Understanding Categories of Learners with Disabilities

I. LEARNERS WITH DIFFUCULTY IN DISPLAYING

INTERPERSONAL BEHAVIORS
Introduction

Misbehavior of learners is one of the common challenges faced

by teachers in classrooms around the world. Misbehaving can be a
result of lots of stress in a person at an early childhood to old age,
caused by lots of factors, namely: intrinsic or extrinsic to the individual
that leads to difficulty in displaying interpersonal behaviors.
Sometimes, it is intensified by many situations. When not addressed,
learners develop deep problems that can lead to Emotional and
Behavioral Disorders.

Learners with difficulty in displaying interpersonal behaviors

can hurt other learners and teachers and make environment unsafe.
It is the fundamental right of every child to be given equality
education just like regular learners.
Various interventions, behavioral support, accommodations
have been designed for schools and teachers that can be integrated
school-wide in every classroom.

Description
Difficulty in displaying interpersonal behaviors is one of the
conditions that affects the social, academic, emotional, behavioral
aspects of the learner. Learners having difficulty in displaying
interpersonal behaviors are manageable however learners displaying
severe and profound aggressive behaviour should be subjected for
further observation and assessment by medical practitioners like
psychiatrist, psychologist and neurologist to identify if the learners
have Emotional and Behavioral Disorder (EBD). This condition
hinders the learner from functioning effectively in school, family and
community leading to difficulty in making and maintaining friends,
interacting with people in authority and creating and maintaining
family relationships.
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Indicators

Common Indicators of Learners with Difficulty in Displaying

Interpersonal Behaviours (Inciong, T., Quijano, Y., Capulong, Y.,
Gregorio, J., Gines, A., 2007)

1. Bullies and threatens classmates and others

2. Initiates physical fights
3. Has little empathy for others and a lack of appropriate
feelings of Guilt.
4. Lies to peers or teachers
5. Steals from peers or the school
6. Shows fearfulness and apprehension
7. Has difficulty in mingling/interacting with others
8. Has low self-esteem masked by showing boldness
intended to impress or intimidate
9. Afraid of consequences of activities
10. Constantly seeks affirmation from others.
11. Deliberately annoys others.
12. Worries about things that might happen or have
happened.
13. Criticizes self and others.
14. Avoids things or places or refuses to do things or go
places
15. Expresses feelings of worthlessness, hopelessness
16. Blames self and others for one’s mistakes or misbehaviour
17. Has lack of interest to classroom/school activities
18. Thinks or talks repeatedly of suicide
19. Afraid of failure, rejection and embarrassment
20. Avoids work activities that involves contact with others
21. Good at flattering and manipulating other people’s
emotions
22. Has the tendency to use and abuse prohibited drugs and
alcohol
23. Defies and refuses to comply with rules and teacher’s
requests

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Accommodations
Learners experiencing difficulty in displaying interpersonal and those
diagnosed with EBD by medical specialists have to be provided with
adequate instructional environment supportive social-emotional climate,
and systematic process of identification and intervention in schools
(Smeets 2009).

The following accommodations are recommended for these learners:

(Center for Mental Health in Schools-UCLA, n.d)

To establish an ADEQUATE INSTRUCTIONAL ENVIRONMENT

1. Arrange classroom setup to foster calm and safe environment and

accommodate wide range of motivational and developmental variation
among learners.
2. Provide ‘study buddy’
3. Provide equal opportunities among the learners
4. Clearly state posted expectations and consequences
5. Assist student in setting short term goals
6. Place the learner near a door to help them feel they can quickly leave
the classroom or sit beside the teacher.
7. Develop private signal from learner to teacher to request help or
directions
8. Instruct learner to answer in a moderate voice.
9. Adapt assignment to minimize writing
10. Give frequent short quizzes rather than long exam
11. Grade performance relative to own growth and improvement
12. Inform learner on his/her time to recite.
13. Asks simple questions regarding learners’ knowledge.
14. Extend time for enrichment/remediation.
15. Give clear instructions to the learners.
16. Allow tests to be taken in a quiet and distraction-free environment.
17. Modify test items based on the learners learning level.
18. Inform the learners’ schedule of the upcoming examinations.
19. Minimize destruction by providing individual desk, provide free access
to different parts of the classroom, make teacher desk relatively
accessible for every learner and classroom rules must be visible.

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 20. Alternate short concentrated work periods with breaks.
21. Identify teaching-style/student match (e.g. structured, nurturing, etc.)
22. Small group instruction
23. Alternate high and low interest tasks
24. Provide choice of tasks
25. Utilize areas of strength to encourage expression
26. Reduce amount of required copying from board
27. Adapt assignments to require less writing
28. Reduce workload when signs of frustration are noticed

To establish a SUPPORTIVE SOCIAL-EMOTIONAL CLIMATE

1. Use positive reinforcement in the class

2. Provide reassurances and encouragement vs. correction/lecturing and
criticism
3. Catch them being good: complement positive work and school behavior
or compliant behavior
4. Establish and regularly use a hierarchy of consequences for rule
infractions. Make sure that the student understands the expectations
and consequences.
5. Identify the reasons of misbehavior
6. Strengthen social skills among learners
7. Validate learner’s perspective and feeling
8. Provide opportunities that will help learners achieve sense of
competence, control, and relatedness
9. Provide learners with techniques to take instead of misbehaving (e.g.,
options to withdraw from a situation or to try relaxation techniques)
10. Help learners enhance their motivation for overcoming misbehavior. (e.g.
developing a positive attitude towards school)
11. Assign leadership tasks among learners with EBD
12. Notice when any change in the routine expected
13. Entrust the learners to school nurse, a resource teacher, the librarian.
whom she/he feels comfortable with.
14. Form a buddy system in a class or seat near good role model
15. Set clear rules with the leaners and post them visibly within the
classroom. State the rules in positive terms, use clear, concrete, and
concise language, identify specific expected behaviors and use
illustrations when necessary.
16. Privileges should be given daily, weekly or quarterly and must only be
given for every positive behavior.
17. Provide frequent realistic and constructive feedback on learner’s
successes and areas of concern.
18. Involve parents and discuss the problem and what interventions will be
given
19. Explain how they can avoid the misbehavior to happen again

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20. Make an agreement with the parents to work with the teachers in
monitoring the learners
21. Avoid using learner as negative example to others
22. Focus and utilize areas of strengths, talents and accomplishments
23. Provide opportunities for students to display responsibility and provide
assistance to others
24. Encourage cooperative learning tasks

To institute a SYSTEMATIC IDENTIFICATION AND INTERVENTION

1. Identify reason for misbehaving, if not sure, try to assume that

misbehavior is unintentional and clarify the reason.
2. Identify sets of problem behaviors with matching interventions or steps
teachers must follow before, during and after learners exhibit such
behavior based on gravity and urgency.
3. Formulate a plan on how the matter will be resolved such as policy on
appropriate interventions teachers, guidance counselors, parents
could use: reinforcement(positive, negative or differential); precise
requests; clear, unambiguous behavior rules; continuous positive
feedback; and hierarchy of sanctions ( Fletcher-Campbell and Wilkin,
2003; Landrum, Tankersley, and Kaugmann, 2003, Smeets, 2009),
behavioral contracts, time out procedures, social skills instruction
(Montana Office of Public Instruction)
4. Provide direct and systematic instruction in social skills(Gresham,
Elliot and Black 1987, Chen, 2006, Smeets, 2009)
5. If the misbehavior persists, revert to a firm but no authoritarian
statement indicating it must stop or else consequences indicated in
the school book shall be implemented
6. As a last resort use crises back-up resources (ask learner’s classroom
friends to help or call for help from back-up personnel such as school
guidance counselor
7. Throughout the process, keep the situation calm and handle it with
protective demeanor.
8. Speak softly in non-threatening manner if agitated
9. Provide feedback: positive feedback for attention to task, short term
reinforcers (happy face, check mark, star, in-class rewards) and long-
term (accumulate points for rewards at home)
10. Prudent use of negative consequences
11. Establish a behavior contract with realistic goals
12. Use time-out procedures appropriately.

TEACHING STRATEGIES

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 Addressing Problem Behaviors and Developing Positive Behavior in Classroom
(State of Washington Clover Park School District, Child Study and Treatment
Center and Seattle University School of Education, 2005)

Problem Behavior Desired Behavior Strategies/Interventions

Use of Express self in Clearly define offensive and non-
inappropriate non-threatening offensive language
language in manner
classroom
Post a list of offensive and non-
offensive words and provide
instruction about what type of
language to use where, when and
with whom.
Send list home to family members
and ask them to model appropriate
language at home.
Establish link between self-esteem
and language
Teach about emotions. Post a list of
feeling words in the classroom.
Discuss how specific emotion feels,
how the body looks and how it affects
thoughts, actions and words.
Teach alternative ways to express
anger such as (a) finding a quiet
place to calm down, (b) crying in
privacy, (c) squeezing a stress ball, (d)
taking a walk, (e) breathing deeply, (f)
giving oneself a time-out, (g) writing a
letter, (h) doing self-soothing
exercises.
Encourage students to find someone
they feel comfortable talking to and
have them share their feeling on a
daily or as-needed basis.
Role-play strong emotions.
Provide feedback without drawing
negative attention to the problem
behavior.
Create incentives that is class-wide
involving use of appropriate
language.

Refuses to follow Follows directions Clearly define problem. (a) Track

directions by or and cooperating in behavior, noting when it happens,
cooperate with class what is going on before, during and
after noncompliance and its

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adults/participate frequency (b)look for patterns, (c) talk
in activities with learner (d) determine cause like
wanting attention, unable to express
self in appropriate ways, lack of
social skills, low self-esteem,
inattention, (e) choose strategies
based on reason, monitor progress
Develop plan with learner and
parents. Be very clear with learner on
expectations and allow learner to give
feedback.
Use simple directions with short,
exact, clear words. Use do words and
avoid phrasing requests as questions.
Be near learner before giving
directions, make sure to get attention
and ask to repeat or for
understanding.
Develop a consistent pattern of
response to noncompliance using
direct requests.
Try to minimize the energy and
attention given to learners who is
noncompliant but know when to
ignore or pay attention.
Know when to address
noncompliance in a positive manner
by developing a fair and progressive
set of responses and be consistent.
Directly teach compliance through
demonstration or modeling of
directions/intructions.
Empower learners in a positive way
through giving him/her jobs to
practice following directions.
Use positive reinforcement wisely.
Determine if needed for a certain
situation.
Lies at home, in Honest with Post rules and values in a visible
school and in the themselves and location in the classroom and discuss
community to others. what each rule or value means and
family, peers, staff how to show the rule or value.
and community
members
Discuss why people lie and how one
feels if lied to.
Recognize and encourage honest
behavior.
Do not punish honesty.
Role-play honesty and emphasize
importance of being honest and
practice telling the truth in different

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 situations specially in tough
situations.
Read stories about being honest.
Refer to school counselor in extreme
cases.
Touches others Keep appropriate Teach learners every individual has
inappropriately distance different boundaries and needs to
(e.g. touching too (respecting respect personal space.
much, too hard, or personal
in places that are boundaries) from
uncomfortable to others and use
others) touch in
appropriate
manner
Respect cultural differences by
discussing how different cultural
groups touch others.
Recognize cultural biases, help
learners identify their own and their
difference with other people.
Teach about personal bubbles
through activities to gain
understanding in young learners.
Define boundaries as being “at an
arm’s length” for older learners.
Discuss and encourage alternatives
to intrusive touching such as
handshakes, holding hands, pats on
the back, side hugs as well as non-
touching alternatives (drawing
pictures, singing songs, doing cheers
or using words to express positive
feelings for others).
Teach alternative strategies for
positive attention as substitute in
using touch to get attention(poking,
grabbing, hitting).
Clearly define space boundaries(e.g.
use masking tape on floor, boxes
around desks where students are
supposed to sit, make pathways
within the classroom or put x’s on
floor where to learner suppose to
stand.
Use carpet squares, pillows, table
mat to define own spaces during
circle time, snack time, meeting time.
Arrange seating, activities and space
in the classroom to minimize
interactions or maximize supervision
of them between learners who are
likely to have difficulty with touching.

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 For learners with histories of
boundary violations/abuse,
collaborate with parents and
professionals to develop a safety plan.
Maintain confidentiality.
Exhibits behaviors Recovers from Support learners following upsetting
that suggest upsetting event by allowing him/her to find a
anger, frustration, events/situations. quiet place or have a walk to calm
and an inability to down self or encourage to talk. Ask
cope with the whether the student would like
demands of the company or would rather be left alone
current and keep checking if he wants to be
environment. alone.
Use assistive techniques as follows:
(a) using a chart that shows facial
expressions and labels emotions, (b)
drawing a picture or series of pictures
related to the event and associated
feelings, (c) using dolls or figurines to
help describe the interactions that
occurred during the event, or (d)
acting out the actual event
Process the event through use of
active listening, reflection, and
paraphrasing to help the student
discuss the event. Acknowledge the
difficulty in talking about an
upsetting event, and support the
student’s efforts
Let learner know how well they are
doing as he/she relaxes/calms down
through positive statements and
expect increased emotions during
this time.
Be patient with the recovery process
as there are highs and lows, calms
and storms as it continues and allow
students to proceed at their own pace
and given level.
Develop a timeline to discover what
occurred, as well as when and how
and record on paper.
Decide through the decoding of the
information given whether to
continue, bring in another
professional, involve another student,
or refer the student to a professional.
Use known information about
available community, therapist, and
family support systems.
Draw conclusions about the reasons
for the student’s difficulties, such as
(a) limited coping skills, (b)

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 unrealistic expectations for oneself or
others, or (c) possible mitigating
factors outside of school (e.g., family
problem) and draft recommendations
to address what the student needs.
Transition student back into
classroom when appropriate. It is
necessary to remember that learners
have expended a great deal of energy
-- mental, physical, and emotional –
and it may be appropriate to offer
some rest, a snack, or other modified
activities.
If the issue is primarily a lack of
skills, specific scripts may be selected
or developed to model and role-play
solutions, either individually or in a
group setting.

When cognitive distortions (i.e.,

unrealistic expectations) are present,
reviewing and challenging the
thinking processes that perpetuate
faulty reasoning may be of help
through classroom activities to help
identify the relationship between
events, emotions, thoughts, and
behaviors. Helping students to
understand what is possible to
change versus what is not possible to
change, as well as building a plan to
support their successes will surely
have a positive impact on them.
Destroys property Respects the Clearly define problem
property of others,
as well as their
own
Encourage self-monitoring. Help
learners understand the
triggers(name-calling, someone
bumping into students, anxiety
brought on by another event or
concern, or an apparent unknown)
for destructive behavior and
encourage them to watch out for
these triggers when they occur. If the
trigger can be identified, it is possible
to help students deal with their
anxiety. If the trigger is not
identifiable, students can learn to
read their own body cues (e.g., tight
muscles, rapid breathing, sweaty
hands). When teaching learners to

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recognize and monitor these cues,
teach them ways to control the cues,
such as deep breathing, relaxation
exercises, walking away from negative
situations, or finding someone to talk
to about their concerns.
Give verbal or nonverbal cues that
are clearly defined and agreed upon
to help learners track their own
reactions and behavior.
Maintain a calm tone and presence
when a student is losing control to
help defuse the situation and avoid
negative outcomes. If the teacher gets
upset or angry, students will pick up
on these cues. As a result, the
situation will intensify, and feelings
will escalate.
Promote communication and
understanding. Ask students why
they think they are destructive at
times. Listen to what they say in a
nonjudgmental manner. Help them to
elaborate on what they were feeling
during a recent incident, using “I-
statements.”
Discuss alternative approaches
students could have used to address
the issue or solve the problem, as
well as possible outcomes of each
choice. Have students choose which
one would have been the most
beneficial.
Help students who are out of control.
(e.g., not listening or hearing others,
not responding to cues, yelling,
throwing/breaking things, dumping
tables/chairs/desks,). Teachers and
staff need to physically intervene to
take control of the situation by
removing these learners from the
group and give them a time out in an
area where they (and others) will be
safe.
Help students to define steps toward
resolution and taking responsibility
for one’s behavior then rehearse what
will happen when they transition
back into the classroom and how to
resolve any remaining topics or
feelings students might have.
Once students have calmed down
and talked about the incident, they

