
be gifted and/or talented in many areas, including sport, art, music, intellectual
ability and more. Children can be gifted and talented in more than one area.

3. How do you engage gifted and talented students?


Ans: As a future educator, I’ll make a ways how to support gifted and talented
students especially in classroom, it's important that we make an effort to learn how
they think and learn about the different struggles they face. 

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.

5. Research a technology-based activity or strategy for highly gifted and talented


student. Share it to the class
Ans: Computer-aided instruction. Dixon et al. (2005) examined whether using
computer tools helped to improve gifted adolescents’ critical-thinking skills and
quality of writing. They compared the critical-thinking abilities of gifted adolescents
in two types of writing samples: handwritten and computertyped essays. They found
that using computers was more effective for gifted boys, as they showed an 83%
increase in the number of words in their computer-typed essays when compared to
their handwritten essays. The authors suggested that the benefits of software for
gifted boys were speed and efficiency.
Page 159: Self- Reflection
I learned that… I learned a lot of this lesson especially
when it comes to the types of disabilities
(Describe your learning experience.) that child has. It is very difficult especially
to those parents who already have a
children with disability, but still they can
do their best for their child.

I learned this when…. I learned this when some of my


classmates discussed the various types of
(Examine your learning experience in exceptionalities such as visual
terms of knowledge, skills and values.) impairments, deaf, mental health
conditions, intellectual disability etc. So
that Since these students often also have
learning disabilities, they also provide a
effective accommodations may include
those also used with students with
learning disabilities and effective
instructional strategies include providing
opportunities for students to learn using
visual, auditory and hands-on
approaches.

This learning matters… This learning matters will help me when I


am in teaching field to have a knowledge
(Articulate what are you plans with what about this topic and also give me some
you have learned in the lesson.) information when it come to the children
has a special needs and I have an idea on
how I going to use the instructional
strategies for my learners.
Page 161: Unit Test
Pillos, Lea Joy C.
BEED GEN 2D

Read the following questions carefully and encircle the letter of the BEST answer.

1. Learners with exceptionalities or disabilities are those children or young adults


who are at risk, which of the following that best describe them?

I. Struggles in their learning behavior.


II. Struggles with their academic and self-regulations development
III. Struggles in the self-help skills.
IV. Struggles in their mobility and attitude.
a. I c. II & III
b. II d. I, II, III & IV

2. This is a neuropsychiatric disorder which shows three different types of symptoms


which are difficulty in paying attention, being overactive and acting without
thinking?
a. ADHD c. Learning Disability
b. Autism d. Emotional & Behavioral Disorder

3. An inability to build or maintain satisfactory interpersonal relationships with peers


and teachers, is one of the definitions of Emotional -Behavioral Disorder. Do you
agree?
a. No. c. Yes, it best describes the disability.
b. Yes. d. Yes, it was agreed by researchers.

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.

I learned this when… I learned this when I browsing this


information in the internet and I saw
(Examine your learning experience in that there’s a lot of tips and benefits that
terms of knowledge, skills and values.) students with special need that they can
engage. Especially when they’re develop
their friendships with their peer groups
and it found that students with
disabilities have higher achievements
and improved skills through Inclusive
Education.

This learning matters… This learning matters is a very huge


importance to me as a future educator
(Articulate how will you apply the things especially when I handle a students with
that you have learned in the lesson.) disability, I definitely need to be
supported in implementing Inclusive
Classroom and as u future teacher I need
to have an understanding of best
practices in teaching and of adapted
instruction for students with disability.
Page 195- 196: Unit Test
Pillos, Lea Joy C.
BEED GEN 2D

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.

2. How do the concept of universal design (UD) applies to learning?


a. By embracing the concept of UD that any product can be used by all.
b. By embracing the concept of UD to make our lives easy, accessible, and
comfortable.
c. By sharing the goals of UD in crafting and designing the curriculum to diverse
learners in the classroom.
d. By using UD as passport so the children with disabilities can access the general
curriculum.

3. What is the greatest shift in family- school relationship?


a. From seeing the family as the source of the problem to seeing them as solutions
to the problem.
b. From seeing the school as the sole responsible of the education of the child from
seeing that it is parent’s responsibility too.
c. From seeing that the family and school partnership works best for the child’s
education seeing that community plays a vital role in child’s education in
collaboration with family and school.
d. From seeing them to school would prevent them from harm to seeing that
parents are sending their children to school and establish trust with the school.

4. Which of the following benefits of inclusion is NOT shared by teachers, parents,


and communities?
a. Better equip to handle the child with disability
b. Learn to respect diversity
c. Students with special needs are better prepared for independent living.
d. Increase academic performance and outcome
5. Which of the following would contribute to the success in the implementation of
inclusive education?
a. Capacitate teachers and parents by giving seminars, workshops, training to
update themselves on the latest trend in dealing and teaching children with
special needs.
b. Call the government’s attention by making it as one of the school’s fixed agenda
during meetings.
c. Educate the people in the community about children with specials needs.
d. Solicits funding from non-government sectors to purchase instructional
materials and needed equipment in the classroom.
Page 227: Self- Reflection

I learned that… I learned that this lesson have a different Special


Education teachers that they work one-on-one
(Describe your learning with learning disabled students or teach a
experience.) classroom of intellectually disabled or
developmentally delayed students. They’ll assess
students’ needs in order to determine their
lessons plans. They’ll be responsible for
developing Individualized Education
Programs (IEPs) for students, tracking student
progress, supervising teacher assistants, working
with students in groups and one-on-one and
keeping parents and other teachers abreast of a
student’s progress.
I learned this when… I learned this when I read the book about this
topic, I knew that there is a different between the
(Examine your learning SPED teachers and regular teachers and they
experience in terms of have a different instructional methods they are
knowledge, skills and value.) used. Although there is a difference, both
Regular and Special Education Teacher work
together in focuses on the curriculum and
instruction and they both helping and adapts and
they create daily routines, promotes lesson flow
and manage the students in the classroom.
This learning matters… This learning matters will help us a lot of
information and ideas that we can apply for us as
(Articulate how will you apply a future educator. And of course we can also
things that you have learned need the skills we have in teaching so that our
the lesson.) students can adapt it especially when it comes to
the good values and respectfulness to other
people.
Page 229: Unit Test
Pillos, Lea Joy c.
BEED GEN 2D

Read the following questions carefully and encircle the letter of the BEST answer.

1. Can a teacher applicant in elementary public school be assigned as a SPED


teacher without taking up units in special education?
a. Yes c. No
b. It depends on the rank d. It depends on the region

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.

5. Which is TRUE of the security of tenure of teachers in the Philippines?


a. Security of tenure is assured in the private schools than in the public schools.
b. The teachers in public schools are more protected than the teachers in the
private schools.
c. Teachers in the private schools are protected by the Labor Code of the
Philippines.
d. Teachers in the private and public school system can enjoy security of tenure.

You might also like