Department of Education

SPED – Learning Difficulties

BLD-SID
Accommodations
to Support
Learners with
Difficulties in
Reading
 Accommodations to Support Learners
with Difficulties in Reading – Demo Lecture
Setting Presentation
Study carrel Repeat directions
Small group Large print editions
Individualized Braille edition
Timing Response
Extended time Mark test booklet
Frequent breaks Word processor
Unlimited time Use references
Scheduling Other
Specific time of day Test preparation
Subtest in different order Out-of-level
Across multiple days Motivational cues
 Strategies &
Suggested Activities
to help Learners
with Learning
Difficulty in
Reading
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading
For Instructional Materials

Use of tape recorder or audio books

Simplification of written directions for key words and ideas
Presentation of a small amount of work
Blocking out of extraneous stimuli or providing colored strips or
bookmarks to follow along while reading.
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading

Highlighting essential information

Locating place in consumable material
Providing additional practice activities
Providing a glossary in content areas
Developing reading guides
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading
For Performance
 Changing response mode
 Providing an outline of the lecture
 Using graphic organizers
 Using assignment books or calendars
 Providing readily-available handouts
 Turning lined paper vertically for math
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading

 Using cues to denote important items

 Designing hierarchical worksheets
 Using/manipulating varied instructional aids
 Displaying work samples
 Using peer-mediated learning
 Encouraging note sharing
 Using assignment substitutions or adjustments
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading

 Using flexible work times

 Providing additional practice
 Using assignment substitutions or adjustments
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading
For Interactive Instruction
Using explicit teaching procedures
Stick to consistent daily routines
Repeating directions, then check to see if learners understand
Providing copy of lecture notes
Providing learners with a graphic organizer
Using step-by-step instruction (oral and written)
 Strategies & Suggested Activities
to Help Learners with Difficulty in Reading
Combining verbal and visual information
Writing key points or words on the chalkboard
Using balanced presentations and activities
Using mnemonic instruction
Emphasizing daily review
 Department of Education

Difficulty in Writing
Characteristics of
Learners with
Difficulty in
Writing
 Characteristics of Learners with
Difficulty in Writing
Cramped fingers or unusual grip on writing tool
Odd wrist, body and paper position
Excessive erasures
Inconsistencies: mixing print/cursive and
upper/lower case letters, irregular shapes, sizes
or slant of letters
Unfinished words or letters
Inconsistent position on page
 Characteristics of Learners with
Difficulty in Writing
Inconsistent spacing between letters an words
Slow or labored copying or writing
Misuse of line and margin
General illegibility – despite training
Inattentiveness about details when writing
Frequent need for verbal cues and use of sub-vocalizing
 Characteristics of Learners with
Difficulty in Writing
Heavy reliance on vision to monitor what hand is doing
during writing
Slow implementation of verbal directions that involve
sequencing and planning
Accommodations
to Support
Learners with
Difficulties in
Writing
 Accommodations to Support Learners with
Difficulties in Writing
For Speed Writing
Give the learner extra time to take notes,
copy material and take tests

Provide typed copies of classroom notes

Allow the learner to record certain class

sessions or use a laptop for writing
Allow the learner to start writing projects
and assignments early
Provide paper with name, date, title,
etc., already filled in
 Accommodations to Support Learners with
Difficulties in Writing
For Amount of Writing

Provide a lesson outline for taking notes

Request a scribe so the learner can dictate

on tests and writing assignments
Grade based on what the learner knows,
not on handwriting or spelling
Hand out worksheets so there’s less to
copy from the board
 Accommodations to Support Learners with
Difficulties in Writing
For Writing Difficulty

Give examples of finished assignments

Help the learner break writing assignments

into steps
Let the learner have a “proofreader” to look
for errors
Help the learner learn to use a rubric, and
explain how each step is graded
 Accommodations to Support Learners with
Difficulties in Writing
For Mechanics of Writing
Let the learner choose to either print or use
cursive