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 need to assess the damage done
during it and what needs to be done
afterwards such as replacing
damaged article, cleaning the
classroom or do recycling, and
writing or drawing an apology to all
that have been affected by their
actions.
Coach them through apologies since
this is very difficult for children (and
adults alike). Structure the situation
so it may be successful for the
learners and promote a positive
outcome, such that no one is left
feeling humiliated.
Model respect and pride in
ownership. Clean up or fix broken
things quickly to send the message
that people care about the
classroom/school and the things in
it. Discuss the need to respect one’s
own property, as well as that of
others and to take pride in their
surroundings, both at home and at
school.
Harms others with Manages self to be Develop individual contracts with
physical contact, harmless and safe learner to address tendencies toward
such as hitting, with peers and being aggressive and possible related
biting, or kicking staff skill deficits. Help them to monitor
their progress over time, adjusting
the contract as needed to promote
more appropriate behavior.
Use positive reinforcement by helping
them to identify improvements and
positive changes they have made then
reinforce these changes with praise
and attention.
Separate learners who are most likely
to fight, and only allow contact in
highly structured interactions that
are closely monitored.
Develop a consistent response to
aggression and the resolution of
related conflict.
Provide a quiet area for students to
go when feeling frustrated, feeling a
desire to hurt others or when needing
to de-escalate.
Talk to the student about (a) What
caused the frustration to build? (b)
What are other ways to handle
frustration? (c) What could the
student do if the same situation arose

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 again? (d) What needs to happen for
the student to return to the
classroom or learning area?
When there has been a conflict or
physical encounter, allow time for the
students to calm down. Brainstorm
with students, and develop a list of
ways for them to relax when they are
feeling frustrated (e.g., deep
breathing, counting to 10).
Use role modeling for social skills
training to the entire class that will
reinforce positive, appropriate
interactions with others. Specific
topics to address include (a) starting
a conversation, (b) asking a question,
(c) introducing oneself, (d) giving and
receiving compliments, (e) asking for
help, (e) joining in and dealing with
feeling left out, (f) expressing feelings,
(g) sharing something, (h) helping
others, (i) negotiating, (j) using
selfcontrol, (k) responding to teasing,
and (l) making a complaint. Specific
lessons to teach these skills can be
found in the resources below.
Argues, have an Communicate with Model or imitate positive
attitude and adults in a positive communication.
engages in power manner
struggles
Teach positive communication to help
learners to learn and master these
skills, as well as promote positive
experiences with others.
Show respectful attitude. If a quiet,
firm, and caring attitude is used, it
elicits more positive attention and
response from children, even if they
are very argumentative.
Use “parroting back” techniques. This
is sometimes called the “broken
record” technique. A direction is given
in a calm, even voice. Students do not
appear to have heard the direction.
Rather than confront the students
and introduce argument-like
behavior, repeat the same direction in
the same tone of voice. If needed, it
can be repeated even a third or fourth
time, still in that same calm tone of
voice.
Help learners understand negative
consequences of arguing. Have an

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 atmosphere of open communication
with learners, they can talk about
how effective this arguing style is for
them.
Learners can be taught to accept “no”
for an answer and communicate their
feelings in a positive manner.
Help learners learn when to say “no.”
While working with learners on
accepting “no,” it is critical to teach
them that “no” has a place in their
vocabulary.
Wanders in class, Stays in designated Set clear expectations. Be specific in
walk out of class area classroom expectations. Be clear
or run away about the consequences when
expectations are not met
Make a simple contract with students
to address over activity and post it on
or near their desk.
Use the same classroom routine on a
daily basis, and post the daily
schedule to prevent lag time.
Monitor length of instruction. Keep
the time frame short, and build in
frequent opportunities for movement
to “get the wiggles out.” Using music
and movement during instruction can
also help kids with high activity levels
stay on task and be focused.
Position the student’s desk in the
area next to the teaching area to
facilitate instant monitoring/positive
feedback.
Use floor markers. Define the
appropriate area where students
should be by using tape on the floor.
Different colors of tape could be used
for appropriate areas and “off limits”
areas.
Change room arrangement. If
students are always getting out of
their seats to obtain materials, bring
the materials to them, have them be
helpers to pass out materials, or
rearrange the room so that everything
is close by for the completion of the
project
Be flexible. If the task can be
completed with students standing at
their desk, working on the floor, in a
bean bag, or in another area, be
flexible enough to allow these
accommodations.

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Provide sensory input. Some students
need to move because their
neurological systems need additional
input. Give them a “Koosh” ball,
nubby seat cushions, gum to chew,
or a stress ball to squeeze to provide
their systems with the needed
stimulation to stay in one place.
Minimize distractions. Sometimes
students get distracted by noises and
get up to check out what they hear.
Encourage those students to wear
noise-blocking headphones.
Use common language by using the
same statement each time the
student is wandering or is out of the
designated area in a calm, firm voice
(e.g., “You are out of the area.”).
Use nonverbal cues. If students are
wandering in the class, say their
names and then nonverbally cue
them (e.g., shake head “no,” point to
the designated area, move hand down
as if to say “sit down.”).
Use positive reinforcement. Make
positive statements to students to
encourage and support them (e.g., “I
know you can stay in your seat.”,
“Let’s see if you can do as well as you
did yesterday.”). When students are
doing what is expected of them, it is
recommended the teacher use
tangible rewards (e.g., points,
privileges) or intangible reinforcement
(e.g., praise, nonverbal positive
responses). Use positive “I
statements,” such as “I like it when
you are seated.”, “I like the way you
stay in your area.”, or “I can see you
want to stay with the group by the
way you are walking slowly with us.”
Remove audience. To decrease
attention from other learners to
negative behaviors (i.e., wandering,
being noncompliant), take the
remainder of the class outside of the
area.
Use role modeling and have learners
practice how to get positive attention
in the assigned area and reinforce
their efforts.
Encourage self-monitoring. Have
learner put a tally sheet on the desk

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 to track when they stay in the
designated area. Review these sheets,
and reward students numerous times
throughout the day for staying in
assigned areas.
Directly address tendency to run
away. If students do run away
unexpectedly (i.e., “bolt off”), put an
alarm on the classroom door, and
have a quick response system in
place for the student’s safety. Use
extra care with these students when
in open areas.
Interrupts others Raises hand to talk Post clear rules. Use five basic rules,
when they are such as (a) follow directions, (b) keep
talking “out of hands and feet to oneself, (c) use
turn’ or ‘blurting appropriate language, (d) raise hand
out answers” to talk, and (e) stay in designated
area. Discuss these rules, and make
sure all the students understand
what each rule means, what will
happen when the rule is followed,
and what will happen when it is not
followed.
Set clear expectations. Be specific in
classroom expectations (e.g., “Please
raise your hand.”, “You need to wait
until you are called on to talk.”). Be
clear about the consequences when
expectations are not met. Be
consistent in carrying out these
consequences.
Have learners put a tally sheet on
their desk to track each time they
talk out in class. Encourage them to
do this daily, and reward students as
the frequency diminishes.
Reinforce positive efforts.
Acknowledge students for doing what
is expected with a tangible reward
(e.g., points, privileges) or intangible
reinforcement (e.g., praise, nonverbal
positive responses, extra attention).
Use positive “I- statements” (e.g., “I
like the way you remembered to raise
your hand before talking.”, “I like the
way you let … finish what they were
saying.”, or “I am proud of you for
waiting to talk and raise your hand.”).
Change seating arrangement. Put the
student’s desk in the area next to the
teaching area to facilitate instant
monitoring/positive feedback. If

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 necessary, change groups to facilitate
the “best” seating arrangement for
the student.
Ignore interruptions. Do not call on
learners who are speaking out;
however, do call on them as soon as
they raise their hand.
Use nonverbal cues. For example,
raise own hand (as a quiet reminder)
before responding; put hand to lips,
as in “Shh;” or give a “thumbs up”
when students remember to raise
their hand
Practice role modeling. Play games
that require participants to wait their
turn and raise their hand.

OTHER SUGGESTED STRATEGIES

Learners with Difficulty in Displaying Interpersonal Behavior
(EBD) has difficulty controlling their behavior which causes disruption of
classes. Learners with Difficulty in Displaying Interpersonal Behavior
commonly lack emotional balance which is needed in handling social
interactions.

1. Keep class rules simple and clear.

2. Reward positive behaviors

Verbal Approval Non-Verbal Physical Pleasurable Material Tokens

and Praise Approval Contact Activities Object
Good job! Smiling Patting the Helping the Toys Stars
Magnificent! Nodding shoulders teacher Art Marks
Excellent! Clapping Shaking Hearing a Materials on
Thanks so much hands hands special Snacks
activity
for helping me Winking story Stickers
cards/
You’re such a Bring first in line
sheets
hard worker
Smileys
Wow you have got
a good memory

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 3. Allow for mini-breaks
Learners with difficulty in displaying interpersonal behaviors (EBD)
lack emotional balance and maturity. Mini-breaks may help these learners
maintain their focus on lengthy tasks. Learners with difficulty in displaying
interpersonal behaviors (EBD) should be given sufficient time to finish their
assigned tasks. They should also be allowed to stretch, get out of their seats
and move around a bit.
4. Fair treatment for all
Learners with difficulty in displaying interpersonal behaviors (EBD) do
not respond well to situations that appears unfair to them. These situations
may trigger negative emotions and acting-out behavior. To ensure fair
treatment among learners, teachers should not bend the classroom rules
and should always enforce expected consequences for every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with EBD.
Incentives for achievements may be given. Acknowledge their hard work and
praise their efforts every time.

6. Behavior chart

Behavior chart may help teachers to monitor and correct negative

behavior. Teachers chart behaviors every day by listing down negative
behaviors that needs to be corrected. Negative behaviors may be corrected
through intervention such as storytelling and creative lesson planning.

The following is an example of a behavior chart:

Name: Jose Dela Cruz

Grade: VI - Apitong

18 | P a g e
BEHAVIOR Monday Tuesday Wednesday Thursday Friday

Hitting III II I I I
Classmates

Talking Back IIII II I I I

Spitting on t II I 0 0 0
he floor

Jose de la Cruz was observed to hit his classmate three times on

Monday. His teacher gave him rules to follow. The hitting decreased as he
was given rules to follow. The teacher also helped decrease the behavior by
reading stories on the ill-effects of bullying in order to help the learner realize
that hitting is wrong.

7. Providing Learning Contracts

Learning contract serves as an agreement between the teacher and the

learner in maintaining positive behavior. Implementing learning contracts
begins with the identification of the target behavior followed by the
formulation of contract. After the contract has been formulated, both the
learner and the teacher sign the contract. All learning contracts must be
posted in a place that can easily be seen by the learner. The leaner is advised
to read the contract regularly in order for him to remember his promise.

8. Fostering an Environment of Respect and Acceptance

Learners who are misbehaving in class may come from families that
do not foster an environment of respect and acceptance. The teacher should
always model respect in class and should deal with the issues presented.

SUGGESTED ACTIVITIES

a. Why am I an Angry bird?

19 | P a g e
Materials: white bond paper, crayons or marker, Behavior Checklist copy for
each learner

Procedures

1. Ask the student to talk about the things that made his/her
angry. Tick the observed manifestations.

2. Let the learner draw a picture of his/her body on white bond

paper and color the parts of the body with red where s/he
feels angry at.

3. Let the learner list helpful ways on how s/he manage anger.

Directions: Mark all behaviors that you usually do when you get
angry

 kick, push, hit

 slam doors
 yell / shout
 cry
 throw things
 run away
 curse
 hurt him/herself
 talkback
 threatened others
 Pretend that I’m not angry
 Use the silent treatment
 Call people names
 Tease or make fun of others
 Insult and make smart remarks

(Note: Modify instruction according to learners’ level.)

20 | P a g e
 b. Treasure Box of Emoticons

Materials: Box, pictures of emoticons

Procedures

1. Let the learners sing a song.

2. Pass on the box with emoticon.

3. If the teacher says “stop”, the learner holding the box

will draw one emoticon from the box.

4. The learner shows the emoticon and the teacher ask

the following:

a. What are the things that make you happy?

b. What are the things that make you sad?

c. What makes you angry?

5. Discuss the causes why people feel happy/sad/angry

etc.

6. Let the teacher discuss how to handle these emotions.

c. Paint Relaxation Stone

Materials:
Stone
Watercolor / acryllic paint

Procedure:
1. Let the learner choose a stone.

21 | P a g e
 2. Let the learner paint on the stone according to his/her
desired design.

d. “WORRY CAN”

Let the learners write on a piece of paper their worries in life.

1. Discuss the worries with their peers.

2. Place the paper inside the can.

This helps the learners express their worries instead of

keeping them bottled up inside.

Materials:
Can
Paper
Coloring Materials (crayon, color pencil, etc)
Writing Materials
Glue

Procedure:

1. Ask the learners to label the can titled “Scary Things”, “Fears”,
“Worries” or whatever seem appropriate for their experience.

2. Ask the learners write down their worries on a sheet of paper.

3. Let the learners put the sheet of paper inside can.

e. Calm Down Box

Everyone has so many ways to make him/her feel more at ease. It

is everyone’s duty to help learners with anxiety to become aware of
his/her own functioning including what triggers him/her.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

22 | P a g e
 Procedures:
1. Instruct the learners to go near the box.

2. Let the learners to get the object that can help them to calm
down and relax.

3. Let the learners to share why did they choose that object.

f. Angry Paper Toss (Peterson, 2015)

Materials: white cartolina, markers, napkins or toilet paper,

tape, and a container of water

Procedures

1. Post the cartolina on the wall.

2. Let the learner list down situations or individuals that
make him/her angry at.
3. Dip the tissue paper in the water and throw it at his
drawing.
4. Then, ask him/her how it feels to toss the wet paper
at the drawings.
5. And talk about how it feels afterward.

g. The Feeling Game

Materials:
5 different colors of circles
Scissors

Pencil

Steps:

23 | P a g e
 Let the learner do the following:

For every red circle, write one thing that makes you
happy.

For every yellow circle, write one thing that makes you
sad.
For every blue circle, write one thing that makes you
angry.

For every green circle, write something that makes

excited.

For every orange circle, write something that makes you

afraid.

Note: If the learners are not capable of writing, let the learners
recite the things that makes them feel happy, sad, angry, excited
and afraid.

h. Box of Events

Materials:

Pictures of a child doing the following:

Vandalizing desk/wall
Hitting classmates
Getting things without permission
Listening to the teacher
Waiting for their turn
Helping the teacher cleaning the classroom
Boxes with happy face and sad face

Procedure:

1. Let the teacher show to the learners the different pictures.

2. Let the learners place the pictures inside the box.
3. Let the learners say something about the picture they
have picked.

24 | P a g e
i. Games of Self-control

Traditional games like “Simon Says” and “Red Light,

Green Light” give learners practice in following directions and
regulating their own behavior.

Procedure:

Simon Says

1. The teacher will give instruction such as:

Simon says:
- Nod your head;
- Clap your hands; and
- Jump.
Rules:

If the instruction given has SIMON SAYS, the learners

should do/act the instruction.

On the other hand if the instruction given doesn’t

have SIMON SAYS, the learners should not do/act the given
instruction.

The learner who does the instruction without SIMON

SAYS will be out of the game.

j. Story-based discussions about moods/emotions

When learners participate in group conversations about

emotion, they reflect on their own experiences, and learn about
individual differences.

Understanding helps kid develops his/her “mind-reading”

abilities.

Materials: book or any reading material

Procedure:

25 | P a g e
 1. Let the learners listen to a story read by the teacher with
emotional content.
2. Have learners talk about it afterwards.
3. The teacher will ask the following:
- Who are the characters in the story?
- Why did the character in the story get angry?
- What are the things that make you angry?
- What do you do to calm down/cool off?
k. Making Math Fun with Unifix Cubes

Directions:
See what flashcards mean with unifix cubes or legos!
1+2 means we stack 1 cube on top of 2 stacked cubes--now we have
3 cubes stacked together! 1+2=3.
Lay out the flashcards and stack cubes beneath them to make each
answer.
Use different colored cubes for each math problem.
For 1+2 we use 1 white cube and stack beneath it 2 blue cubes to give
us the 3 total cubes.

l. Cooling Cubes

Materials: Plastic ice cubes - I purchased a bag of 30

Directions:
Using a permanent marker write a safe "cool down" strategy on

26 | P a g e
 each ice cube.

For example: count to ten, walk away, talk to a friend, take three
deep breaths, etc.

Leave blank for few remaining cubes and let the learner come up
with his/her own strategies.
Note:
The original post suggested placing the ice cubes in the freezer for an
additional "cool" effect.

That's it! Easy right?

m. The Name Dropping Game
Materials:

1. Using Pictures or multi-media presentation of a person who

does not fit conventional rules in society like a grandmother
with lots of tattoo, or a tattoed individual holding a child
etc.
Paper (Manila paper/cartolina/coupon bond)
Writing tools (pencil, pentel pen)
Art tools (crayons, colored pencils/markers)

Procedures:
1. Divide the learners into groups. Consider groupings and place
learners with social and interpersonal disorders in groups where
they can feel comfortable with in sharing their ideas.
2. Show pictures of persons who does fit conventional rules in
society.
3. Using the Venn Diagram, let the learners write their thoughts or
feelings regarding the pictures.

