July __, 2009

Sr. Agnetia Naval, SFIC

SPED Coordinator
Bahay Kalinga Development Center
Barangay Kristong Hari
Quezon City

Dear Sr. Agnetia,

Greetings of peace!

I am Geraldine G. Aquino, a third year Education student of St. Joseph’s College of

Quezon City. I would like to seek permission from your good office to allow me to
have an observation in your school. This is in compliance to the partial fulfillment of
our subject, Field Study III, which aims to expose us to the teaching field.

Thank you in anticipation for your positive response regarding this matter.

Respectfully yours,

Geraldine G. Aquino
BEEd-SpEd. III

Noted by:

Ms. Nelia G. Prieto

Chair of Education Department
Field Study Professor
 EDUCATIONAL TECHNOLOGY

MODULE FOR CHILDREN WITH SPECIAL NEEDS

Prepared by: Geraldine G. Aquino BEEd-SPED III

Learners

I. School: Saint Joseph’s College of Quezon City, Special Education Department

II. Level: Early Intervention

III. Students

The class under the supervision of Ms. Editha Cruz is consists of five students,
[3 boys and 2 girls] and each of them has special learning needs.

Gless – A 6-years old non-verbal child with mild autism.

*As for her excessive self-stimulation, she exhibits repetitive body movements
[hand-flapping and turning around her head]

*She already developed her eye-to-eye gaze with other people.

*She displays violence such as hair pulling when she becomes agitated.

*She loves to imitate actions that go together with songs and rhymes

Lucho – A 7-years old non-verbal child with mild autism

*He exhibits a limited eye gaze

*He walks on tiptoe

*He loves to hum and listens to songs

Iggo – A 6-years old child with mild autism

*He is hyperactive and exhibits repetitive behavior [whirling and hand-flapping]. He

does not get tired easily.

*He has limited eye contact when having a conversation with other people.

*He loves to dance [jumping and wiggling]

Kharrisa – A 7-years old non-verbal child with mild cerebral palsy

*She has poor balance and equilibrium in walking.

*She is always drooling

*She is a very sweet child and loves the warmth and close proximity of the people
who surrounds her.

Karl – A 6-years old child with mild autism and speech delay

*Sometimes he exhibits behavior, which interferes to their class [screaming and

shouting]

*He loves to mimic his teacher.

IV. Learning Style Preferences and Motivation

According to Teacher Edith, her students preferentially take in and process

information in different ways. Karl, Kharrisa and Iggo are visual learners, and they
prefer to study big pictures, illustrations, and educational films [e.g. barney and
dora]. On the other hand, Gless and Lucho are auditory learners, and they react
positively to songs and music in class. Teacher Edith uses these learning styles of
her students to match to her teaching methods. She uses instructional material that
has a combination of pictures, sounds and concrete materials.

Generally, if something is meaningful for a person, they are more likely to be

motivated to learn, more likely to find intrinsic value in the work itself. However, it is
possible for something to be important for an individual to learn but not enjoyable
for them to engage with it. Hence, Teacher Edith utilizes the prior knowledge of her
students and their own experiences in her learning content. But she said that
sometimes her students are not intrinsically motivated and the use of rewards or
token system could be very effective.

 Learning Content

I. Subject Matter: Science and Health

II. Time Allotted: 1 hour

III. Topic: Mother Animals and their Young’s

IV. Learning Objectives:

At the end of the lesson, the students would be able to:

a. match the mother animals to their young’s

b. identify the sounds and actions of the animals [dog,cow,chicken,duck,bird]

by imitating the teacher

c. participate actively in the discussion

 d. follow simple directions

e. show love and care to their mothers

V. Instructional Materials:

Magic Box, Pictures of the mother and baby animals

[dog,cow,duck,chicken,bird], LCD projector, Video of “Old Mcdonalds had a farm”,
prepared powerpoint presentation of the story entitled “Missing Babies”,
Instructional Program for evaluation, stars for rewads

VI. Procedure:

A. Daily Class Routine

• Greetings and Prayer

B. Motivation

• The teacher will play a video of a song entitled “Old Mcdonald had a farm”
and asks her students to imitate the sounds of the animals with her.

Dog- bow’aw’aw Bird – tweet’tweet

Cow- moo’moo’moo

Chicken – bok’bok’

Duck – quack’quak

C. Presentation of the lesson

• The teacher will ask the students to pick one mother animal in the magic box
and tell them that they will be having a story about those animals.

• The teacher will ask her students to act the movements of those animals that
they have picked by imitating her.

Dog – hands on the head as the dog’s ears

Cow – walking in place, one hand is swaying at the back as the cow’s tail

Duck – hands in front of the mouth in close-open movement, sway the back

Chicken – flap the shoulder and elbow

Bird – wide arm flapping

• The students will act the movements of the assigned animals to them with
the guidance of the teacher then without the guidance of their teacher.