Have the learner try different types of pens or

pencils to see what works best

Provide paper with raised or different-colored lines

to help with forming letters in the right space
Have the learner use graph paper or lined paper
sideways to line up math problems
 Strategies &
Suggested Activities
to help Learners
with Learning
Difficulty in Writing
 Strategies & Suggested Activities
to help Learners with Learning Difficulty in
Writing
1.By making accommodations for the learner
Using word processor instead of writing with a pen
Giving the learner a large pencil-holder or grip
Allowing more time to complete assignments
Allowing manuscript print instead of cursive handwriting
Encouraging the learner to dictate to a scribe
 Strategies & Suggested Activities
to help Learners with Learning Difficulty in
Writing
2.By modifying the task demands
Minimizing the writing task

Changing the nature of task (giving a cloze passage or

multiple-choice exercise instead of an essay)
Giving the learner assistance and guidance during the
lesson
 Strategies & Suggested Activities
to help Learners with Learning Difficulty in
Writing
3.Through remediation of the writing difficulties
Using precision teaching, explicit instruction, modelling,
imitation, and guided practice
Teaching the use of effective writing strategies
Providing corrective feedback
Daily counting and charting can act as incentive for
increased output, accuracy and legibility

Using curriculum-based measurement to increase the

amount of written work the learner produces each day
 Strategies & Suggested Activities
to help Learners with Learning Difficulty in
4. Teaching Handwriting Writing
 Board Activities
 Other Materials for Writing Movement Practice – Finger painting or writing
in clay pan or sand tray.
 Position
 child sits in a comfortable chair
 table is of proper height
 feet flat on the floor
 both forearms on the writing surface
 non-writing hand should hold the paper at the top
 Paper
 for manuscript writing –parallel with the lower edge of the desk.
 for cursive writing, paper is tilted at an angle approximately 60 degrees
from vertical to the left for right handed and to the right for left-handed
children.
 Strategies & Suggested Activities
to help Learners with Learning Difficulty in
Writing
5. Holding the pencil. Pencil held between the thumb and the
middle finger with the index finger riding the pencil;
grasped above the sharpened point.
6.Stencils and Templates. For geometric forms, letters and
numbers. Clip the stencil or cut out to the paper to prevent it
from moving.
7.Tracing – Use heavy black figures on white paper
8.Drawing between the lines
9.Dot-to-dot
10.Tracing with reduced cues
 Department of Education

Difficulty in Spelling
Characteristics
of Learners
with
Difficulty in
Spelling
 Characteristics of Learners with
Difficulty in Spelling
 Bizarre spelling and a disconnect between the letters
and the words they make., reversal of letter, syllables
or omission and additions
 Grammatical and spelling interruptions are severe.
 Timing issues. Slow in speed (e.i. most learners can
spell it in seconds, but for learners with might take it
for five to ten minutes.
Accommodations
to Support
Learners with
Difficulties in
Spelling
 Accommodations to Support Learners with
Difficulties in Spelling
For Developing Phonemic Awareness

Involve learners in lots of shared reading

of poems, chants, songs, and big books
with repetitive refrains and rhymes

Select words learners know — from books,

rhymes, songs, and so on — and discover
together how knowing one word can help
with the recognition or writing of others, just
by changing the beginning letter(s)
 Accommodations to Support Learners with
Difficulties in Spelling
For Developing Phonemic Awareness
Tell the learners that thinking about what a word looks like is a useful spelling strategy,
so you are going to explore some common spelling patterns together. Reread a familiar
big book, poem, or so on, selecting a particular spelling pattern to look for. For example,
look for and list words with ea, such as: bead, bread, dead, instead, great, read, treat,
break.

Ask learners to identify and underline the ea spelling pattern in each word, say the
words, and group them according to their pronunciation, such as:
bead, read, treat
bread, dead, instead, read
great, break

Select one of the words and show how knowing it can help with the spelling of other
words in that word family. For example, great: greater, greatest, greatly, or break:
breaking, breaks. Ask learners to try this with the other words you've found. Talk
about how thinking about spelling patterns and building on word families can help
with reading and writing.
 Accommodations to Support Learners with
Difficulties in Spelling
For Exploring Sounds

Reread familiar books, rhymes, chants, and songs, asking

learners to listen for words with a particular sound. List these
on a chart; for example, words with a /k/ sound: kite, cat,
school, bike, Christine, truck, cake, back.

Help learners to identify the letter(s) that represent this sound.