4. Process by identifying their biases towards each individual in

order for them to recognize and check their social biases
5. Lastly, ask them to write two to three things they can do to
reduce these biases.
6. As a closure, let the students complete the statement, “I attempt
to act in non-prejudiced ways toward people from other social
groups because………………………….

n. Playing advocate
Materials

27 | P a g e
 2-3 Pictures of different social situations that present
conflicts or issues

Procedures
1.Divide the class into two groups - the pros and the cons. Each
learner will present only questions as arguments and counter-
arguments.
For the teacher:
1. Be on alert.
2. Facilitate the activity with fairness.
3. Eliminate competition by refraining from giving points.
4. Process the activity by asking each learner to write or a
reflection on both sides.
5. Accommodate each learners’ responses and be able to
process wrong answers.

o. Charades

Materials

Paper and pencil

Cue card with words/pictures of different social situations
container
Procedures:
1. Integrate any social skills you want learners to develop.
2. Choose social situations and let the group guess.
3. Let the learners identify pictures showing appropriate
behavior.
4. Group learners according to the characteristic of learners
with social and interpersonal disorder.
5. Aside from guessing what actions are being done, ask them
to guess as well what emotions are being expressed or what
gestures convey such emotions being guessed for processing.

28 | P a g e
II. DIFFICULTY IN BASIC LEARNING AND APPLYING
KNOWLEDGE

Introduction
Difficulty in basic learning and applying knowledge represents
a difficulty in one or more of the basic learning processes involved in
understanding or using language, both spoken and written that may
manifest itself in an imperfect ability to listen, speak, read, think, write,
spell, or do mathematical calculations (Leong, 1999; Snowling, 2005).
Specific terms for these difficulties may include difficulty in reading, in
writing, in counting and calculating; and in spelling.

Description

Difficulty in basic learning and applying knowledge is a

processing problem that interferes with learning basic skills such as
reading, writing, acquiring skills and/or math. It can also delay higher
level thinking skills such as organization, time planning, abstract
reasoning, long and short term memory and attention. It is important

29 | P a g e
to realize that difficulty in basic learning and applying knowledge can
affect an individual’s life beyond academics and can create an impact
to the relationships with family, friends and in the workplace.
Generally, people with difficulty in basic learning and applying
knowledge are of average or above average intelligence which appears
to be a gap between the individual’s potential and actual
achievements. This maybe the reason that these difficulties are
referred to as “hidden disabilities”. The person looks “normal” and
seems to be intelligent, yet may be unable to demonstrate the skills
expected from a person of similar age.
A difficulty in basic learning and applying knowledge is a life-
long challenge. However, with appropriate support and intervention,
people with these difficulties can achieve success in school, at work,
in relationships, and in the community.
(https://ldaamerica.org/types-of-learning-disabilities/
Retrieved: May 9, 2017)

30 | P a g e
STRENGTHS OF PERSON WITH DIFFICULTY IN BASIC LEARNING &
APPLYING KNOWLEDGE

All persons with difficulty in basic learning and applying

knowledge have strengths, particularly relatively to their weaknesses.

Heightens the ability to

Material or Spatial solve problems with
Reasoning navigation, or with the
visualization of faces,
scenes, and objects.

Interconnectedness Verbal reasoning capacity

to connect seemingly
disconnected ideas

Narrative Reasoning Possessing a great

memory for personal
experiences

Dynamic Reasoning Ability to reason in novel

situation

Capulong, Y.T., Inciong, T. G., & Quijano, Y.S. (2007). Introduction to General Education – A
Textbook for College Students: Quezon City: Rex Book Store Inc. First Edition.

31 | P a g e
 TYPES OF LEARNERS WITH DIFFICULTY IN BASIC LEARNING
AND APPLYING KNOWLEDGE

DIFFICULTY IN READING

A specific difficulty in basic learning and applying knowledge that is

characterized with precise and/or fluent word recognition and by poor
spelling and decoding abilities. (IDA definition ASUG 2003) G. Reid –
Lyon National Institute of Child Health, NIH Sally Shaywitz, Bennet
Shaywitz, Yale University School of Medicine)

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN READING

 Difficulty learning connections between letters and
sounds
 Confusing small words, such as at and to
 Letters reversals, such as d for b
 Word reversals, such as tip for pit
 Frequently adds and/or forgets letters in a word
 Remembering simple sequences, for example: names of
people, telephone numbers
 Difficulty understanding rhyming words
 Recognize words that begin with the same sound
 Sit still for a reasonable period of time
 Difficulty keeping place when reading
 Poor sequencing of numbers like (14 for 41)
 Poor spelling
 Avoids reading aloud
 Difficulty organizing ideas to speak or write
 Avoids writing tasks
 Left and right confusion
 Slow to memorize alphabets and math facts
 Trouble following oral instruction
 Appearing restless or easily distracted.

Dyslexia Signs and Characteristics. http://nspt4kids.com/parenting/dyslexia-signs-and-

characteristics/ (Retrieved: June 20, 2017)

32 | P a g e
 ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
READING

Teaching learners with difficulty in reading across settings is

challenging. Both general education and special education teachers
seek accommodations/strategies that foster the learning and
management of a class of heterogeneous learners. It is important to
identify accommodations that are reasonable to ask of teachers in all
classroom settings. The following accommodations appear reasonable
and provide a framework for helping learners with learning problems
achieve in general education and special education classrooms. They
are organized according to accommodations involving materials,
interactive instruction, and leaner’s performance.

International Dyslexia Association. http://www.readingrockets.org/article/accommodating-

students-dyslexia-all-classroom-settings Retrieved: May 10, 2017

TYPES OF ACCOMMODATION

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

For Instructional Materials

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Use of tape recorder or audio  The tape recorder is a useful aid.
books Directions, stories, and specific
lessons can be recorded.
 The learner can replay the tape to
clarify understanding of directions
or concepts.
 To improve reading skills, the
learner can read printed words
silently while listening from the
audio tape.
 Learners can also access other
services like Book share, a free

33 | P a g e

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.
Highlighting essential
information
online library for students with
disabilities
 The teacher can help by
underlining or highlighting the
significant parts of the directions
in paragraph.
 Rewriting directions is also helpful.
 The teacher may prepare
worksheets for learners with few
assignments/activities to be done.
 It prevents learners from
examining an entire workbook,
text, or material and becoming
discouraged by the amount of
work.
 The teacher can reduce the
amount of work when it appears
redundant. For example, the
teacher can request the learner to
complete only odd-numbered
problems or items with stars by
them, or can provide responses to
several items and ask the learner
to complete the rest. Finally, the
teacher can divide a worksheet
into sections and instruct the
learner to do a specific section. A
worksheet is divided easily by
drawing lines across it and writing
go and stop within each section.
 If a learner is easily distracted by
visual stimuli on certain activity, a
blank sheet of paper can be used to
cover sections of the page not being
worked on at the time.
 Line markers can be used to aid
reading, and windows can be used
to display individual math
problems.
 The teacher can highlight
information if an adolescent can
read a textbook but has difficulty
finding the essential information.
34 | P a g e
Locating place in consumable
material
Providing additional practice
activities
Providing a glossary in content
areas
Developing reading guides
 In consumable materials in which
learners progress sequentially
(such as workbooks), the learner
can make a diagonal cut across the
lower right-hand corner of the
pages as they are completed.
 With all the completed pages cut,
the learner and teacher can readily
locate the next page that needs to
be corrected or completed.
 Teachers must supplement the
material with practice activities
since some materials do not provide
enough practice activities for
learners with learning problems to
acquire mastery on selected skills
 Recommended practice exercises
include instructional games, peer
teaching activities, self-correcting
materials, computer software
programs, and additional
worksheets.
 At the secondary level, the specific
language of the content areas
requires careful reading. Learners
often benefit from a glossary of
content-related terms.
 A reading guide provides the
Learner with a road map of what is
written and features periodic
questions to help him or her focus
on relevant content.
 It helps the reader understand the
main ideas and sort out the
numerous details related to the
main ideas.
 A reading guide can be developed
paragraph-by-paragraph, page-by-
page, or section-by-section.
35 | P a g e
 For Performance

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES

Changing response mode For learners who have difficulty with fine
motor responses (such as handwriting),
the response mode can be changed to:
Learners with fine motor problems can
be:
Providing an outline of the
lecture
Using graphic organizers
Using assignment books or
calendars
 underlining
 selecting from multiple choices
 sorting
 marking
 given extra space for writing
answers on worksheets
 allowed to respond on individual
chalkboards
 An outline enables some learner to
follow the lesson successfully and
make appropriate notes.
 It helps learners to see the
organization of the material and
ask timely questions.
 A graphic organizer involves
organizing material into a visual
format.
 To develop a graphic organizer, the
learner can use the following steps:
(a) list the topic on the first line,
(b) collect and divide information
into major headings,
(c) list all information relating to
major headings on index cards,
(d) organize information into major
areas,
(e) place information under
appropriate subheadings, and
(f) place information into the
organizer format
 Learners can use calendars to
record assignment due dates, list
school related activities, record
test dates, and schedule timelines
for schoolwork.
 Learners should set aside a special
section in an assignment book or
calendar for recording homework
assignments.

36 | P a g e
Providing readily-available
handouts
Turning lined paper vertically
for math
Using cues to denote important
items
Designing hierarchical
worksheets
Using/manipulating varied
instructional aids
Displaying work samples
Using peer-mediated learning
Encouraging note sharing
 Teachers can provide readily-
available handouts or worksheets
for the learners’ consumption.
 Lined paper can be turned
vertically to help students keep
Numbers in appropriate columns
while computing math problems.
 Asterisks or bullets can denote
questions or activities that count
heavily in evaluation.
 This helps learners spend time
appropriately during tests or
assignments.
 The teacher can design worksheets
with problems arranged from
easiest to hardest.
 Early success helps learners begin
to work.
 Learners can be provided with
letter and number strips to help
them write correctly.
 Number lines, counters, and
calculators help learners compute
once they understand the
mathematical operations.
 Samples of completed assignments
can be displayed to help learners
realize expectations and plan
accordingly.
 The teacher can pair peers of
different ability levels to review
their notes, study for a test, read
aloud to each other, write stories,
or conduct laboratory
experiments.
 A partner can read math problems
for learners with reading problems
to solve.
 A learner can use carbon paper or
a notebook computer to take notes
and then share them with
absentees and learner with
learning problems.
 This helps learner who have
difficulty taking notes to
concentrate on the presentation.
37 | P a g e
Using flexible work times  Learners who work slowly can be
given additional time to complete
written assignments.

Providing additional practice  Learners require different amounts

of practice to master skills or
content.
 Many learners with learning
problems need additional practice
to learn at a fluency level.

Using assignment substitutions  Learners can be allowed to

or adjustments complete projects instead of oral
reports or vice versa.
 Tests can be given in oral or
written format.
 If a learner has a writing problem,
the teacher can allow her or him to
outline information and give an
oral presentation instead of writing
a paper.

For Interactive Instruction

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES
Using explicit teaching Teachers can include explicit teaching
procedures steps within their lessons:
 present an advanced organizer
 demonstrate the skill
 provide guided practice
 offer corrective feedback
 set up independent practice
 monitor practice
 review
Stick to consistent daily  Many learners with learning
routines problems need the structure of daily
routines to know and do what is
expected.

Repeating directions, then  Learners who have difficulty

check to see if learners following directions are often helped
understand by asking them to repeat the
directions in their own words. The
learner can repeat the directions to a
peer when the teacher is unavailable.
 The following suggestions can help
learners understand directions:

38 | P a g e
 (a) if directions contain several steps,
break down the directions into
subsets;
(b) simplify directions by presenting
only one portion at a time and by
writing each portion on the
chalkboard as well as stating it
orally; and
(c) when using written directions, be
sure that learners are able to read
and understand the words as well as
comprehend the meaning of
sentences.

Providing copy of lecture notes  The teacher can give a copy of lecture
notes to learners who have difficulty
taking notes during presentations.

Providing learners with a  An outline, chart, or blank web can

graphic organizer be given to learners to fill in during
presentations.
 This helps learners listen for key
information and see the
relationships among concepts and
related information.

Using step-by-step instruction  New or difficult information can be

(oral and written) presented in small sequential steps.
 This helps learners with limited prior
knowledge who need explicit or part-
to-whole instruction.

Combining verbal and visual Verbal information can be provided with

information visual displays:
 on an overhead
 using handout
Writing key points or words on  Prior to a presentation, the teacher
the chalkboard can write new vocabulary words and
key points on the chalkboard or
overhead.

Using balanced presentations  An effort should be made to balance

and activities oral presentations with visual
information and participatory
activities.
 There should be a balance between
large group, small group, and
individual activities.

39 | P a g e
 Using mnemonic instruction  Mnemonic devices can be used to
help learners remember key
information or steps in a learning
strategy.
 An example of mnemonic
instruction.
The lines on the staff: Every Good
Boy Deserves Fudge (E, G, B, D, F)
The spaces on the staff: Furry
Animals Cook Excellently (F, A,C, E)
Emphasizing daily review  Daily review of previous learning or
lessons can help learners connect
new information with prior
knowledge.

Morin, Amanda. (2017) https://www.understood.org/en/school-learning/partnering-with-

childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia
(Retrieved May 9, 2017)

40 | P a g e
 EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE
LESSONS FOR LEARNERS WITH DIFFICULTY IN READING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improve Phonological  Direct teaching of same and different
decoding skills awareness sounds
 Producing the sounds of /s/ and /z/
and /b/,/p/, and /v/ properly
 Play with blending wheel
Sound-symbol  Viewing short videos showing letters
correspondence and their sounds
 Use of clay, sand, or pebbles to create
letters which match the sounds given
by the teacher
 Use of body movements to present
the letters and their sounds.
 Reading the set of 10 words (with C-
Fluency V-C pattern) correctly.
 Reading a simple 5-sentence story.

Vocabulary  Unlocking of difficult words which

development are found in the story the class
supposed to read.

Comprehension  Reading a shorter part of a longer

story (which will gradually be read by
the student wholly) and describing
what happened in that part of the
story.

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of Children

with Special Needs: Quezon City: DSWD-UP SPED

41 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN READING

Reading Web Sites for Kids

Starfall A free public service to teach learners to read with
phonics. Starfall combines phonemic awareness practice with a systematic
phonics instruction and highly engaging visuals.
(http://www.starfall.com/)
Reading Eggs For learners from 4-7 who are learning to read. Focuses on
a core reading curriculum of phonics and sight words using skills and
strategies essential for sustained reading success.
(http://readingeggs.com/ )
Nessy Reading An online reading program that makes learning to read
fun and engaging. (http://www.nessy.com/us/ )
Get Ready to Read A site designed to support educators, parents, and
young learners in the development of early literacy skills in the years before
kindergarten. (http://www.getreadytoread.org/ )

PRIMARY LEVEL

Finish the alphabet

a e

f j

k o

p t
A

u y

z
42 | P a g e
 Word Picture Match
Draw a line from each picture to match the word.

fish

carrot

ball

tamarind

leaf

43 | P a g e
 INTERMEDIATE
LEVEL
Rewrite each sentence correctly.

1. play made of balls Boys shells coconut with

2. ordinary toys materials have fun her creating Mary creating own
from have

3. family for his decided chicken a soup Anton to cook

4. favorite Filipinos Politics are the pastime of

5. in ocean divers enjoyed at the looking fishes the different the

DIFFICULTY IN WRITING

It is a difficulty in automatically remembering and mastering the

order of muscle motor movements needed in writing letters and
numbers. (An Introduction to Special Education, 5th Edition 2005). Very
poor or often unreadable writing or writing that takes an unusually
long time and great effort to complete a note. People with difficulty in
writing may have illegible writing with inconsistent spacing and
capitalization, despite giving appropriate time and attention to the
task. They may have difficulty in thinking and writing at the same
time. (Dysgraphia)

https://ldaamerica.org/types-of-learning-disabilities/dysgraphia/
Retrieved: June 20, 2017)

44 | P a g e
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
 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
 Heavy reliance on vision to monitor what hand is doing
during writing
 Slow implementation of verbal directions that involve
sequencing and planning

What is Dysgraphia? https://dsf.net.au/what-is-dysgraphia/ Retrieved: June 20,

2017 and
(http://www.interdys.org/ewebeditpro5/upload/understanding_dysgraphia_Fact_
Sheet_12-01-08.pdf)

ACCOMMODATIONS TO SUPPORT LEARNERS

WITH DIFFICULTY 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

45 | P a g e
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

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

46 | P a g e
 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

Morin, Amanda (2017) Classroom Accommodations to Help Students with

Dysgraphia
https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
(Retrieved: May 10, 2017)

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN WRITING

Here are some teaching strategies that teachers can use for learners
with 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

47 | P a g e
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

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

4. Teaching Handwriting

 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.

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.