• The teacher will praise her students for completely following the directions
and give stars to them.

• The teacher will present the guidelines/rules in listening/watching to a story

a. Listen carefully

b. Sit properly on your chairs

c. Eyes in front

d. Keep quiet

• The teacher will present the story through powerpoint presentation [w/
pictures]

“Missing Babies”

One Sunny day, all the mother animals come together for a meeting problem.
All their babies have gone missing.

Mother dog said, “aw’aw’, I left my puppy playing with his ball at the garden
and when I got back, he’s no longer there.

Mother cow said, “moo’moo, I left my calf eating grasses at the field and
when I got back, he’s no longer there.

Mother chicken said, “bok’bok’, I left my chick eating grain inside our home
and when I got back she’s no longer there.
 Mother duck said, “quack,quack, I left my duckling swimming in the pond and
when I got back, she’s no longer there.

Mother bird sobbed, “tweet’tweet, I left my birdling sleeping in our nest and
when I got back, he’s no longer there.

“aw’aw,moo’moo,bok’bok,quack’quack,tweet’tweet…can you help us to find

our young’s?”

• The teacher will show a red cardboard as their cue that the story is finish.

• The teacher will praise and give stars to the students if they comply with the
rules in story telling.

D. Discussion of the lesson

• The teacher will ask the students to help the mother animals to find their
young ones.

• The teacher will post the pictures of the baby animals and ask each of her
students to match them to the mother animals that they have picked from the
magic box.

• The teacher will ask her students to act the movements as well as the sounds
of the assigned mother animals to them, as they match the mother to their babies

• The teacher will check the answers

A. Dog-puppy

B. Cow-calf

C. Chicken-chick

D. Duck-duckling

E.Bird-birdling

• The teacher will provide rewards[stars,praises] for a job well done

E. Valuing

• The teacher will remind her students to ask for the permission of their
mothers before they will leave their home because they may worry for them. It’s a
way of showing love and care to their mothers

• The students will realize that asking permission from their mothers is
important.

VII. Evaluation

• The teacher will present an instructional program, which consists of slides

where the students can test, their understanding about the lesson.

First slide----the mother animals

Second slide-----sets of baby animals from where they can choose [by pointing]

Third slide-----sad face [wrong answer] happy face [right answer]

• The teacher will give stars to her students if they get happy face and a next
try to those who will get a sad face

VIII. Assignment

• The teacher will ask her students to bring a picture of their own with their
mother.

Prepared by: Geraldine G. Aquino

✿Learning Environment/Setting

The prepared lesson plan about the Mother animals and their young ones
will be set up in their classroom. In order to have a conducive learning environment
the following guidelines are need to be considered.

1. Get the room ready. Have all materials in place [LCD projector must be tested
first before the proper lesson]

2. Ensure that the spaces around the learners are tidy and items are neatly
arranged in boxes. [A person with autism may well have a different experience of
personal space from most other people]

3. The chairs should be properly arranged in a way that they have enough spaces
in between.

4. The setting should be decorated in a way that takes account of the sensory
needs of the learners. There is clear evidence that that those children with autism
are profoundly affected by the colors around them and the textures of materials
close to them. [Use adopting colors such as light blue or gentle aquamarine and
sea green to create calm ambience. Avoid harsh and abrasive materials]

5. The classroom should be free from irrelevant noises.

6. Arrange the setting in a friendly manner. Get the learner’s attention – which is
not easy thing to do. Send a signal that the lesson will be interesting and different.

✍Note: Optimum learning conditions are achieved by developing environments,

which are:

✓safe

✓healthy

✓calm

Theoretical Framework

A further difficulty that is acknowledged among people with special needs

especially those children with autism is interference in their executive function or
the mechanism by which people move attention from one thing to another. They
depend upon routines. Hence, I made up a lesson plan for these learners based on
the techniques and principles of the behaviorist, wherein I state my objectives in
an organize way and employed activities that would enable them to respond to cues
and stimuli. These cues would serve as their signals to work on the next assigned
activity for them. [e.g. for having learned that the color red means “finish or stop”
or stating rules in story telling activity]

I also adapted the modeling theory [imitation of other’s behavior and of

vicarious experience], which is a major outgrowth of the behavioral learning theory
tradition. I ensure that the learners go through its four processes. [1] Attention- the
ability of the learners to attend to the teacher who made the movements and
sounds of different animals is influenced by factors in their own experience as well
as in the situation{most of the learners love to imitate their teacher} [2] Retention-
The learners with their teacher rehearsed every movements and sounds that they
have made. [3]Reproduction- The teacher match the learned movements and
sounds of her students in another activity which is the mother and baby animals. [4]
Motivation- The learners are well motivated to produce the behavior because of
external incentives such as receiving praises and stars.