Underline these and ask learners to group the words according
to the different ways the sound is represented. For example:
kite, bike, cake
cat, cake
school, Christine
truck, back
 Strategies &
Suggested
Activities
to Help Learners
with Learning
Difficulty in
Spelling
 Strategies & Suggested Activities
to Help Learners with Learning Difficulty in
Spelling
Create opportunities for learners to engage in frequent writing
Instruct learners in word analysis strategies
Target no more than three words per lesson for learners with
learning difficulties
Aim to develop learners’ self-monitoring and self-correction
strategies
Give clear and efficient feedback on errors
Use multisensory methods (saying, hearing, seeing, tracing,
writing, and checking) to improve retention of difficult words
 Strategies & Suggested Activities
to Help Learners with Learning Difficulty in
Spelling
Learners with spelling difficulties benefit from being taught how to
study and check words (Lam, 2003).
In particular, learners must be taught the following strategies:
• Look-say-cover-right-check
This self-help strategy makes use of visual imagery to establish
correct spelling patterns in long-term memory. The strategy is
particularly valuable for the learning of irregular words, and
for helping learners progress beyond the phonetic stage of
spelling.
 Strategies & Suggested Activities
to Help Learners with Learning Difficulty in
Spelling
• Phonemic approach
This strategy is the one that most learners discover for
themselves at the early stage of inventive spelling.
• Spelling by analogy
Some learners will need direct teaching and much practice to
realize that knowing the spelling of one word can give clues to
the probable spelling of another word that sounds a little like it.
 Strategies & Suggested Activities
to Help Learners with Learning Difficulty in
Spelling
• Repeated writing
If a learner really wishes to remember a word, writing the
word several times is an obvious method of helping with this.
The approach brings together motor memory and visual
imagery. However, the strategy is unlikely to be of benefit if
the learner is not motivated to learn the word, of if the exercise
is given as punishment.
 Strategies & Suggested Activities
to Help Learners with Learning Difficulty in
Spelling
• Use of computers and spellcheckers
The use of any form of technology that will help overcome (or
bypass) a learner’s difficulties in getting ideas on to paper.
Using a word-processor may be one way of restoring a
learner’s interest and confidence in composing.
 Department of Education

Difficulty in Hearing
ACCOMMODATIONS TO SUPPORT LEARNERS
WITH DIFFICULTY IN HEARING
ACCOMMODATIONS TO SUPPORT LEARNERS WITH
DIFFICULTY IN HEARING

Session Guide
ACCOMMODATIONS TO SUPPORT LEARNERS WITH
DIFFICULTY IN HEARING

Session Guide
ACCOMMODATIONS TO SUPPORT LEARNERS WITH
DIFFICULTY IN HEARING
ACCOMMODATIONS TO SUPPORT LEARNERS WITH
DIFFICULTY IN HEARING
ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
HEARING
Classroom setting:
 Department of Education

Difficulty in Seeing
 I SEE THROUGH
MY HANDS
SESSION ON LEARNERS
WITH DIFFICULTY IN SEEING
 Learners with difficulty in
seeing are as unique and diverse
as any other learner. They come
from every background, with the
full range of academic and other
abilities and a wide variety of
challenges. They may or may not
have additional difficulties.

Session Guide
 DIFFICULTY IN SEEING

 refers to a significant
functional loss of vision
that cannot be corrected
by medication, surgical
operation, or ordinary
optical lenses such as
spectacles.
Session Guide
 CHARACTERISTICS
 their sense of touch is very
keen
 they move slowly and
carefully due to the fear in
bumping into things or
objects
 they tends to move, feel,
and touch objects especially
when travelling to ensure
that they are in the right
path Session Guide
 CHARACTERISTICS
 their learning capacity is
the same as that of the
sighted but their rate of
learning is slower due to
absence of sense of sight
 they can become independent,
assertive and adventurous
like sighted children
 generally, they have
exceptional talents and
Session Guide
 ACCOMMODATIONS - INSTRUCTIONAL
For Both Low Vision and Totally
Blind:
 Give clear, concise and specific
directions when giving lectures
and activities
 Give descriptive verbal
instructions to direct the
learners inside and outside the
classroom
 Allow sighted guide (classmate on
rotation) for orientation and
mobility Session Guide
 ACCOMMODATIONS - INSTRUCTIONAL
For Both Low Vision and Totally
Blind:

 Encourage peer support to help

them in their academic activities
 Encourage “buddy” system during
recess/lunch break
 Allow them to rest and give them
ample time to recover from visual
stress and fatigue in preparation
for the next activity
 Use tactile materials to present
Session Guide
 ACCOMMODATIONS - INSTRUCTIONAL
For Both Low Vision and Totally
Blind:

 Expose learners to use assistive

technology, audio and media materials
(e.g. recorder, cd, dvd, Braille note
taker, computer, cellphone, talking
calculator, talking watch)
 Use of applications and software (e.g.
Talkback, JAWS, NVIDIA) to enhance
lesson
 Allow them to record the lesson if
needed using audio recorder
Session Guide
 ACCOMMODATIONS - INSTRUCTIONAL
For Low Vision:

 Provide optical devices (e.g.

magnifier, telescope
 Observe color contrast (e.g.
green-gray; yellow-blue, black-
white) when making pictures,
illustrations, graphs, and maps.
 Avoid cluttered pictures and
illustrations

Session Guide
 ACCOMMODATIONS - TESTING

For both Low Vision and Totally

Blind:

 Read or dictate aloud the test

questions.
 Allow extended time when taking
examinations

Session Guide
 ACCOMMODATIONS - TESTING
For Low Vision:
 Provide large print version of the
texts (font size 18-25 pt.)
 Allow the learner to use symbols (e.g.
a check or a cross) to answer
questionnaire
 Use of magnification and illumination
devices (prescribed by a low vision
specialist)
 Make use of a thicker and darker pen
to provide better contrast
 Maintain a well-ventilated classroom
Session Guide
 ACCOMMODATIONS - TESTING

For Totally Blind:

 Brailed test papers/materials and

transcribed answer sheets (by the
SPED teacher

Session Guide
 STRATEGIES

Instructional Strategies are

general strategies designed to
support individualized
reasonable accommodations for
which a learner is eligible.

Session Guide
 INSTRUCTIONAL STRATEGIES

1. Modelling
o Hand-over-hand-under (teachers’ hand
is under the learner’s hand)
o Speaking slowly and clearly
o Modelling the language, you want the
learners to use
o Providing examples of learners’ work

Session Guide
 INSTRUCTIONAL STRATEGIES

2. Assistive Technology
o Use of computer software that can be
used to assist writing assignments
and reading of text.
o Use hand-held magnification with
regular text.
o Enlarge small amounts of text,
pictures, diagrams, charts on
photocopier

Session Guide
 INSTRUCTIONAL STRATEGIES

3. Contextualization
o Familiarize unknown concepts through
direct experience (demonstrations,
media, manipulatives, repetition,
oral opportunities)
o Provide large print version of the
text

Session Guide
 INSTRUCTIONAL STRATEGIES

4. Schema-Building
o helping students see the
relationships between various
concepts (e.g. compare and contrast,
jigsaw learning, peer
teaching/cooperative learning and
projects)

Session Guide
 INSTRUCTIONAL STRATEGIES

5. Bridging
o establishing link between the
learners’ prior knowledge and the
material (e.g. think-pair-share;
quick writes, anticipatory charts)

Session Guide
 INSTRUCTIONAL STRATEGIES
6. Adaptive materials
o Use felt-tip pen produce a dark bold line
that learners to see the
picture/diagram/written text clearly
o Use colored chalk whenever possible
o Use whiteboard and darker marker in
writing. This will give a better contrast
of the material.
o Use materials such as foam paper,
cardboard, yarn or any dimensional
materials to create embossed effect and
tactual outlines in making illustrations,
tables, charts, diagrams in a text
Session Guide
 STRATEGIES
Environmental Strategies consider the
learners’ visual condition, type of
educational program, child’s age and other
challenges the learners need depending on
the eye condition, but in general it is
necessary to consider the following:
seating arrangement, good illumination,
and adaptive workspace. Similarly, orient
the learners in the receiving class about
the accommodation of the low vision/blind
learner that will be mainstreamed in their
class.
Session Guide
 Environmental Strategies

1. Seating arrangement
o Keep a front row seat open for a
learner with a visual impairment.
Close proximity to the teacher and
activity/materials.
o Carefully consider the arrangement of
the classroom so that mobility is
encouraged and comfortable for the
learner.