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 7. Tracing – Use heavy black figures on white paper

8. Drawing between the lines

9. Dot-to-dot

10. Tracing with reduced cues

STRATEGY INSTRUCTION

 Simple task-approach strategy using the mnemonic LESSER to help

learners remember the steps (Westwood,2003)

 L = List your ideas

 E = Examine your list
 S = Select your starting point
 S = Sentence one tells us about this first idea
 E = Expand on this first idea with another sentence
 R = Read what you have written. Revise if necessary. Repeat for
the next paragraph

 Hallahan and Kauffman (2003) describe several composition

strategies, including the following adapted from Englert, Raphael,
Anderson, Anthony and Stevens (1991):
 P = Plan
 O = Organize
 W = Write
 E = Edit
 R = Revise

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp. 96-
98, 110-115, 129-131). British Columbia

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 EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE
LESSONS
FOR LEARNERS WITH DIFFICULTY IN WRITING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT

Improve Spelling  Writing the correct spelling of the

encoding skills commonly misspelled words said by
the teacher using different colors
and textures
 Writing C-V-C words via dictation on
sandboxes, magic slates, or with
magic pens
 Photocopy books and highlighting
information

Writing process  Understanding and explaining

through his/her own words
 Using his/her own writing strategy
to compose and essay about his/her
summer vacation
 Proofreading his/her own
composition for minor or major
mistakes in grammar, spellings, or
word choice.
 Using multi-sensory handwriting
program

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of Children

with Special Needs: Quezon City: DSWD-UP SPED

50 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN WRITING

PRIMARY LEVEL

Maria Katarina C.
Bernardo
KATINIG
Bb
/bi/

bote baso
Dd
/di/

damo dahon
51 | P a g e
 INTERMEDIATE LEVEL

Direction: Copy the following words.

bike bike bike bike

ball ball ball ball

kite kite kite kite

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 Direction: Copy the following sentences.

Come home early.

Be on time today.

Let’s fly kites.

Did you see Mike?

Give me your pen.

53 | P a g e
 DIFFICULTY IN COUNTING AND CALCULATING

It is a specific difficulty in basic learning and applying knowledge

which refers to learners having troubles in understanding number related
concepts, or using symbols or functions needed to success in mathematics.
Difficulty with calculations, comprehending and using mathematics and find
it extremely difficult to acquire arithmetical skills.

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN COUNTING

AND CALCULATING
 Has trouble learning to count and skips over numbers long after
kids the same age can remember numbers in right order
 Struggles to recognize patterns, such as smallest to largest or
tallest to shortest
 Has trouble recognizing number symbols
 Doesn’t seem to understand the meaning of counting (when
asked for five blocks, she just hands you an armful, rather than
counting them out)
 Has difficulty learning and recalling basic math facts,
such as 2 + 4 = 6
 Struggles to identify +, - and to use them correctly
 May still use fingers to count instead of using more advanced
strategies, like mental math
 Struggles to understand words related to math, such as greater
than and less than
 Has trouble with visual-spatial representations of numbers, such
as number lines
 Has difficulty understanding place value
 Has trouble writing numerals clearly or putting them in the
correct column
 Has trouble with fractions and with measuring things, like
ingredients in a simple recipe
 Struggles to keep score in sports games
 Struggles to apply math concepts to money including estimating
the total cost, making exact change and figuring out a tip
 Has a hard time grasping information shown on graphs or charts
 Has difficulty measuring things like ingredients in a simple recipe
or liquids in a bottle
 Has trouble finding different approaches to the same math
problem

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ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
COUNTING AND CALCULATING

For In-Class Learning

Review what the learner already

learned before teaching new skills

Let the learner talk about how to

solve problems

Use graph paper to help line up

numbers and problems

Let the learner write our charts or

draw sketches to solve problems

Give the learner a list of the math

formulas taught in the class

Use manipulatives such as coins,

blocks and puzzles

55 | P a g e
 Classwork and Taking Tests

Allow extra time on tests

Use a chart of math facts or

multiplication tables

Let the learner use a calculator when

he’s not being tested on computation

Give more space to write problems and

solutions

Break down worksheets into sections

Use objects such as blocks or base ten

sticks to teach math ideas

Check often to see if the learner

understands the work

For Homework

Create separate worksheets for word

problems and number problems

Highlight or circle key words and

numbers on word problems

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 TEACHING STRATEGIES FOR LEARNERS
WITH DIFFICULTY IN COUNTING AND
CALCULATING

Below are some teaching ways that can make learning easier for learner
with difficulty in counting and calculating.

 Teach in progressive steps to limit the memory demand at one time.

 Provide an intensive, cyclical teaching program - be prepared to repeat
and over learn topics many times.
 Use different materials wherever possible to stimulate interest.
 Try several methods until one works.
 If possible, apply the math concept to an area of interest for the
student to provide motivation to participate.
 Ask the learner on a 1-1 basis to explain the process to prove they
have internalized and not just repeating it.
 If a learner doesn’t understand, take the pressure out from them by
saying – ‘I didn’t explain that well, let me try again’.
 Wherever possible use real or ‘concrete’ materials as learners with
difficulty in counting and calculating has poor visual imagery.
 Encourage the active participation of the learners.
 Many learners will struggle with the language of Mathematics eg, add
– plus – sum of.
 When covering the automatic recall of number bonds, time tables –
make the activity into a friendly competition
 Many programs recommend the multi-sensory approach of ‘Doing the
task, Talk about it, Write it, Apply it’
 Once a learner is confident in a task using concrete apparatus –
gradually detach them on to visualising the image
 Allow the learner to have a ‘jotting area’ in their workbooks which won’t
get marked or commented on.
 Analyze exactly what the learner finds difficult and provide
intervention directly in areas of difficulties.
 Teach learners according to their level of ability and understanding.
 Monitor activities to ensure learners are engaged in a friendly
environment.
 Set up open ended problem solving activities. Encourage discussion.
 Use scaffolding approaches such as allowing learners to ‘phone a
friend’ or ‘go 50/50’.
 Give a worked sample to show how a problem might be solved.

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  Allow learners to have extra time – even when given work at their level,
and assessments. Learners with difficulty in counting and calculating
often work slowly.
 Teach test taking skills, give practice tests and provide study guides.
 Have pupils do projects, organize portfolios of work, make oral
presentations, or create a finished product, rather than take a test.
 Encourage an appropriate classroom ethos where learners are not
allowed to make statements such as ‘this is easy’.
 Use written rather than verbal instructions and questions to reduce
memory overload.
 Focus on understanding rather than rote memory. Try to use fun
methods for retention of number facts such as computer or card
games.
 Provide aids such as calculators or number fact grids.

Here are the list of teaching strategies for learner with difficulty in
counting and calculating in higher level.

 Use task-analytic approach in teaching with all new areas

 Simplify and restate instructions
 Check for understanding at every step in the lesson
 Provide frequent reviews and revisions of work
 Set learners more “practice” type assignments for homework
 Encourage learners to help one another.
 Peer assistance is a readily available and powerful resource
 Make use of concrete materials and visual representation (objects,
pictures, sketches, diagrams) to support verbal explanations.
 Select or make alternative curriculum resource materials, including
the use of different textbooks.
 Utilize appropriate computer program drill and practice, and for
problem solving.
 Encourage learners to work on the blackboard or to create new
problems for the class to attempt.
 Encourage the use of a calculator if a learner’s problem is mainly lack
of speed and automaticity in calculations
 Ensure that the vocabulary associated with each new topic and within
particular word problems is thoroughly taught and understood.
 Monitor the work being done by each learner during the lesson.
 Provide direct assistance to individual learners.
 Be observant for learners who are working too slowly. For in-class
support, regular and appropriate use of group work is encouraged,
enabling learners’ different abilities and aptitudes, to collaborate and
discuss the lesson easily. Whenever possible, the adaptations made in
the teaching of mathematics should aim to help the student

58 | P a g e
 understand and succeed with the regular program, rather than replace
it with a different program.

 Use of the RAVE CCC represents one of many problem-solving

strategies that could be used in Mathematics (Westwood, 2003)

o R = Read the word problem carefully

o A = Attend to any words that may indicate the process required
o V = Visualize what the problem would look like
o E = Estimate the possible answer
o C = Choose the appropriate numbers and processes
o C = Calculate carefully
o C = Check the result against your estimate

EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE

LESSONS FOR LEARNERS WITH DIFFICULTY IN COUNTING AND
CALCULATING

SAMPLE
GOALS PRIORITIES LESSONS/ACTIVITIES/CONTENT

Improve Improving  Matching numbers with

Mathematical number sense equivalent words and quantity by
Skills using objects (number 3-“three”-
3 blocks of wood)
 Comparing numbers from 1-10
using objects (9 bags are greater
than 5 bags)
 Counting popsicles
sticks/counting numbers
backwards
 Arranging numbers in ascending
and descending order using
crayons (5 crayons come first
before 6 crayons)
 Expressing numbers in expanded
form by putting the appropriate
number of zeroes beside the
number (eg.469-the student must
put 2 zeroes after the number 4, 1
zero after the number 6, and no
zero after the number 9 to form
the expanded form of 400+60+9)

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Performing  Recognizing different operational
basic symbols
mathematical  Matching mathematical symbols (
operations +,-,x,/) with their corresponding
operation based on the answer
provided (e.g. In order to get 9, “+”
must be used for 4 to combine 5)
 Recognizing and understanding
words such as “add”, “minus”,
etc. through the use of visual
representations (e.g. for “add”, a
picture of 2 breads combined
together)
 Translating word problems to
mathematical equations through
the help of situational plays

Telling time  Recognizing and identifying the

different parts of the clock
 Recognizing the concepts of hour,
minutes, and seconds by turning
the hands of the clock
 Identifying the time depicted in
the clock
 Understanding the words “5
minutes to 1pm”, half past two”,
etc. with the use of visual
representation
Learning about  Recognizing the different values
money and denominations of money
 Counting coins and money bills
 Matching money with their
equivalent numerical and word
forms

60 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN COUNTING AND CALCULATING

Name: ______________________________________________________
Write the number that comes after.

Name: _______________________________________________________
Count and write the numbers from 1 – 10 on the flowers below.

www.k5learning.com

61 | P a g e
 DIFFICULTY IN SPELLING

It is a learning difficulty which refers to learners having troubles in

writing, grammar and spelling. Slow speed in written words, reversal of
letters, syllables or omissions and additions.

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

DIFFICULTY 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)

62 | P a g e
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.

63 | P a g e
 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

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN SPELLING

Strategies to improve learners’ spelling have been reviewed by Gordon,

Vaughn and Schumm (1993). Some of the main findings indicated that
teachers should:

 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

64 | P a g e
 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
o 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.

 Phonemic approach
o This strategy is the one that most learners discover for
themselves at the early stage of inventive spelling.

 Spelling by analogy
o Some learners will need direct teaching and much practice to
realise that knowing the spelling of one word can give clues to
the probable spelling of another word that sounds a little like
it.

 Repeated writing
o 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.

 Use of computers and spellcheckers

o 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.

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp. 96-
98, 110-115, 129-131). British Columbia

65 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN SPELLING

PRIMARY LEVEL

NAME:____________________________________________________
Directions: Let’s talk about summer. All of the words are associated with
summer. Circle the words that are spelled correctly.
1. sonny sunny sannie

2. flower plower flawer

3. raynebow rainboe rainbow

4. umbrella ambrella umbrella

5. vacasion vacation vacaetion

INTERMEDIATE LEVEL

NAME:____________________________________________________

Directions: Homophones are words that sound the same but have different
in spelling and meanings.
Choose the correct spelled word to complete the sentence.

heard Cows travel together in a _________________________.

herd I_______________my neighbor’s loud voice.

steak I ate a large_________________for dinner.

stake Farmer put a _______________ in the ground.

creek We went for a swim in the ______________________.

creak The stairs starting to _______________.

lesson My mom put ice on my knees to _________________.

lessen I paid very close attention to the Math________________.

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 HIGHER LEVEL

NAME:____________________________________________________

Directions: Edit the news story below. Cross out misspelled words and
write the corrected words about the mistakes.

Zombies Pratest in Trayn Closures

A small grup of zombies marched down the rails in

Tutuban Senter on Fieday to protest the closure of Train.

Knowingly the zombys turned out too be a group of

passengers from the puverty line of comutars. They were

in costumed as zombies to have fun whyle doing public

awrenesh. People claped and show suport .

67 | P a g e
III. DIFFICULTY IN COMMUNICATION
(Communication Disorder)

Introduction

Communication disorder is impairment in the ability to receive,

send, process, and comprehend concepts or verbal, nonverbal and graphic
symbol systems. A communication disorder may be evident in the processes
of hearing, language, and/or speech. A communication disorder may range
in severity from mild to profound. It may be developmental or acquired.
Individuals may demonstrate one or any combination of communication
disorders. A communication disorder may result in a primary disability or it
may be secondary to other disabilities.

A. Speech Disorder is an impairment of the articulation of speech

sounds, fluency and/or voice.
1. An articulation disorder is the atypical production of speech
sounds characterized by substitutions, omissions, additions or
distortions that may interfere with intelligibility.
2. A fluency disorder is an interruption in the flow of speaking
characterized by atypical rate, rhythm, and repetitions in
sounds, syllables, words, and phrases. This may be
accompanied by excessive tension, struggle behavior, and
secondary mannerisms.
3. A voice disorder is characterized by the abnormal production
and/or absences of vocal quality, pitch, loudness, resonance,
and/or duration, which is inappropriate for an individual's age
and/or sex.
B. Language Disorder is impaired comprehension and/or use of
spoken, written and/or other symbol systems. The disorder may
involve (1) the form of language (phonology, morphology, syntax), (2)
the content of language (semantics), and/or (3) the function of
language in communication (pragmatics) in any combination.

1. Form of Language
a. Phonology is the sound system of a language and the
rules that govern the sound combinations.
b. Morphology is the system that governs the structure of
words and the construction of word forms.

68 | P a g e
 c. Syntax is the system governing the order and
combination of words to form sentences, and the
relationships among the elements within a sentence.
2. Content of Language
a. Semantics is the system that governs the meanings of
words and sentences.
3. Function of Language
a. Pragmatics is the system that combines the above
language components in functional and socially
appropriate communication.

The 1992 guidelines (revised) of “Communication Disorders and Variations,” Asha,

November 1982, pages 949–95O. http://www.asha.org/policy/RP1993-00208.htm

Characteristics of Learners with Difficulty in Communication

The characteristics of learners with difficulty in communication will

vary depending upon the type of impairment involved. There may also be a
combination of several problems.

When a child has an articulation disorder, he or she has difficulty making

certain sounds. These sounds may be left off, added, changed, or distorted,
which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young

children are learning to talk, of course. A good example of this is saying
“wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause for
concern unless it continues past the age where children are expected to
produce such sounds correctly.

Fluency refers to the flow of speech. A fluency disorder means that

something is disrupting the rhythmic and forward flow of speech—usually,
a stutter. As a result, the child’s speech contains an “abnormal number of
repetitions, hesitations, prolongations, or disturbances. Tension may also be
seen in the face, neck, shoulders, or fists.”

Voice is the sound that’s produced when air from the lungs pushes
through the voice box in the throat (also called the larynx), making the vocal
folds within vibrate. From there, the sound generated travels up through the
spaces of the throat, nose, and mouth, and emerges as our “voice.”

69 | P a g e
 Identifying Characteristics

Speech Sound Errors

A. Speech Sound Errors

1. Distortions
2. Substitutions
3. Omissions
4. Additions

B. Articulation Disorders

- Child cannot produce a given sound physically

- Sound is not in his/her repertoire of sounds
- Example Yeh me yuh a da wido (Let me look out the
window)
- De toop is dood (The soup is good)

C. Phonological Disorder

- Make multiple sound errors

- Make errors consistent with a phonological process
(e.g. that sound deletion)

Fluency Disorder

A. Stuttering
B. Cluttering

Note: If characteristics mentioned are observed having intense rate and duration, it is
necessary for you to refer the child for SPED related services.

Accommodations to Support Learners with Communication

Disorder

Collaborative Consultation

– Speech-language pathologist
– Speech therapist
– Speech clinician
– Speech teacher

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Interactive Approaches

– Operant conditioning
– Incidental teaching
– Augmentative and Alternative communication

GUIDE for TEACHERS and PARENTS

For Teachers For Parents

 Learn as much about your  Learn more about the smallest

learner’s condition/disorder
or impairment.
 Recognize that you can make
a great difference in your
learner’s life and be so.
 Make sure that needed
accommodations are provided
in the classroom.
 Consult with other educators,
therapists or specialists.
 Constantly communicate
with the learner’s parents or
guardians.
details of your child’s speech or
language impairment.
 Be PATIENT.
 Be well-informed of any therapy or
intervention your child is going
through.
 Trust your child with chores to do.
 Find time to listen and talk to your
child.
 Talk to other parents with the
same concerns – learn and share
with them.
 Keep closely in touch with your
child’s teacher/s, therapist/s or
caregiver/s.