Giving rewards and praises is also emphasized. It shaped the behavior of

the learners in order to positively response in the discussion. An instructional

program for evaluation is also provided. It aims to check the understanding of the
learner about the lesson through a series of slides that has self-evaluation at the
end. This program serves as the main role of educational technology in the
behavioral approach.

This lesson plan is not purely an application of the behavioral learning

theory because I don’t want that my learners are like robots. They should be the
center of the teaching-learning process. I used some of its principles because they
aligned to the unique needs of these learners. But, in general, I aim to maximize
their potentials and response to their holistic being.
 EDUCATIONAL TECHNOLOGY
INSTRUCTIONAL ACTIVITIES

Prepared by Geraldine G. Aquino BEEd-SPED III

Online Sources: www.atozteacherstuff.com/lessonplans/

http://www.earlychildhoodlinks.com/teachers/lessonplanselementary.htm
http://www.teach-nology.com/teachers/lesson_plans/
Reference: Hughes, Lesley. Understanding and Supporting Children with ADHD.2007.

I. Learners: Children with Attention Deficit Hyperactivity Disorder - 10

(Preschool)
Children with ADHD have a deficit with information processing and not a
cognitive distortion. A combination of seatwork and physical activity, scaffolding
visual motor tasks, teacher feedback and reinforcement is just some of the ways to
improve their learning. Games is very appropriate for them to regulate their high
intensity of behavior/ movements.

II. Subject Matter: Mathematics

Learning Environment: Classroom Activities

III. Topic: Counting numbers 1-10

IV. Objectives: At the end of the lesson the students would be able to:

a. recognize number and their correct order

b. count the numbers from 1-10

c. participate actively in the class

d. show eagerness in learning mathematics

e. follow simple directions

V. Instructional Plan

a. Motivation Activity: Method (Singing a song/Questioning)

Materials: LCD, CD player, power point presentation of the song with

pictures, and the counting numbers from 1-10, CD of twelve days of Christmas.

Procedure:

1. The teacher would let the students to know that the Christmas is near and ask
them if they count the days and nights before Christmas day. She would inform her
students that 90 days from now is Christmas day.

2. The teacher would play the song of twelve days of Christmas.

3. The teacher would ask her students to sing her prepared song (to be presented
through power point) in the tune of twelve days of Christmas.

Jim and Rosie went out walking and What did they see?

Ten flowers dancing

Nine rabbits hopping

Eight chickens hatching

Seven children chatting

Six squirrels scuttling

F I V E sailing boats

Four flying kites

Three brown cows

Two scarecrows
 ...and one duck quacking for tea!

4. The teacher would ask her students if how many duck, scarecrows, cows, kites
etc. that the song has.

5. The teacher would present a presentation with pictures and the counting
numbers from 1-10 and ask her students to count with her.

Analysis:

Enhancing this instructional activity deals a lot of consideration when it

comes to the learners with ADHD. They have difficulty in focusing to different tasks.
Hence, at first phase of the lesson, their attention should be caught. This is possible
when the teacher would give an activity that is appealing and relevant for them. I
think this motivation activity with the use of audio devices and LCD projector is
suitable, since visual motor task is pleasing for them. The teacher would be able to
introduce the concept of counting numbers in not so straining way but in a form
that they can easily relate which is adding a pinch of the theme of Christmas.

b. Information Activity: Method (Counting the Bears: Game)

Materials: Boegehold, Lindley (1999). The Gummi Bear Counting Book, a

sandwich bag for each student in the class containing ten gummi bears, cut outs
in the shape of bears with the numbers one through ten written on their
stomach.

Procedure:

1. The teacher would introduce the book, The Gummi Bear Counting Book . As
the story is being read to the students place the teddy bear cut outs on the
 blackboard which display the corresponding number. After the story is
completed, as a class, review the bears on the blackboard by counting aloud
together.
2. The teacher would explain to the student that they will each be given a bag
that has ten gummi bears in it. (Make sure to enforce the rule that they are not
to eat them until it is snack time! )
3. The teacher would also show the bear cut outs they will receive and show
them how they each have a different number on them.
4. After the material is passed out, the teacher would begin the game by calling
out a number one through ten.
5. The task of the student is to find the bear that has that number on its
stomach and using their gummi bears show that number on their cut out. It is a
great idea to have bears already made displaying the correct number of gummi
bears to use as an aid in checking the answers.
6. The teacher would explain to her students that counting numbers is really
useful in different situations such as buying fruits and vegetables with their
moms (e.g.Their moms would ask them to help her to buy two tomatoes, three
potatoes, five mangoes)