Session Guide
 Environmental Strategies
2. Good Illumination
o Provide good illumination by
incorporating combination of natural
and artificial light.
o Consider environmental adaptations
such as lighting conditions, and
contrast between material
o Use brightly colored or tactile cues
in the room to promote independence,
mobility, and signal location and
things.
 Avoid glaring environment
Session Guide
 Environmental Strategies
3. Adapted workspace
o Assess the safety level of the environment
and modify what needs be changed and alert
the learner in the different areas of the
classroom
o Provide the learner with a full orientation
to the outdoor and indoor area
o Learning station for tactile activities
o Use of book stand for reading activity for
low vision learner
o Observe proper position of learners’ table
or chair

Session Guide
 Suggested Activities
Orientation and Mobility (Movement)
Activities
• Give clear and descriptive verbal
instructions/cues (e.g. when
giving instructions mention the
name of the learner being
addressed to)
• Give light/gentle touch cues (e.g.
tapping one’s shoulder to say
something)
• Orient the learners ‘classroom and
Session Guide
 Suggested Activities
• Orient the learners to his/her
school environment and its
facilities (e.g. going to the
canteen, going to stage)
• Demonstrate the correct way of
holding and using the cane in
traveling independently or with a
sighted guide (classmate, peer)
• Expose the learners to different
sports (Goalball, Athletics,
Swimming)
Session Guide
 Suggested Activities
Language and Literacy Activities
• Determine what medium of instruction
(braille, print, dual media, computer
devices, auditory strategies, objects,
symbols, or a combination of available
devices) is suited to the needs of the
learners

• Provide books and literacy tools in a

format that is accessible to the
learners

Session Guide
 Suggested Activities
• Read aloud using stories and
books that are interesting and
age appropriate for the learners

• Create a literacy-rich classroom

environment, in which the
learners know that others are
reading and writing

Session Guide
 Suggested Activities
Writing Activities
• Use guided sheets such as window
cards
• Trace over pictures or shapes with
a dark pen
• Use bold line copies, black fell-
tipped pens and other devices for
writing
• Use pen or marker to draw pictures
• Use of magnifying glass and eye
glasses Braille books
Session Guide
 Suggested Activities
• Use of Brailler/Electronic
Brailler
• Use of assistive technology (e.g.
android cellphone or tablet, JAWS
software)

Session Guide
 Suggested Activities
Numeracy Activities

• Use tactile materials such as counters,

abacus, pegboards, real objects and
indigenous materials
• Use guided sheets e.g. window cards
• Paper folding for fractions, graphs, and
maps
• Games such as:
 Running relay with different sounds
(Number 0 – get ready; Number 1 -
clapping; Number 2 – animal sound
(dog); Number 3 – Session
animal Guide
sound (cat)
 Suggested Activities
 Running with a guide rope (A
learner runs holding and
following the direction of the
rope – left, right, straight,
curved)
 Passing the ball over-head and
under
 “The boat is sinking” through
clapping with sighted guide
 Matching numbers with Braille
Number Cards
Session Guide
 Suggested Activities
Auditory Activities
• Learner needs to be trained on the
manipulation of computer technology in
order to access to digital audio files.
• If digital audio files are being used
in classroom, headphones are required.
A splitter and multiple headphones will
allow several users to access the same
recording.
• To facilitate listening to classroom
activities/instructions and digital
audio material, headphones should cover
only one ear. Session Guide
 Suggested Activities
• When the digital audio device is
integrated with a computer, certain
settings may need to be changed for
accessibility.
• There are conversion programs available
to change commercially produced text
materials to digital audio formats.
(e.g. mp3 files from text documents)
• Books in digital audio format can
either be recordings of human voices,
reading books or computer voices. Books
in this format can be played on a
computer or a digital audio
Session Guide
 Suggested Activities
Art Activities
• Add textures to paints (e.g. Rice
– lumpy; Shaving cream – foamy;
sawdust – rough; Sugar – shiny and
grainy)
• Add scents to dough/clay (e.g. Red
– apple scent; Orange – orange
scent; Yellow – banana scent;
Green – mango scent
• In assembling a “craft,” introduce
first a model of the finished
craft, then, guide the learner’s
Session Guide
 Suggested Activities

• Use a black felt tip pen to

highlight outlines of pictures.
Help the learner trace the
outline.
• When gluing objects on paper, it
may be helpful to show the learner
a finished model first, so that
the learner can see the end
result. Encourage to use low
vision devices to identify color
Session Guide
 Suggested Activities