REGULAR CLASSROOM SPEECH MODIFICATION

Area for
Improvement Modification/Intervention/Activity

Articulation
 Allow longer oral response time.
 Model good speech production in the
classroom.
 Provide preferential seating beside a peer with
good speech production.
 Reinforce accurate production of speech
sounds.
 Reduce the amount of background noise in the
classroom.

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  Provide preferential seating near the teacher or
at the front of the class.
 Modify assignments requiring learner to make
oral classroom presentations.
 Discuss speech concerns with speech-language
pathologist.
Language Skills  Shorten and/or modify oral directions. Ask the
learner to repeat or rephrase the directions to
ensure understanding.
 Allow longer oral response time.
 Provide visuals to enhance explanation of new
material, especially with abstract concepts.
 Give written directions or visual cues for verbal
directions.
 Obtain learner’s attention before giving a
direction.
 Assist learner in giving correct responses by
accepting his/her answers and expanding, or
giving the learner an opportunity to explain
his/her response.
 Simplify question forms by asking basic
questions, one at a time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Provide individualized instruction to improve
student’s ability to complete activities requiring
listening.
 Provide varied opportunities for language
development through participation in regular
classroom activities.
 Discuss language concerns with speech-
language pathologist.
Fluency  Reinforce instances of “easy speech” in the
(stuttering) classroom.
 Allow longer oral response time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Reduce amount of pressure to communicate in
the classroom.
 Avoid telling the learner to “slow down” when
participating in group discussions.
 Discuss fluency concerns with speech-language
pathologist.

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 Voice Quality  Encourage appropriate use of voice in the
classroom.
 Help the learner reduce instances of yelling or
throat clearing.
 Modify assignments requiring the learner to
make oral classroom presentation.

Strategies for Teaching Speech Reading

Speech Reading

 is the act or process of determining the intended meaning of a speaker

by utilizing all visual clues accompanying speech attempts, as lip
movements, facial expressions, and bodily gestures
 used especially by people with difficulty in hearing

1. JENA Method

 It relies on analysis of speech and drill that focus on syllables

 It incorporates the principles of kinesthetic imitation and rhythm
 Emphasizes syllable drill and stresses, in addition to audition and
vision, kinesthetic awareness in speech production
2. MEULLER – WALLE Method

 The speechreading teaching content is given within an intensive six (6) –

week course
 Training is mainly on rapid syllable drill and rhythmic speech
 The most visible sounds are taught first and then the less visible sounds
3. Nitchie Method

 Based on expression reading

 Developed an analytic system using a set of symbols to code speech
expressions and sounds and use mirrors extensively to teach speech
reading
 Emphasis is on teaching people to grasp thoughts as a whole
 Basic Principles
o Be natural
o Be thorough
o Make the work interesting
o Lose NO opportunity
o Make sure that the methods employed do not interfere with the
development of desirable habits
o Try and meet the individual needs of each person

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4. Kinzie Method

 Uses many of the same techniques of Nitchie and Mueller-Walle

 Emphasis is on lip movement – no voice involved
 Is a psychological approach to speechreading (synthesis, intuition and
attention)
 Uses mirror practice and the use of voice

5. Bruhn Method

 Emphasizes the training of both eye and mind in speechreading and

stresses the comprehension of the whole rather that individual phonemes
and syllables
 Analytical approach is needed for grasping details

Teaching Strategies for Learners with Difficulty in

Communication
LANGUAGE

Voice Quality:
 Encourage appropriate use of voice in the classroom.
 Help the learner reduce the instances of yelling or throat clearing.
 Modify assignments requiring learner to make oral classroom
presentations.
 Reduce the amount of background noise in the classroom.
 Discuss voice concerns with speech-language pathologist.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into speech.
 Ensure that the learner has a way to appropriately express their wants and
needs.
 Reinforce communication attempts (e.g. their gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Use storybook sharing in which a story is read to learner and responses
are elicited (praise is given for appropriate comments about the content).
 Ask open-ended appropriate questions.
 Use linguistic scaffolding techniques that involve a series of questions.
 Use language for social interaction and to resolve conflicts.
 Emphasize goals and tasks that are easy for the learner to accomplish.
 Work at the learner's pace.
 Present only one concept at a time.
 Have speech therapist present language units to the entire class.
 Use computers in the classroom for language enhancement.
 Encourage reading and writing daily.
 Use tactile and visual cues (e.g., pictures, 3-D objects).
 Incorporate vocabulary with unit being taught.
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 Provide fun activities that are functional and practical.
SPEECH

 Develop a procedure for the learner to ask for help.

 Speak directly to the learner.
 Be a good speech model.
 Have easy and good interactive communication in classroom.
 Consult a speech language pathologist concerning your assignments and
activities.
 Be aware that learners may require another form of communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Anticipate areas of difficulty and involve the learner in problem-solving.
 Provide assistance and provide positive reinforcement when the learner
shows the ability to do something unaided.
 Use a peer-buddy system when appropriate.
 Devise alternate procedures for an activity with the learner.
 Use gestures that support understanding.
 Model correct speech patterns and avoid correcting speech difficulties.
 Be patient when a learner is speaking, since rushing may result in
frustration.

ACADEMIC AND BEHAVIOR

 Reduce unnecessary classroom noise as much as possible.

 Be near the learner when giving instructions and ask the learner to repeat
the instructions and prompt when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the learner to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or chart paper.
 Redirect the learner frequently and provide step by step directions -
repeating when necessary.
 Allow learners to tape lectures.
 Allow more time for the learner to complete activities.
 Modify classroom activities so they may be less difficult, but have the
same learning objectives.
 Allow more time for the learner to complete assignments and tests.
 Design tests and presentations that are appropriate for the learner
(written instead of oral).
 Divide academic goals into small units, utilizing the same theme.
 Provide social and tangible reinforcers.
 Focus on the learner's strengths as much as possible.
 Have the learner sit in an accessible location to frequently monitor their
understanding.

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 Allow extra time to complete work because of distractions, slow
handwriting, or problems in decoding text.
 Have routines that learners can follow.
 Use a visual reminder of the day's events to help with organization.
 Establish communication goals related to learner’s work experiences and
plan strategies for the transition from school to employment and adult
life.

PHYSICAL

 Be aware that because of the way the brain develops, it is easier to acquire
language and communication skills before the age of five.
 Be aware that if children have muscular disorders, hearing problems, or
developmental delays, their acquisition of speech, language, and related
skills may be affected.
 Use augmentative communication systems to ensure that nonverbal
learners and learners with severe physical disabilities have effective ways
to communicate.
 Ensure that the learner has access to their (portable) communication
system across all contexts, all of the time.

SUGGESTED ACTIVITIES FOR DEVELOPING AND IMPROVING

LEARNER’S SPEECH AND LANGUAGE SKILLS

1. Be a good model – speak clearly and slowly and face your child when
speaking.

2. Remember your language level – don’t use words or sentences that

your child will not understand.

3. Make time to sit and talk with the child no matter how busy we can
be. He/She needs time to for exchanges and companionship.

4. Limit TV time and other pacifiers and dummies. Children need to

have more face-to-face and personal interactive communication
opportunities.

5. Play with the child but keep track of incidents and actuations
showing improvement or changes and make sure you listen and
observe rather than command or tell him/her things to do.

6. Give the child the chance to lead no matter how small or big the task
may be – but always get the child’s back for encouragement or support.

7. Expose the child to more books and make sure you find time for

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 storytelling and interaction.

8. Sing songs and nursery rhymes – songs and rhymes contain rhythm
and rhyme skills that help with speech and literacy development.

9. Feed more words that the child can imitate rather than trying to
extract more words from them. They learn more through repetition
and modelling.

10. Make every little activity an opportunity for language activity – even
grocery/canteen time, play time, field trip, meal time – all the time is
a language opportunity.

ACTIVITIES TO BE EMPLOYED FOR THE LEARNERS WITH

DIFFICULTY IN COMMUNICATION

Games and Play

Simple Games
 Simple games can be played and indirectly elicit speech and language
 Games need not always be in a structured environment – it can be
anywhere safe and controllable
 Never forget that the games should focus on speech and language
 You will also be working on social skills, turn-taking, observing, listening
and attention.

Toys
Toys should be played to elicit speech and language
o Toys like:
 Blocks
 Puzzles
 Pictures
 Other manipulative toys that can be played while talking
or conversing with the child

Look at books
Books are great for having s shared focus and learning new words
 Looking at the books together and talking about what you both see and
start conversations- naming of pictures, asking questions and talking
about the story

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Role play
 Games involving different characters will allow you to introduce lots of
new related language and stretch your child’s creative play skills.

Music
 Music is also a great way to involve the child and can be used in many
ways to enhance speech and language
 Music is good to set the child to listen and experience a shared focus
 Some song can even be sung with actions thus creating a link between
words and actions

Using everyday tasks to promote speech and language is relatively easy,

you just have to use your imagination:

 Use of word walls/word of the day/word bank

 Keep practicing words from the Dolch’s Basic Sight Words/Phrases list
o Keep the list doable to child on a day-to-day basis
o If he can only learn and remember just 2 or 3 a day, so be it.
o Increase the number when the child is already improving on his pace
and rate of learning new words
 Emphasize on routine greetings
o Good morning/Good afternoon, etc.
 Emphasize on social graces
o Thank you
o Sorry
o Please
 Setting of standards for responses
o Answering politely – avoid shouting
o Answering in phrases or simple sentences
 Talking about what the people on the street are doing:
o (e.g. walking, working, riding etc.) to focus on verbs,
o or name as many different occupations that you can see (driver,
policeman, road-worker, shopkeeper etc.).

Remember, if you make speech and language sessions into games your child
enjoys it more and is more motivated and may not even see it as speech and
language practice, but as a game.
Children like games and are motivated when it becomes competitive. This
means you can create ideal situations away from the table-top activities to
work on speech and language.

Just use your imagination because almost any daily event can be turned into
an educational game.

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 ASSISTIVE TECHNOLOGY FOR LEARNERS WITH
DIFFICULTY IN COMMUNICATION

For learners with difficulty in communication, the major types of

assistive technology can be divided into two areas.

First, students with speech and language impairments have an array of

computer software packages available to develop their speech and language
skills.
An example is First Words, a language program that has a number of
applications for teaching those who are developing or reacquiring language
functions.
The program uses graphic presentations combined with synthesized speech
to teach high-frequency nouns, and is one of many software packages that
can help develop both speech and language.

Secondly, students with speech and language impairments may use

augmentative or alternative communication (AAC). AAC is the
use of symbols, aids, strategies, and techniques to enhance
the communication process.
This includes sign language and various communication
boards, both manual and electronic, that are used by
individuals with impaired oral motor skills.

The most basic AAC devices are non-electronic communication boards. The
boards usually are limited to a number of choices (two to four). The choices
can be represented by real items, pictures of items, and symbols for items
(including print). The objective of the communication board is to have the
student make a choice, typically of food or activity. Electronic AAC devices
range from very simple devices with few buttons (such as the Cheap Talk) to
very elaborate systems that use a keyboard and synthesized speech (such as
the Dyna Vox and Liberator).

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ACTIVITIES OR EXERCISES TO HELP LEARNERS PRODUCE
SOUNDS

Speech Language Pathologists (SLPs) use a variety of low and high

technology tools which provide feedback to them in different which teachers
and parents can use in the classroom and even at home.

SUGGESTED ACTIVITIES TO HELP LEARNERS WITH:

 cleft lip or cleft palate to produce sounds

 mirrors are used to help a child see air that comes out of their nose
when it fogs up

 paper and tissues held under the nose show air coming out of it

 a device called a See-Scape is a vertical tube with a light weight ball in

it that rises when air is blown into it through the nose from another
flexible tube that a child puts near their nose

 flexible tubes or straws can be used to help the child hear extra sounds
that come out of their noses

 a more high tech instrument is a nasometer which is

a head gear device that places a sensor near the
child's nose and records the extra air that comes out
on a computer screen for the child to see

Each of the above examples help a child work on decreasing air that comes
out of their noses.

Depending on the severity of the cleft, some children don't have the ability
to produce sounds in the right place inside their mouth.

Parents and teachers (speech language pathologists SLPs) can help children
alternate places they can make speech sounds in their mouth when
necessary.

Source: http://www.home-speech-home.com/cleft-palate-speech-therapy.html

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 Tongue Tip Problems

How can you quickly solve the fronting of /k/? Tackle the tongue
tip! Getting /k/ in isolation is easily achieved by keeping the child’s tongue
tip from making contact with the alveolar ridge or teeth. Some ideas for
doing this include:

• Use a tongue depressor to gently hold the tongue tip down while the child
produces the /k/ sound.
• Use a lollipop to gently hold the tongue tip down.
• Have the child hold his tongue tip down with a clean finger.

Source: http://www.speechtherapyideas.com/2009/05/11/tongue-tip-trouble-fronting-t-
for-k/

 Articulation Disorders

The best thing parents can do for articulation disorders is model correctly
for their child. Be careful that you don't correct them too often.

 Speech Helpers

1. Lips

Put your lips together to make "P", "B", "M", and "W" or just use your
bottom lip when you make "F" and "V".

2. Teeth

Close your teeth to make "S" and "Z" or put your top teeth on your bottom
lip to make "F" and "V". Your tongue goes between your teeth for "th" (as in
thin) and "TH" (as in the).

3. Nose

Air flows through your nose to make "N", "M", and "NG" (as in "sing").

4. Ridge

Your ridge is right behind your two front teeth. It's the right spot for "S",
"Z", "L", "T", "D", and "N".

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5. Front Roof

The front-roof is the right spot for "CH", "J", "SH", and "ZH" (as in
measure).

6. Back Roof

The back-roof is the right spot for "K", "G", and "R".

7. Front Tongue

The front of your tongue is used to make "T", "D", "S", "Z", "Y", "L", "Ch",
"J", "SH", "th", "TH" and "ZH" (as in measure).

8. Back Tongue

The back of your tongue is used to make "K", "G", and "R".

9. Vocal Cords

Your vocal cords vibrate to make ALL vowels and voiced sounds like "B",
"D", "G", "Z", etc. They don't vibrate for voiceless sounds like "P", "T", "K",
"S", etc.

10. Lungs

Your lungs give you air to make every sound - especially "H" because it's all
air!

 Producing K and G sounds

Dum Dum Pops or Tootsie Pop Mini can be used to touch/rub areas of
the mouth to teach placement and awareness and can be used to hold the
tongue tip down in the front to prevent the /t/ and /d/ that are typically
substituted for the /k/ and /g/.

Flavored Tongue Depressors can also be used in the same way as

DumDums

Source:http://www.playingwithwords365.com/2013/05/how-to-elicit-teach-the-k-g-
sounds-part-one-elicitation-techniques/

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 OTHER ACTIVITIES TO IMPROVE SPEECH AND LANGUAGE

Strategies Activities
Teaching correct  Take his very first word “baby”.
sentence pattern  You can make this a two-word expression
by adding a description, thus you can teach
him to tell you:
- “ It is a crying baby” or “a happy boy”

High frequency  Some consonants are not heard because

consonants these consonants lie only in the higher
frequency where tends to increase
 High frequencies are: th, s, f, l
 Medium frequency: sh, ch, p, h
 Letter s is one such consonant that is
difficult to rear yet it is very important
because it occurs in so many words
 This is why you resort to writing and
scanning technique

Writing and scanning  Expands child’s vocabulary and teaches

proper sentence structure
 For example: He might see his father
outside driving a car, so he announces to
you, “Daddy car.”
 You correct his sentence structure by
saying: “Father drives a car.”

Sense training  Repetition is important

 Vocabulary list also serves as a personal
map
 It helps you see where you are at present,
and where you have come from.

Keeping a scrap book  Keep a scrap book of words already learned

 List down all the words learned so far on
the front page
 On the inside pages, paste or draw pictures
explaining each word
 Helps in the retention of the words

Common phrases  Include common phrases such as:

 Wash your hands.
 Come to dinner.
 Where are your shoes?
 Are you hungry?

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  Drill him/her well in these phrases as early
as possible, so he can cope well with
everyday living.

Words with the same  Expand his vocabulary by using different

meaning words that either mean the same thing or
are variations of a word
 Examples: “big” and “large”; “little” and
“small”; “mother” and “mommy”.