Analysis: This activity would be helpful for the learners to understand the concept of
counting numbers. In using the book of Gummi Bear the teacher would be able to
introduce the figures of counting numbers 1-10 (Declarative Information). Through
the game the teacher would be able to attend to the relationship of those counting
numbers to each other that they should be in order (Structural Information). In the
last part the teacher would be able to present the usefulness of counting numbers
in real life (Conditional information)

c. Orientation Activity: Method(Numerical Hide and Seek: Game)

Materials: Index cards cut into the shape of their pets cat, dog, fish, with
numbers 1-10 written on them, CD player, CD of one little two little three little
indians, Chart of 1-10

Procedure:

1. The teacher would inform the students that after they have learned the
 numbers from 1-10 they need to know how to arrange it.
2. The teacher would show the number cards to the children and tell them that
the numbers are going to play hide and seek.
3. The teacher would ask her students to close their eyes while she hide the numbers
in
the classroom.

4. The teacher would let her students to loose and find the numbers ( play the
CD as they search for the numbers)When they do the teacher would ask them to
arrange them in order. For assistance the teacher would present a chart of 1-10

Analysis:

In this phase of the lesson the students must be able to link (prior knowledge)
to the present information. For this activity, the teacher connects what her students
have learned about the figures of numbers to the knowledge of arranging these
numbers. This clearly emphasizes that the main goal of this activity is to teach the
children that these numbers from 1-10 should be take into order. Using of audio
devices is good, but be sure that the song is relevant to the lesson. It will somehow
serve as a guide for the students. A chart is also a good visual aid for them.

d. Application Activity: Method(A Journey to Remember: Role Playing)

Materials: wide space, 10 apples in a box, six pebbles for each students,
seven flags, name plate for each places: field of apples, stream, mountain, stars for
reward

Procedure: The teacher would ask her students that before that will have a
role playing. She would tell them that for that day, they will take the role of a boy
scout and girl scout who have to go in a journey. She would ask her students to
imagine all the places that she will tell about and make believe that they are really
there. The teacher will instruct them what to imagine and let her students to act it.
Through out the journey the students would meet the following situations:

Before the start of the journey the teacher would ask her students to make three
hops to reach the field

a. going to the field of apples and counting the apples there (to be put in boxes)
The teacher would ask her students to make four little steps to reach the stream

b. taking off their shoes and feel the cool water on their feet as they count the
pebbles on the box
The teacher would ask her students to make two hops to reach the foot of the
mountain.

c. climbing the mountain and counting the flags that they would see.
End of journey. The teacher would give stars to her students and praise them for
being a good boy scout and girl scout

Analysis:

Since Children with ADHD exhibit a lot of movements this activity is very
appropriate for them to regulate their behavior and at the same time to apply what
they have learned in the previous activity. The teacher will guide the students along
their journey as they meet to different situations in counting numbers. It is a guided
practice but reinforcing feedback is provided by the teacher if her students are able
to follow her directions and keep on attending to their tasks. Providing tangible
objects to count in this activity is good for the learners to have an authentic
learning. Providing meaningful and authentic learning experiences help learners
apply course concepts and achieve the course objectives

d. Evaluation Activity: Method (Paper and Pencil Test)

Materials: Prepared
Worksheets, stars for r

Other worksheets is found at

http://www.first-
school.ws/t/numbers/worksheets-12-
days-christmas/
Analysis:

This activity would help the teacher to determine if her students have achieved
something on the lesson. Paper and pencil said to be misused today but it still
depends on how the teacher will present the test to the learners. In this case the
use of worksheet incorporating the theme of Christmas (that was presented at the
motivation part )will help the teacher to evaluate the learners understanding of the
lesson in a way that she will maintain the focus of the learner to the lesson. At the
end of the lesson the teacher should provide feedback for the performance of the
learners. The teacher may provide stars as a form of reward to those who
participated well in the class. In the class of special education, checklist is use as an
evaluation tool to check if he “pass” or “fail” in the assigned task

Generalization

Learners must be the center of the classroom instruction. The activities must
consider the needs, interest and learning styles of the students. Instructional
activities should not only respond to the enhancement of the cognitive skills of the
students but also to their affective and motor skills. Motivation phase of the lesson
must catch the attention of the learners because it serves as the springboard of the
teacher in her lesson. The Information phase should be understandable for the
learner for them to easily remember the concept of the lesson. The Orientation
phase should be aligned to the prior knowledge of the students. The Application
phase should provide authentic experiences to the learners and lastly, the
evaluation phase must not cause strain to the learners but instead it serves as a
good tool to assess their understanding

Integration of technology in the classroom instruction provides meaningful

learning in the classroom. It can help the teachers to reach the diversity of the
students in the class.