• Create a tactual outline or border

of the area they need to color in.
There are a number of ways to
create a tactual border. Use
dimensional glue or paint, a glue
gun, or a sewing pattern wheel
poked from the underside to
provide tactual information of
lines.
Session Guide
 Suggested Activities
Music Activities
• To develop listening skills
 Exploring, distinguishing,
playing and controlling sound
sources (e.g. using a shaker,
bells, hitting the drum, bashing
dust bin with kitchen spoons,
rhythmic tapping of a pen) to
observe what the student is able
to detect or respond to
 Go on a “Sensory Adventure”
 Using a rhythm signal (e.g. clap
Session Guide
 Suggested Activities

• To develop music appreciation

 Expose the learners to a variety
of music (e.g. concerts,
recorded media/CD’s, videos,
etc.)
 Use tactile musical notations or
enlarged musical notation,
Braille Music Book, Braille
Music Charts
Session Guide
 Suggested Activities
• To develop skills in playing musical
instruments
 Instruments that give the most
tactile-aural feedback are usually
the most appropriate for the blind or
partially sighted such as piano,
violin and guitar
 For learners who have difficulty
scanning from left to right, an
instrument which requires circular or
static motion is the most appropriate
such as drum or cymbal.
 Music devices can be improvised such
Session Guide
 Reminders for the Receiving
• Preferential Teachers
seating is often
necessary for a learner with low
vision
• Let the learner sit as close to the
board as practical
• Reduce glare from windows and lights,
as much as possible by putting
curtains or venetian/window blinds
• Let the learner sit with his/her back
to the windows
• Provide clear copies of printed
materials. Contrasting (light and
Session Guide
 Reminders for the Receiving
• Teachers
Preferably bold fonts must be used for
printed materials
• Take in consideration the adaptive
devices such as caps, sun shields, book
stand or reading stand, tinted lenses,
computers with speech and tape
recordings helpful to learners if
available in the community
• Provide more time for learners to
complete written activities
• Give the learner the grade he/she
earns. Giving much consideration may
not help the learner at all
Session Guide
 Reminders for the Receiving
Teachers
• Use the words “look and see” instead
of “touch and feel”
• Recommend the learner for a vision
test for further assessment

Session Guide
 Department of Education

Difficulty in
Remembering/Concentrating
 Characteristics of Learners with
Difficulty in Remembering/Concentrating

A. Physical and Motor Characteristics

1.Is slightly lighter in weight than most
children of his own group.
2.Is shorter in height than most children of
his own age group.
3.Walks with stooping shoulders.
4.Walks with uncoordinated swaying of the
arms.
5.Tendency to trip or stumble over objects
while walking.
6.Tendency to drop objects and articles.
 Characteristics of Learners with
Difficulty in Remembering/Concentrating
7. Has difficulty in maintaining balance while jumping,
hopping, and skipping.
8. Has difficulty in using scissors.
9. Has difficulty in using knives for slicing, paring, and
cutting.
10. Finds difficulty in typing shoelaces, ribbons or
sash.
11. Is unable to hold pen or pencil correctly.
12. Has difficulty in tracing circle, square and triangle.
13. Has difficulty in drawing a circle.
14. Has difficulty in drawing square.
15. Has difficulty in drawing a triangle.
16. Has difficulty in writing letters of the alphabet.
17. Finds difficulty in writing numbers.
 Characteristics of Learners with
Difficulty in Remembering/Concentrating
18. Has the following physical deformities:
a. Slanted eyes with coordinated eye muscles
b. Protruding forehead
c. Large protruding tongue
d. Wide face
e. Disproportionately short hands and fingers
f. Broad hands with fingers having square ends
g. Teeth that are pegshaped and chalky
h. Swollen eyelids and eyes that are half-shut
i. Short thick neck
j. Short thick legs
k. Large head
l. Disproportionately small head
m. Dry, course and scaly skin
 Characteristics of Learners with
Difficulty in Remembering/Concentrating
B. Personal/Social Characteristics
1. Tendency to be alone most of the time.
2. Easily cries.
3. Tendency to get angry at a slight provocation.
4. Lacks concern and attention to events and people
around him.
5. Talks and laughs in an unnecessarily loud voice.
6. Tendency to over react to events and people
around him.
7. Does not care about the feelings of others.
8. Does not laugh easily when confronted with
funny situations.
 Characteristics of Learners with
Difficulty in Remembering/Concentrating
C. Learning Characteristics
1. Has short attention span.
2. Has poor memory.
3. Has difficulty in comprehending
situations in communication.
4. Is easily distracted around him.
5. Has difficulty in finishing work that has
been started.
6. Perseverates or repeats unnecessary
action.
7. Has reversals in written work.
8. Has difficulty in relating isolated facts into
meaningful ideas.
 Characteristics of Learners with
Difficulty in Remembering/Concentrating
D. Spoken Language
1. Refuses to talk
2. Has the tendency to speak in words or
phrases instead.
3. Tendency to talk in sentences with
grammatical errors.
4. Has immature or improper vocabulary.
5. Tendency to have articulation problems such
as: a. Omissions
b. Substitutions
c. Additions
d. Distortions
6. Gropes for words to express himself
 Accommodations to Support Learners