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IV. DIFFICULTY IN MOBILITY

Introduction

Learners with Difficulty in Mobility substantially limit one or more

basic physical capacity and/or ability to move. It can be mild or severe. At a
mild level, a learner may successfully do most things that their peers can do
while the latter, may require significantly more assistance in such areas as
personal care, movement, communication and social inclusion. Learners
with difficulty in mobility may also be gifted. Physical access can be a major
concern for learners who have difficulties in mobility as those who use
wheelchair, braces, crutches, rotators, canes or prostheses, or those who get
fatigued easily may have difficulty moving around a school. Despite the
limitations they encounter, they can still perform different activities when
provided with the appropriate assistance they need. When it comes to
adaptive skills, some are trainable, while others need lifelong support
depending on the severity of impairment. The educational goals for them may
include independence in terms of self-help skills, development of fine and
gross motor skills, social and communication skills, and mobility training.

Description

Learners with difficulty in mobility may have an acquired or congenital

physical and/or motor impairment such as cerebral palsy, spina bifida,
muscular dystrophy, arthritis, developmental coordination disorder,
amputations, genetic disorders, etc. The disability may interfere with the
development or function of the bones, muscles, joints and central nervous
system. Physical characteristics may include: paralysis, altered muscle tone,
an unsteady gait, loss of, or inability to use one or more limbs, difficulty with
gross-motor skills such as walking or running, difficulty with fine-motor
skills such as buttoning clothing or printing/writing. Learners who are
affected by this may experience learning difficulty if not catered well.

CATEGORIES OF DIFFICULTY IN MOBILITY

In classrooms, Learners with Difficulty in Mobility are usually

categorized in the following:

a. Staying in one body position

b. Changing in body position (sitting/ standing/ bending/ lying)
c. Transferring oneself (moving from surface to another)
d. Lifting/Carrying/Moving objects/ handling objects.
e. Fine hand use (picking up/ grasping/ manipulating/ releasing)
f. Hand and arm use pulling/ pushing/reaching/ throwing/catching
g. Walking
h. Moving around (crawling/ climbing/ running/ jumping)
i. Moving around using equipment/assistive devices

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j. Using transportation to move around as a passenger
k. Driving a vehicle (car/ boat/ bicycle/ or riding an animal)

On the other hand, Learners with Difficulty in Mobility who have been
further assessed and diagnosed properly can be classified as to the given
conditions below:

Neurological Conditions – These are disabilities commonly caused by

damage to or incomplete development of the brain or spinal cord. The most
common neurological conditions are cerebral palsy, spina bifida, and
traumatic brain injury.

Orthopedic Conditions – This refers to damage, disease, or lack of

development of the bones, muscles, or joints of the body. There are common
conditions on this, such as juvenile rheumatoid arthritis, muscular
dystrophy, and absence or loss of all or part of a limb.

Health Conditions – This covers anything else caused by acute or chronic

disease. This is a very broad category but generally the difference is that the
condition is usually not affecting movement of motor coordination directly.
Some health conditions include asthma, diabetes, cystic fibrosis, or sickle
cell anemia. Many students in this category may not need extensive support
in their ability to learn, speak or walk. They may need minor
accommodations such as modification of curricula such as physical
education or need of the teacher to be aware of medication requirements or
effects.

Characteristics of Learners with Difficulty in Mobility

Common Difficulties in Physical Features

Mobility
Mild Cerebral Palsy  Abnormal muscle tone,
spasticity/abnormal posture,
involuntary movement, irregular
jerking movements that most
commonly begin in the shoulders,
neck, trunk and face and poor in
speech.

https://uk.pinterest.com/explore/symptoms-of-cerebral-palsy/

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 Mild Spina Bifida  The bones in the spinal column
do not completely develop and
join.
 It has a damaged spinal cord
usually with part of it exposed.
 Paralysis or loss of sensation to
some parts of the body
http://biologyonline.us/Online%20A%26P/AP%202/Northland/AP2lab/lab12/a
bnormdevel.htm

Muscular Dystrophy  Progressive muscle weakness.

 Frequent falls
 Difficulty of getting up from
lying or sitting position
 Trouble running and jumping
 Waddling gait
 Walking on the toes
 Large calf muscles
 Muscle pain and stiffness
https://4.bp.blogspot.com/-RvIEJtcTLP4/Vxl5bNDlPUI/AAAAAAAAAjk/LjIOE7V-
eQ3CxGlW9BY_lcBXyz60sK6QCLcB/s1600/13043317_775821419215213_30842
66175627938531_n.png

Arthritis  Pain in joints and muscles

particularly after a long day of
strenuous activity.
 Stiff joints
 Inflammation of the joints

https://lovethelittle.com/2015/11/

Developmental Coordination  Clumsiness

Disorder  Uncontrollable gait
 Weakness of extremities
 No eye and hand coordination

https://calm201.wordpress.com/2015/02/26/quiet-eye-training-facilitates-
visuomotor-coordination-in-children-with-dcd/

Amputations  Absence of limbs

https://www.shutterstock.com/search/amputation

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 Bone Tuberculosis/cancer  Bone brittleness
 Sluggishness
 Frequent complaints of body
pain

https://www.pinterest.com/grammilolli/childhood-cancer-awareness/

Multiple Sclerosis  Bone deformation

https://www.pinterest.com/explore/multiple-sclerosis-awareness/

Poliomyelitis  Abnormal Posture

 Affected limbs appear smaller

https://www.granger.com/results.asp?search=1&screenwidth=1024&tnresize=
200&pixperpage=40&searchtxtkeys=polio&lstorients=132

Epilepsy/ Seizure Disorder  Appears to be physically normal

but sometimes experience
seizure attack
 Temporary confusion
 Stare blankly
 Loss of consciousness and
awareness
https://www.granger.com/results.asp?search=1&screenwidth=1024&tnresize=
200&pixperpage=40&searchtxtkeys=polio&lstorients=132
 Drooling of saliva
 Jerky movement

Learner with Difficulty in Mobility can always be easily identified, but

there are cases that it is not physically evident. The checklist below provides
a guide for teachers and administrators to.

 Physically assess the disability and from information provided by

parents and/or medical records
 Form the basis for initial planning of the IEP

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 Table 1. Checklist of common type and causes of disability
Common Affected Area Cause of Disability
Physical Neurological Orthopedic Musculo-
Disabilities / Brain /Bone skeletal/ Acquired Congenital
State State Muscle State
Cerebral Palsy √ √ √
Spina Bifida √ √ √
Muscular √ √ √ √
Dystrophy
Arthritis √ √ √
Developmental √ √ √
Coordination
Disorder
Amputations √ √ √ √
Bone Tuberculosis √ √ √
Multiple Sclerosis √
Poliomyelitis √ √
Seizure √ √ √
Disorder/Epilepsy

Note: An orientation on the assessment of the learner’s health condition should be

done among a SPED Teacher, Receiving Teacher and Parents upon accepting the child
in a regular setting. The parent may present a record of medical history for reference,
if possible.
In case with severe Physical Disability learners, the regular teacher is advised
to refer the child to a SPED Center to be given home instruction.

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 ACCOMMODATIONS FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Equipment
Physical Problem Classroom
Accommodation /Materials Teaching Strategies
Disabilities Area Management
Needed
-Place learner at Wheel Speech -Orient the class about Refer to Articulation
side of the chair/ the condition of the Skills teaching strategies.
classroom near Improvised incoming learner with
the doorway for chair disability.
Mild Cerebral easy access. Large table -Promote acceptance
Palsy -Allow a and encourage regular Refer to Mobility Teaching
voluntary learners to extend help Strategies.
Buddy System Mobility as needed.
for note taking.
-Place materials within
the learners’ reach.
-Make available Large flat Motor -Talk with the parents Teach skills that are at
the use of large desks Coordination the needs, strengths level of the learner.
flat desks. Computers and limitations of the
-Provide a (if available) learner.
Mild Spina
corner where -Work hand-in-hand
Bifida
he can stand with stakeholders.
comfortably.
( for back pain
problem)
Seizure -Place learner Mats Motor -Familiarize what Activities can be found in
Disorder/ free from Coordination triggers seizures the list of teaching
Epilepsy flickering lights strategies page.

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-Place cushion Socialization -Know the do’s and -Fine and Gross Motor
mats on his skills don’ts when seizure skills
area for occurs. - Self Advocacy
protection (SPED Teacher can -Self-Esteem
-Provide a provide notes to
buddy system Receiving Teacher on
*If seizure Seizure Precaution and
occurs: Management)
- Loosen his
clothing around
the neck
-Remove
harmful objects
around him
-Avoid other
children
surround him
so he will be
ventilated.
-Turn him side
to prevent
suffocation and
allow drainage
of saliva.
-Inserting of
spoon inside the
mouth is
prohibited to
avoid mouth
laceration or

91 | P a g e
 worst dental
fracture and
suffocation.
-If seizure
continues more
than 5 minutes,
the child needs
immediate
medical
attention.
-The learner Wheelchair, Muscles -Needs an assistive or Engage the learner in a
must be personalized adaptive technological suitable, productive and
supported with table and devices in the classroom enjoyable task.
Muscular appropriate chair for writing Give ample time to finish
Dystrophy chair, table and -Require tutoring the task
a wheelchair for Consider the attendance
mobility. due to health condition

Learners’ Ramps/ Mobility - Arrange classroom Refer Mobility Teaching

Amputees Accessibility Inclined structuring with ample Strategies.
Poliomyelitis -Learner should Plane spaces
be placed in -Maintain a hazard-zone
classroom free area
nearest the -Emphasize to the class
gate. precautionary measures
-Learner should in assisting mobilization
Multiple occupy first- to orthopedically
Sclerosis level classroom challenged learners
and be seated
near the door

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 -One must be
provided with
“show-me-
board/tag
board for class
participation.
-Avoid rigid Board Bones/ Involve the learner in Provide the learner with
physical activity games joints classroom activities with table activities
-Provide slow Lego blocks emphasis on safety or
pacing Clay precautionary measure
classroom Table
Arthritis
routines activities
-Offer bathroom
breaks

-Positioned Light objects Extremities Set short term goals. Teach children specific
properly for for play Breakdown achievable handwriting strategies
deskwork Computer physical activity into that encourage to print
-Ensure feet flat Worksheets smaller parts while or write letters in a
on the floor. keeping each part consistent manner
Developmental - Give extra meaningful and Use thin magic markers
Coordination time to achievable. or pencil grip.
Disorder complete Focus on the purpose of
activities. the lesson
-Introduce use Encourage learners to
of computer to present report orally, use
reduce use of drawings to illustrate
handwriting their thoughts

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 - Learner Incorporate activities that
should be require a coordinated
accompanied by response from arms and
buddy system / or legs, e.g. skipping,
bouncing and catching
large ball.

-Provide Board Bones Avoid stressful physical Provide the learner with
cushion for games such activities. worksheets and allow
comfortable as chess, Give simple/light more time to work on
seating position scrabble, classroom chores tasks.
puzzle and Allow learner to mingle
Bone Sodoku. or play with friends to Allow the learner to
Tuberculosis Connect the boost self-esteem participate in practical
dots and activities such as being a
painting timer, look-out, line
materials. judge, scorer and the like
that will improve his/her
ability.

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Teaching Strategies for Learners with Difficulty in Mobility

 Articulation Skills

 Use visual pictures with words for the specific sound being targeted to
learn.
 Model correct speech to the student, emphasizing the correct mouth
formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner, while
being careful not to distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify mispronounced/substituted
sounds.
 Provide access to technology, such as text to speech, that allows
student to hear proper articulation or to make themselves
understood by others.
 Use preferential seating, so that the student can see the teacher’s
mouth when he/she is speaking.
 Reduce background noise in the classroom.

 Fine Motor Skills

 Use assistive devices, like pencil grips and various sizes of writing
instruments.
 Create opportunities for paired writing activities with peers who have
strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops
(larger/specialized if mouse is available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing
demands. (Power Point presentations, for example)

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 Gross Motor Skills

 Use assistive devices as prescribed (orthopedic chair, desk, etc).

 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as to
be attainable by the student.
 Teach skills to address needs.
 Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate
needs to avoid injuries.

 Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select area(s)
of strength.
 Modify physical education expectations to meet the student’s needs;
consider greater focus on knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.

 Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the
student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

 Personal Safety

 Develop and implement alternative programming in collaboration

with other professionals, teachers and parents/guardians.
 Directly teach and practice alternate behaviors.
 Develop a consistent method of handling inappropriate behaviors.
 Use social stories to teach positive/alternate behaviors.
 Use visuals (photos of the student doing the preferred behavior
and/or other pictures).
 Use the student’s name and/or a key word to divert behavior.

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 Focus on preventing the behavior by determining the function and
triggers (time of day, location, stress level, etc...).
 Re-direct when a trigger is present, preferably by using visual
and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent
undesirable behaviors.
 Teach the student to recognize emotions.
 Model the preferred behavior and vocalize steps for attaining it.
 Post visuals of steps for appropriate behavior.
 Post “stop” signs on areas that are not to be accessed by the student.

 Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored sticky
note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of
understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

 Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize
his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviors and language to combat negative
comments made to self or others.
 Post classroom rules, including “no put downs to others or self”.

 Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student with
it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.
 Use social stories.

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  Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

 Social Skills

 Encourage peer interaction and teach how to interact.

 Provide disability awareness information for class members. Teach
them to ask the learner first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility on
social time with peers. Count the lost time each week to get a picture
of this.

 Communication Skills

 It is very important to ensure the learner has opportunities to

communicate. Utilize the communication system that has been
designed.
 Get to know the communication nuances of the learners. Eg., poking
out the tongue may be the learners way of indicating “no”, a kissing
nose may mean “yes”. A grimace may mean “stop”.
 Wait for the learner to process the incoming information, motor plan
and perform a response. Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities:
Activities Materials Procedures
Articulation
Choral/Oral Language cards -Model correct speech to the learners, emphasizing
Poem Reading the correct mouth formation.
Reading Booklets with -Pronounce the particular sound longer and slower
pictures to the learners, while being careful not to distort
the sound.
*Tic-Tac-Toe Board with 3x3 Draw the board.
grid of squares -First, you have to draw the board, which is made
up of a 3 x 3 grid of squares for basic players.
Advanced players may play with a 4 x 4 grid.
-The player draws an “X” or “O” in each grid one at
a time.
-The player first to form three series of X’s or O’s
in a row, whether horizontally, vertically, or
diagonally, wins the game. However, when both
players are playing with optimal strategy, there's a
good chance for a draw match. Players may play
again.

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*News time Picture cards -Let the child share some important event
happened in their lives yesterday
*Rhymes Charts -Use a slower pace of speech.
and riddles Books -Let the child participates in choral reading.

Fine Motor
Free Hand- Modelling Clay Form any desired objects using modelling clay
activities
*Collage Free Form Paint -Give the topic to be mounted.
Illustration -Cut and paste on the board creatively.
board
Crayons
Scissors
Magazine
Scribbling Crayons -Allow the child to hold the pencil/crayon/marker
Pencil and make print on the paper provided
Marker
Used papers
Water and Sand box -Give your child a bunch of tools and toys that will
Sand water let him lift, dig, pour and explore with sand and
Activity water.
-Encourage your child to use her imagination to get
as creative as possible when playing with the sand
and water
Bolts and Tool box (Screw, -Give your child the bag and ask her to organize the
Nuts, Hand nuts, bolts, contents into groups. When she’s finished, ask her
Grips washers, etc) why she chose to group them in that way. Then
challenge her to find another way to group the
objects. For example, she might put the screws and
nails together because they’re all the same length,
or the washers and bolts together because they are
round. Another way to sort might be screws and
nails together because they're silver, and other
pieces because they're brass.
Clay Clay bars Let the children create any figure they imagine, and
Activity/ present it to group
Play dough
Tracing and Paper Scissor, Provide the children with materials and trace the
Cutting tracing wheel(if shapes given
available)
Stocking Wooden or Let children play with different shapes and figures,
and Piling plastic boxes then ask them to pile them
and geometric
figures, cups
Paper Newspaper or Let the children play and tear the papers
Tearing any paper
available
Hand Water-based -Show a Model
Painting Paint - let the children paint things that interest them
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 *Bond Paper
*Paint Brush
*Create *Coarse Grain -Demonstrate on how to form simple objects using
Sculpture Sand sand or clay.
Paint -Have them form their own objects
Modelling Clay
Mobility
Ball Ball, hula-hoop Let the children play with ball and practice shooting
throwing or anything they
can shoot into
Dancing Speaker Introduce precautionary measures.
Music Demonstrate basic steps in dancing(2-5 steps will
do)
Repeat procedures for mastery.
Paper Plate Paper plates Let the children move around the room on paper
Skating plates

Hop Skip Paper plates Arrange the paper plates around the room and let
and jump on the children step, hop and jump on each plate.
paper plate
Sensory Sand, sand Put these materials on the floor and let the children
Walking papers, wet and walk on these materials.
path dry cloth,
*Tape Road Masking tape -Put down lines of tape to make roads
-The road went through rooms, made intersections,
went around rugs and tables.
*I Spy Game Materials The teacher will say “I spy with my eye something
around the that. . .(describe). The children will look/ search for
room the thing the teacher described.
A Big Maze Chalk or any Draw a maze inside or outside the room with
marking object, enough space to move around. Let the children
follow the maze
Personal Care
*Grooming, Grooming kit -discuss grooming and personal care activities such
bathing, as bathing, washing, finger nail cutting, combing
washing hair, tooth brushing, etc…
- model each activity (explicit instruction)
*Dressing Different kinds Review the skill such as buttoning-unbuttoning,
of clothing with zipping-unzipping, and so on…
buttons, zipper,
Velcro, hook
Toilet toiletries Guided practice to master the skill
Hygiene
Personal Safety
Stop Drop Rubber Mats Introduce, discuss and Let the children practice the
and Roll Stop Drop and Roll as firefighting drill

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Fire fighter Costume or Introduce and discuss the fire fighters job and give
friends safety gears if chance for role-playing
available
Playing with Bring the This is an outdoor activity to practice personal
environment children safety, introduce possible sources of injuries like
outdoor thorns, slippery surfaces,
Guess Who Picture cards of The teacher will say “guess who…. Describe the
community picture)
helpers
Balance Marking pen Draw a line or make a marking, depending on
Beam chalk severity of disability, let the children step/follow the
line and markings.
Self-Advocacy
News Today Provide children the chance to tell any news,
current events or experiences.
Our Different Let the children pick any emoticons and give them
Emoticons emoticons/ the chance to share why they pick such
emotions emoticon/emotions.
School Trip Tour the children around the school like canteen
drinking fountain, library

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V. DIFFICULTY IN HEARING

THE ALPHABET SIGN LANGUAGE

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Introduction

Hearing is one of the most important senses for each individual that
is concerned about perception of sounds. It allows and leads our everyday
lives without limitations. It enables us to work, communicate, socialize and
stay connected to the outside world. Moreover, it keeps us safe by warning
us of possible danger.
Hearing is all about auditory perception that refers to the capacity of
the brain to interpret and generate a clear impression of sounds.
Good auditory skills allow us to determine between different rhythms,
volumes, pitches and sources of sounds as well as words that will aid
teaching-learning reading the easiest way. It can also be the sense of sound
perception which can be detected through vibrations or the changes in the
pressure of the surrounding medium through time, through an organ such
as the ear.
Learners with Difficulty in Hearing have the right to equal access to
education and provide them the best possible education as regular
pupils/learners are enjoying. Their increasing numbers who are in school is
a manifestation that there is a need for regular school teacher to help these
children as an answer to the inclusion program of the Special Education.
This handbook could somehow help our regular teachers in the holistic
development of the Learners with Difficulty in Hearing (LWDH).

Description

Hearing loss can be:

 congenital - present at or soon after birth;

 acquired - which develops later;
 pre-lingual - before a child has fully developed speech;
 post-lingual - after the development of speech;
 conductive - caused by blockage or damage in the outer
and/or middle ear
 sensorineural - caused by damage to, or malfunction of, the
cochlea, or hearing nerve, or a combination of both.

DEGREE OF HEARING LOSS

 Deaf/Deafness refers to a person who has a profound hearing loss

and uses sign language.
 Hard of hearing refers to a person with a hearing loss who relies on
residual hearing to communicate through speaking and lip-reading.
 Hearing Impaired/Difficulty in hearing is a general term used to
describe any deviation from normal hearing, whether permanent or
fluctuating, and ranging from mild hearing loss to profound deafness.

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 CHARACTERISTICS OF LEARNERS
WITH DIFFICULTY IN HEARING

Observations that a learner is suspected to have difficulty in hearing:

____ shows strained expression when listening

____ less responsive to noise, voice or music
____ moves closer to speaker when talked to
____ watches face especially the mouth and the lips of the speaker
____ often asks for repetition when talked to
____ delayed or no responses to questions
____ makes use of natural gestures, signs and movements
____ has a limited or no speech
____ has limited vocabulary
____ speaks in words rather in sentences
____ talks with poor rhythm

What Causes Hearing Loss in Young Children?

Hearing loss can be present at birth, or it may develop sooner or later

in life. It may be hereditary, or it may be caused by problems during
pregnancy or delivery. It is often difficult to pinpoint what has caused hearing
loss in a particular child. Hereditary factors cause a large percentage of
hearing loss in children. The hearing loss may be caused by a defect of the
outer or middle ear, but more often the damage exists in the inner ear
(cochlea).

Genetic counselling can be helpful to the family in determining

whether heredity is the cause.

Hearing loss may also be the result of:

- maternal illness during pregnancy (German measles, chicken pox,
mumps, diabetes, menopausal)
- exposure to certain drugs (gentamicin, neomycin, streptomycin,
kanamycin, quinine sulfate)
- complications during delivery (eclampsia, placenta previa)

Acquired hearing loss occurs after birth:

- may result from prematurity,
- low birth weight/malnutrition
- incompatibility of the Rh factor of blood between the parents,
- use of ototoxic drugs during the neonatal period

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 - over dosage on antibiotics
- cytomegalovirus (CMV) or oxygen deprivation
- Illness (meningitis, encephalitis, mumps, jaundice, high fever)
- accidents
- loud sounds
- excessive/often cleaning of inner ear

TYPES OF HEARING LOSS

1. Conductive hearing loss

- an obstruction of air conduction that prevents the proper
transmission of sound waves through the external auditory canal
and/or the middle ear.
- may be temporary or permanent, depending on the cause that can
be differentiated by which part of the ear it affects - either the outer
or middle ear:

CAUSES:
Outer ear

 Stenosis or a narrowing of the ear canal

 Wax impaction
 Exostoses (bone-like protrusions that can develop
inside the ear canal and cause potential cause
blockages)
 Otitis externa (also known as swimmer's ear)
 Obstructions caused by foreign bodies inserted into the
ear (i.e. insects, foreign objects)

Middle ear

 A breach in the tympanic membrane caused by injury, ear

infections or extreme and rapid air pressure changes
 Tympanosclerosis or a thickening of the tympanic
membrane (pus)
 Otitis media or a buildup of fluid in the middle ear
 Blockages in the eustachian tube, which connects the
middle ear to the back of the nose and throat
 Otosclerosis, a rare medical condition that causes the
middle ear bones to freeze up
 Abnormal growths or tumors that form within the middle
ear, such as cholesteatoma or glomus tumours

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  Ossicular chain discontinuity or a break in the connection
between the bones of the middle ear, caused by injury or
heavy trauma.

2. Sensorineural hearing loss

- occurs when the sensory receptors of the inner ear became
dysfunctional.
- it is the most common type of hearing loss and It is permanent.

CAUSES:

- damaged tiny hair-like cells in the inner ear or to the auditory

nerve

- congenital malformation of the inner ear, intense noise, trauma,

viral infections, ototoxic drugs (e.g., cisplatin, salicylates, loop
diuretics)

- fractures of the temporal bone, meningitis, ménière's disease,

cochlear otosclerosis, aging (i.e., presbycusis)

3. Mixed hearing loss

- A combination of sensorineural and conductive hearing loss.

CAUSES:

- illness
- trauma
- wax impaction
- aging

CATEGORIES OF HEARING LOSS

The definition of hearing loss is not the same for everybody. The
different degrees of hearing loss are divided into categories. The most
common categories of hearing loss classifications are mild hearing loss,
moderate hearing loss, severe hearing loss and profound hearing loss.

Mild Hearing Loss

On average, the quietest sounds that people can hear with their better
ear are between 25 and 40 dB. People who suffer from mild hearing loss have
some difficulties keeping up with conversations, especially in noisy
surroundings.

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Moderate Hearing Loss
On average, the quietest sounds heard by people with their better ear
are between 40 and 70 dB. People who suffer from moderate hearing loss
have difficulty keeping up with conversations when not using a hearing aid.

Severe Hearing Loss

On average, the quietest sounds heard by people with their better ear
are between 70 and 95 dB. People who suffer from severe hearing loss will
benefit from powerful hearing aids, but often they rely heavily on lip-reading
even when they are using hearing aids. Some also use sign language.

Profound Hearing Loss

On average, the quietest sounds heard by people with their better ear
are from 95 dB or more. People who suffer from profound hearing loss are
very hard of hearing and rely mostly on lip-reading, and/or sign language.

The level of severity of hearing loss is defined as follows:

10 to 15 dB HL Normal Hearing
16-25 dB HL Slight Hearing Loss
26-40 dB HL Mild Hearing Loss
41-55 dB HL Moderate Hearing Loss
56-70 dB HL Moderate-Severe Hearing Loss
71-90 dB HL Severe Hearing Loss
>90 dB HL Profound Hearing Loss

(Average threshold level re for 0.5, 1 and 2 kHz, Clark (1981)

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Normal sloping to Moderate mixed hearing loss for the left
moderate sensorineural hearing loss in the ear.
left ear.

Moderate conductive hearing loss in the left Mild to moderate conductive hearing loss
ear. Normal sloping to in the right ear
moderate sensorineural hearing loss in the
right ear.

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 Degree of difficulty in hearing is measured by the decibels (a unit used
to measure the intensity of a sound or the power level of an electrical signal
by comparing it with a given level on a logarithmic scale. It also measures
the degree of loudness.)
The Speech Banana is used to explain the area where the phonemes
(sounds of human speech) appear on an audiogram. When the phonemes are
plotted out on the audiogram they take the shape of a banana, therefore
audiologists and other speech professionals refer to that area as the speech
banana. While many other sounds fall outside of the speech banana,
audiologists are most concerned with the frequencies within the speech
banana because a hearing loss in those frequencies can affect a child's ability
to learn language.

The speech banana enables you to understand further the audiogram

test given by the audiologist in your area.

In the audiogram test, the symbol “x”, typically marked in blue,

corresponds to the left ear.

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 The symbol “o” typically marked in red, corresponds
to the right ear.
If the audiogram test of the child is graphed within the range of 0-
20dB, he will likely to hear water drops, falling and whistling of leaves and
the chirping of birds, thus categorizing him to have a normal hearing.

If the audiogram test falls under the range of 20-40dB, he will likely to
hear the ticking of the clock and some phonemes ( l, ng, n, m, v, f, th, s)
thus categorizing him to have a mild hearing loss.

If the audiogram test falls under the range of 40-70dB, he will likely to
hear the cry of a baby, dogs barking and some phonemes ( j, z, g, i, u, b, d,
a, o, r, p, -ch, -sh, h, k) thus categorizing him to have a moderate hearing
loss.

If the audiogram test falls under the range of 70-90dB, he will likely to
hear the piano keys and telephone ringing relying to its vibration thus
categorizing him to have a severe hearing loss.

If the audiogram test falls under the range of 90-120dB, he will likely
to hear a truck siren, lawn mower, gunshot, airplanes and helicopters that
are about to take off thus categorizing him to have a profound hearing loss.

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ACCOMMODATIONS TO SUPPORT HEARING IMPAIRED/DIFFICULTY IN HEARING LEARNERS

CLASSROOM ASSISTIVE PARENT’S TEACHING SUGGESTED

ACCOMMODATION TECHNOLOGIES / AWARENESS STRATEGIES ACTIVITIES
SUPPORT SYSTEM
MILD -Regular -Hearing Aids -Home -Use real -Group
classroom setting Visitations materials, activities
and may apply -Frequency objects, Picture
Modulation (FM) -Psycho Exchange -Film Viewing
MODERATE -Put the learner Education Communication
HEARING close to the -Telecommunications Seminars System (PECS) -Manipulation
LOSS teacher for better Device for the of objects and
sound reception Deaf(TDD) -Information -Total hands on
and visual clues dissemination communication activities
-Teletypewriter (TYY) during (using ASL and
-Reduce auditory barangay spoken language -Role playing
distractions -Speech therapist assemblies simultaneously)
-Proper hand
-Get the learners -Through the -Explicit and eye
attention before help of a instruction coordination
starting the class medical (repetitive
practitioner instruction) -Vocabulary
-Make use of the enrichment
residual hearing -Through -Collaborative (Pictographs,
by talking aloud advertisements learning spelling,
(television, -Oral puzzles,word
-Speak slowly, radio. communication hunt)
clearly and face to pamphlets and (teach without
face with the flyers) signing since the -Arts for fine
learner motor

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 -Listening to learner has (drawing, clay
-Rephrase success stories residual hearing) molding, beads
making,
-Write key words -Counseling -Field scribbling)
and outline trips(school and
community) -Puppetry
-Clearly enunciate -Sign language
speech program for -Keep narrative -Sorting
parents report -Matching or
-Specialized pairing
seating -Step by step
-Family support
arrangement directions -Seizing
(search)
-Enhance -Captioning or
speechreading scripts for -Classifying
conditions television, videos,
movies, -Sequencing
- Clearly filmstrips
enunciate speech -Identifying
-visual
-Educational supplements -Comparing
interpreter
-Recognizing
-Obtain student’s
attention prior to -Solving
speaking Problems
(simple)
-Reduce visual
distructions -Organizing
Ideas

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-Present
information in
simple,
structured,
sequential manner

-Allow extra time

for processing
information

-Frequently check
for understanding

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 SEVERE
-Regular -Hearing Aids -Home -Practice and -Enhance
and classroom setting visitation allow Lip Reading speech reading
may apply -Frequency ( wear red conditions
PROFOUND Modulation (FM) -Psycho lipstick for (avoid hands
HEARING -Put the learner education women teachers) in front of face,
LOSS close to the -Telecommunications seminars no gum
teacher for better Device for the -Use Picture chewing)
visual clues Deaf(TDD) -Information Exchange
dissemination Communication -Allow extra
-Reduce -Teletypewriter (TYY) during System (PECS) time for
classroom noise barangay processing
-Cochlear Implant assemblies -Provide information
-Get the learners communication
attention before -Smartphone apps -Through the through Basic -Frequently
starting the class (android, ios) help of a Sign Language check for
medical (ASL, FSL, understanding
-Specialized practitioner Localized signs)
lighting -Repeat or
-Through -Assign a buddy rephrase
-Captioning or advertisements for note sharing information
labeling things (television, and discussion when
inside the radio, necessary
classroom (for pamphlets and -Field
familiarization) fliers) trips(school and -Group
community) activities
-Use of visual -Listening to
supplements success stories -Keep narrative -Film Viewing
(overheads, report
chalkboard, -Counseling

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charts, vocabulary -Step by step -Manipulation
lists, lecture -Sign language directions of objects and
outlines) program for hands on
parents -Captioning or activities
-Vibrating alert scripts for
devices (used to -Family Support television, videos, -Role playing /
signal fires, movies, Pantomime
doorbells, weather filmstrips
warnings and -Proper hand
more. These -visual and eye
devices can be supplements coordination
used in the
classroom to alert -Vocabulary
to schedule bells enrichment
and other (Pictographs,
important spelling,
announcements) puzzles,word
hunt)

-Arts for fine

motor
(drawing,clay
molding, beads
making,
scribbling)

-Puppetry

-Seizing
(search)

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-Classifying

-Sequencing

-Identifying

-Comparing

-Recognizing

-Solving
Problems
(simple)

-Organizing
Ideas

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OTHER BASIC SIGN LANGUAGE

NUMBER CHART

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DAYS OF THE WEEK

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SIMPLE GREETINGS

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 PEOPLE

TD

D/TYY

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TIME SENSITIVE SIGNS

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PARTS OF THE HEAD

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EMOTIONS

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WH- QUESTIONS

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 VI. LEARNERS WITH DIFFICULTY IN SEEING

BRAILLE SYSTEM

Figure 1. Braille is a system of reading and writing in which letters and words are
formed by patterns of raised dots that are felt with the fingers. This system had
twelve dots that were arranged in a grid that as two dots across and six dots down.
Braille was invented by Louis Braille in the early 1800s. He assigned different shapes
to each of the letters. (M. Cay Holbrook, Ph.D., 1996, Children with visual
impairments: a parents’ guide)

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Introduction

The implementation of the Inclusive Education Program increases the

number of learners with difficulty in seeing enrolled in a regular school,
thus, general education teachers need to understand the learners’ visual as
well as academic abilities to provide them proper accommodation in the
teaching-learning process. The successful implementation of the program
depends on the proper accommodation of this type of learners.

Learners with difficulty in seeing need specialized instruction in order

to understand concepts in a highly visual world. They need to be provided
with meaningful experiences and interactions with real and tactile objects
that they can touch, hear, smell and see. Their interaction becomes more
meaningful through guided exploration, explanation, manipulation of
concrete objects and have a unifying experiences.

Learners with difficulty in seeing can learn in general education

settings provided that appropriate instructions are used to equip them with
basic academic skills and competencies.

Description

Difficulty in seeing refers to a significant functional loss of vision that

cannot be corrected by medication, surgical operation, or use of ordinary
optical lenses such as spectacles or eyeglasses.