1. Instructional Accommodation
a. Simplified instruction
b. Flexible time/schedule
c. Multi-sensory activities
d. Use pictures and mnemonics for
memory
e. Offer choices
f. Provide adaptive materials to cater
different learning styles (e.g. use
calculator in computing)
g. Token economy system
h. Provide more assistance
Accommodations to Support Learners

i. Group them in small group

discussion/instruction.
j. Use charts or songs to recall or review
academic concepts in different core
subjects.
k. Incorporate arts
l. Involve them in extra-curricular
activities such as: sports, clubs,
and scouting.
Accommodations to Support Learners

2. Environmental Accommodation
a. Carefully consider and monitor
seating arrangement in the
classroom.
b. Visual daily schedule
c. Arrangement of non-distracting
material.
d. Structure activities to foster
interaction
 Accommodations to Support Learners
3. Test taking/Assessment Accommodations
a. Provide thorough reviews before tests
b. Oral assessment for learners with poor
motor skills.
c. Reduce the number of items/
activities but still measure the
needed competencies.
d. Provide flexible time for learners to
complete written works or projects.
e. Give examples on how to answer
items in the test.
 SESSION ON TEACHING LEARNERS
WITH DIFFICULTY IN REMEMBERING
OR CONCENTRATING
What are Instructional Strategies?

 techniques used to help

students become independent,
strategic learners
 become learning strategies when
students independently select
the appropriate ones and use
them effectively to accomplish
tasks or meet goals

Session Guide
Instructional strategies can:

motivate learners help them focus attention

organize information monitor and

for understanding assess learning
and remembering

Session Guide
1. Cognitive Behavior Modification

analyzes the thinking process

involved in performing a task

a.Instruction by another person

b.Overt self-instruction
c.Covert self-instruction
 2. Modeling

learners learn appropriate

behaviors by observing and
imitating others

Session Guide
3. Multisensory Method

 based on the
premise that
some learners
learn best when
content is
presented in
several
modalities

 also known as
VAKT (visual-
auditory-
4. Behavior Modification Technique

a. Positive Reinforcement
Sensory stimulation may include
lights, sounds, music, tastes, smells
– preferred activities, favorite
foods and drinks.
Social reinforcers include
attention, approval, praise, hugs
4. Behavior Modification Technique

b. Fading
Positive reinforcement
must not be stopped abruptly
but gradually tailed off.

Session Guide
 5. Peer Tutoring

involves pairing a competent

student with a student who
has difficulty in a
particular academic area
also used to improve social
skills
 6. Projective Techniques

may be used by the teacher

to encourage students to
project or express their
feelings and emotions
Creative activities:
provide an opportunity for
the learners to express
role playing feelings and reduce
frustrations with few
puppetry constraints
 7. Group Learning

Learners often do better

when they are in a group
because behavior difficulties
become lesser and learners
motivate each other. Giving
them tasks to accomplish
boost their concept of
responsibility.
 8. Play-Based Learning

use to teach them cognitive

skills while playing
 9. Individualized Instruction

also known as differentiated

instruction

can be done by differentiating

the
• Content (what is learned)
• Process (how the content is
taught)
• Product (how the learning is
observed and evaluated)
 10. Task Analysis

Breaking down a complex

task into simple sub-tasks.
This will help frustration
level down and enable learning
to take place.
 11. Arts and Crafts Approach

an approach that

utilizes
available
appropriate low-
cost and craft
materials for
the development
of different
teaching-
learning