The terms low vision or partially sighted and blindness are often used
to describe and categorize levels of vision based in a clinical assessment
performed by a licensed ophthalmologist and optometrist. Each category is
considered in terms of the degree of vision acuity and its implications for
learners’ learning.

1. Low Vision/Partially-Sighted
Spungin (2002) defined low vision as learners who are not totally
blind but have visual impairments that cannot be corrected to normal with
regular eyeglasses or contact lenses. Generally, learners with low vision are
able to learn using their visual sense; however, they may need to have print
magnified, contrast enhanced, or type font or size changed (Turnball et al.,
2002).

2. Blindness
Blindness, on the other hand, is described by Spungin (2002) as to
the lack of usable vision. Hence, learners with total blindness receive no
stimuli from their visual channel and depend entirely on input from other
senses such as touch, hearing, smelling, and tasting.

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 Characteristics of Learners with Difficulty in Seeing

Learners with non-correctable vision problems are experiencing

difficulty in seeing. Depending on the severity of their eye condition, the
following characteristics may be used in the special education or regular
education school environment.

Learners with difficulty in seeing shows the following common

characteristics:

1. Their sense of touch is very keen.

2. They move slowly and carefully due to the fear in bumping into
things or objects.
3. They tend to move, feel, and touch objects especially when
travelling to ensure that they are in the right path.
4. Oftentimes, they have the tendency to deviate of their normal
posture for fear of being hurt.
5. 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.
6. They can become independent, assertive and adventurous like
sighted children.
7. Generally, they have exceptional talents and interest in music,
arts and sports.

Category Characteristics
Low Vision The learners:
(Partially-  have vision between 20/70-20/160 and
Sighted) cannot be corrected;
 use correctional glasses and contact lenses;
 can use limited vision for functional tasks but
need their tactile and auditory channels for
learning;
 use a combination of limited vision for
functional tasks and other senses (tactile and
auditory channels) for learning
Totally Blind The learners:
 lack the ability to see anything;
 lack light perception;
 use tactile and auditory channels for learning
functional tasks;
 use cane for mobility;
 learn via Braille and other non-visual media.

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 Accommodation to Support Learners with Difficulty in
Seeing
Some adaptations are as simple as moving learners to the front of the
class or in a well-ventilated environment. Accommodations and
modifications need to be based upon on their needs and learning
styles.

Select what specific accommodation would be beneficial for a

particular learner, especially on the classroom setting, material adaptation,
or what academic evaluation might be made. Accommodations are vital in
helping learners with difficulty in seeing to access the general curriculum
which should be appropriate for their adaptations to support their learning.

Types of Accommodations:

Instructional Accommodations are changes made to the delivery of

classroom instruction, use of appropriate materials, and strategies.
Instructional accommodations are not changes to the scope or range of the
grade-level content standards and competencies or alterations to the
complexity of the knowledge learners are expected to learn.

Testing Accommodations are changes in the format or in the

conduct of tests but these changes do not affect what the evaluation
measures.

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
 Encourage peer support to help
them in their academic activities
 Encourage “buddy” system
during recess/lunch break
 Allow them to rest and have
ample time to recover from
Testing
For both Low Vision and Totally
Blind:
 Read aloud the test questions.
 Allow extended time when
taking examinations.
For Low Vision:
 Provide large print version of the
texts (font size 18-25 point)
 Allow the learner to use symbols
(e.g. a check or a cross) to
answer questionnaire
 Use magnification and
illumination devices (prescribed
by a low vision specialist) in
reading and answering written
examinations

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 visual stress and fatigue in
preparation for the next activity
 Use tactile materials to present
lesson
 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 applications and software
(e.g. Talkback, JAWS, NVIDIA)
to enhance lesson
 Allow the learners to record the
lesson if needed using audio
recorder
 Use adaptive materials
 Make use of a thicker and
darker felt-tip or bold pen to
provide better contrast
 Maintain a well-ventilated
learning area
 Use portable lamps with
adjustable arms to control the
intensity of light.
For Totally Blind:
 Brailled test papers/materials
and transcribed answer sheets
(by the SPED teacher)

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
 Provide copies of the board work
activities

Suggested Teaching Strategies

Instructional Strategies are general strategies designed to support

individualized reasonable accommodations for which a learner is eligible.
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.

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 Teaching Strategies
Instructional
1. Modelling
o Hand-over-hand-under
(teachers’ hand is under the
learner’s hand)
o Speak slowly and clearly to
model the language you
want the learner to use
o Provide a tactile sample of a
project for a learner to copy
2. Assistive Technology
o Use of applicable computer
software that can assist the
learner in writing
assignments and reading
print materials
o Use handheld magnification
with regular text
o Use of photocopier to
enlarge small texts,
pictures/diagrams,
charts/tables
3. Contextualization
o Familiarize unknown
concepts through direct
experience (demonstrations,
media, manipulatives,
repetition, oral
opportunities)
o Provide large print version
of the text
4. Schema-Building
o Help the learner to see the
relationships between
various concepts (e.g.
compare and contrast,
jigsaw learning, peer
teaching/cooperative
learning and projects)
5. Bridging
o Establish link between the
learners’ prior knowledge
and the material (e.g. think-
Environmental
1. Seating arrangement
o Keep a front row seat open
for a learner with difficulty
in seeing to maintain 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.
o Maintain a landmark that
will serve as cue for the
learner to move around the
room. If ever changes in the
classroom set-up is needed,
inform and orient the
learner immediately.
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 materials
o Use brightly colored or
tactile cues in the room to
promote independence,
mobility, and signal location
and things.
o Avoid glaring environment
o Reduce visual clutter
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
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 pair-share; quick writes, o Provide learning station for
anticipatory charts) tactile activities (e.g.
sandbox)
6. Adaptive materials o Use of book stand for
o Use felt-tip pen to produce reading activity for low
a dark bold line for the vision learner
learner to see the o Observe proper position of
picture/diagram/written learners’ table or chair
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

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CONSIDERATIONS TO REMEMBER IN HANDLING LEARNERS WITH
DIFFICULTY IN SEEING

A. Cane Skills
There are two kinds of canes that a blind learner may use. The first
kind is a long, straight cane with or without a crook. It is made up of either
aluminum or fiber glass. It is usually covered with a quite reflective material
while a small portion of the lower shaft is covered with a red reflective
material (See Figure 2a).
The second type is the folding cane. It is made up of nylon or metal
(See Figure 2b).

(2b)

(2a)

Figure 2a. Long Straight Cane; Figure 2b. Folding Cane

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 Cane skill depends on the environment. Modification can be used.
The following skills must be familiarized such as:

1. Diagonal technique is used primarily in familiar indoor environment

to detect low objects such as chairs and tables. The cane is held in
either hands positioned diagonally across the body like a “bumper”
with the tip either resting on the ground or about one inch above the
ground or extending one to the body (hips or shoulder).

2. Touch technique is used in any environment, indoors or outdoors,

familiar and unfamiliar. The cane of the learner is held on his/her
dominant hand. It is positioned at the center of the body while the tip
swings from side to side, contracting the walking surface about one
inch beyond the widest part of the body. The learner’s cane swings in
a low, flat arch with the tip touching the surface on the side opposite
of the forwarded foot, enabling the child to detect changes in the
walking surface such as steps or curbs.

3. Shoreline technique is a basic technique to locate an intersecting

sidewalk. The learner walks parallel to the shoreline. (Shoreline can
be a line between the grass and the sidewalk.) As the learner walks,
his/her arc increases on the side of the body closest to the shoreline,
alternately touching the shoreline and the walking surface until the
intersecting sidewalk is located. Arc refers to the left to right
movement of the cane. The purpose is to detect if the learner is on the
right path/way.

B. Clues
Clues are any sound, odor, temperature, tactile or visual stimulus
that the learner can use to help identify where he/she is in space. A clue
may be something moving or stationary. It is not permanent.

C. Formal Orientation Skills

Efficient independent travel is possible if proper orientation skills
are introduced. The learner must first have understanding of his/her
body and the notion of himself/herself as a separate entity. Therefore, the
learner must master the skills such as identifying landmarks, trailing and
route travel.

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 C.1 Trailing
Trailing is demonstrated by extending one’s
arm at a 45-degree angle in front of and to the
side of one’s body to follow a surface with one’s
hand. Trailing is used to determine one’s position
in a particular setting; to locate specific
area/object such as the door; and to maintain a
parallel line of travel (See Figure 3).

Figure 3. Trailing

C.2 Route Travel

The first travel routes that a learner
typically learns have true intrinsic meaning
to him. Parents can reinforce early route
travel by encouraging their child to travel
the final steps to a certain location such as
the bathtub at bathing time, the high chair
at meal time, or to the toy basket in the
living room. This is called backward
chaining, where the child learns to
accomplish the last portion of the task first,
with success more steps of independence
can be added (See Figure 4).

Figure 4. Route Travel

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 C.3 Landmarks
Landmarks is a fixed object (wall, post)
or tactile marker such that has a known
location within the environment. It is
permanent. It can be used for position
identification to determine a reference point
and to locate specific objectives (See Figure 5).

Figure 5. Landmarks
(fixed object - wall)

D. Systematic Search Patterns Technique

Systematic search patterns technique is used to locate items that

have fallen or rolled away from the learner. He/She needs to stop and listen
as soon as an object falls. Encourage him/her to listen where the sound is
rather than automatically reaching for it (See Figure 6).

There are two basic search patterns in this technique. The first
pattern is using the hands and arms to find/retrieve nearby objects. The
learner establishes a starting point and uses a circular or fan motion of his
hands and arms in locating the object.

The second pattern is using the whole–body of the learner. This

search pattern is used in locating objects in larger area like classroom,
park, gymnasium, etc. There are two kinds of this search pattern. The first
pattern is the “perimeter” search method.

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 The learner establishes a starting point and walks around the area
giving him/her information about the shape and size of the space. The
second pattern is the “gridline” search method.

The learner establishes a starting point and then moves in straight

lines back and forth within the perimeter of the area to locate objects within
the perimeter.

Figure 6. Systematic search pattern

technique

E. Self-Protective Techniques
Self-protective techniques help a learner travel in the environment by
his own self.

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 E.1 Upper-Hand-And-Forearm Technique

This technique is helpful in protecting

the upper body, especially the head and chest.
This protects the learner from head-high
hazards such as tree limbs. This can also help
protect the head when searching for a dropped
item under a desk or table. In this technique,
the learner stretches his arm out in front and
slightly bent at the elbow. The forearm should
be parallel to the shoulders and the hand in
line with the opposite shoulder. The learner's
hand should be turned with the palm faced
out and fingers facing forward. (See Figure 7a)

Figure 7a. Upper- Hand- And- Forearm Technique

E.2 Lower-Hand-And-Forearm Technique

This technique is helpful in protecting the
lower body, especially the abdomen and groin
when traveling short distances. This is similar
to the above technique, but the learner lowers
his arms to about 12 inches in front of the
opposite thigh (See Figure 7b).

Figure 7b. Lower-Hand-And-Foream Technique

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 F. Sighted Guide Technique
The sighted guide technique directs the learner. The learner holds
onto the sighted guide by grasping the arm just above the elbow. The
learner is position half step behind the guide and actively follows him/her
(See Figure 8).

Figure 8. Sighted Guide Technique

G. Squaring Off
It is a technique done when the learner reaches the landmark. The
learner may either turn left or turn right and proceed to the chosen
direction (See Figure 9).

Figure 9. Squaring Off

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 H. Narrow Passageway Technique

It is a technique that allows for safe and efficient passage through a

restricted space that cannot be negotiated using the basic sighted guide
procedure. The learner strengthens his/her arm and moves directly behind
the sighted guide. (See Figure 10)

Figure 20. Narrow Passageway Technique

It should be a prerequisite to a Receiving/Regular Teacher to be

acquainted with the basic activities in order to make adaptive instructional
materials suited to his/her learners.

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Suggested Activities to Learners with Difficulty in Seeing

A. Orientation and Mobility (Movement) Activities

 Give clear and descriptive verbal instructions/cues (e.g. At

your right side is a wooden door; Always remember your
landmark such as post, station, plant)
 Give light/gentle touch cues (e.g. tapping his/her shoulder to
say something)
 Orient the learner to his/her classroom and its facilities (e.g.
going to the board, throwing garbage in the trash can,
washing area)
 Orient the learner 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.
 Introduce the blind learner to his/her sighted guide
(classmate, peer)
 Expose the learner to different sports (e.g. Goalball, Athletics,
Swimming) and adaptive Physical Education (PE)

B. Language and Literacy Activities

 Determine what medium (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 vocabulary building activities such as word puzzles
and scrabbles in either tactile or large print format.
 Read aloud stories that are interesting and age appropriate.
 Provide big books with large print for low vision learners and
Braille books for totally blind learners.
(See Figures 11a, 11b, 11c and 11d for examples)

Braille cells how to write and read

CVC words
Magic Spoon 147 | P a g e
A sample of movable alphabet. Use A sample of tactile alphabet cards. Use
foam paper or thick cardboard to create buttons for braille letters and thick
an embossed effect of the material. yarn for the alphabet letters. Photo
Photo credit: Sheryline L. Bustarga credit: Sheryline L. Bustarga

C. Writing Activities

 Use guided sheets such as window cards for tracking and pre-
braille writing
 Use black felt-tipped pens/ markers in writing, tracing, and
drawing activities.
 Use handheld monocular telescope (Figure 12a) in viewing
distant objects to access information that is not within the
learner’s reach
 Use magnifying glass and eye glasses to aid writing
 Use teacher made Braille cards for copying Braille exercises
 Use slate and stylus in writing (Figure 12b)
 Use braille paper in writing activities for the blind but if not
available, use oslo paper/cartolina following the size of the
braille slate (ruler slate, half slate, whole slate)
 Use manual Brailler (Figure 12c) /Electronic Brailler if
available
 Use of assistive technology (e.g. android cellphone or tablet,
JAWS software) to access information

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 Handheld Monocular telescope. This is used when viewing distant objects.

Slate and Stylus. The slate is a template of several rows of braille cells, and the stylus is
a device with a blunt metal tip that is used to punch each dot individually.

Manual Brailler

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D. Numeracy Activities
 Use tactile materials such as counters, pegboards, real
objects and indigenous
materials
 Use Cranmer Abacus (Figure
13) for mathematical
computations
 Use guided sheets e.g.
window cards for the low
vision
 Introduce paper folding to
teach fractions
 In making graphs, tables, charts, and maps, use yarn to
create the outline of the illustrative materials
 Use push pins in locating
Figure 33. Sample Cranmer Abacus
and identifying places in a
map
 Use of talking calculators, talking watch/clock, talking
thermometer
 Use games to integrate number concepts. Examples of games
are as follows:
o Running relay with different sounds (Number 0 – get
ready; Number 1 - clapping; Number 2 – animal sound
(dog); Number 3 – animal sound (cat) etc.)
o Running with a guide rope (A learner runs holding and
following the direction of the rope – left, right, straight,
curved)
o Passing the ball over-head and under
o “The boat is sinking” through clapping with sighted guide
o Matching numbers with Braille Number Cards

E. Auditory Activities
 Train the learner on how to manipulate/use computer
technology in order to access lessons into digital audio files.
 Acquaint the learner to certain settings of the audio digital
device that may need to be changed for accessibility such as
the speaking speed, voice volume, etc.
 If digital audio files are being used in classroom, allow the
learner to use headphone for him/her to concentrate in what
he/she is listening. If two or more users will access the same
recording, use a splitter to connect multiple headphones.
 To facilitate listening to classroom activities/instructions and
digital audio material at the same time, the headphones
should cover only one ear.
 Convert text documents to digital audio format such as mp3
using available conversion programs or applications.
 Books with digital audio format can either be played on a
digital audio player or computer. In case there are no

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 available books in this format, read and record the content of
the book/text material.

F. Art Activities
 Add textures to paints (e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny and grainy)
 Add scents to modelling clay (e.g. Red – apple scent; Orange –
orange scent; Yellow – banana scent; Green – mango scent)
 In assembling an “Art/Craft Making,” introduce first a model
of the finished craft, then, guide the learner’s hands to
locate/put important features and associations in the project.
 Use a black felt-tip pen to highlight outlines of picture. Help
the learner trace the outline.
 Allow the learners to experience cutting exercises/activities,
however, strict guidance in using the scissors is necessary.
 When gluing real 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
colors of objects, shapes and feel the texture.
 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, tracing
wheel, or a sewing pattern wheel poked from the underside to
provide tactual information of lines.

A sample of texture sticks. Cutting exercises. Note: Guide the

low vision learner in handling
scissors.

Coloring Exercise. Use yarn to

create a tactual border.

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G. Music Activities

 To develop listening skills

o Use shakers, bells, drums, and other objects that can
create rhythmic patterns to help the leaners explore,
distinguish, play and control sound sources.
o Have a “Sensory Adventure” trip in a sensory park, then
ask the learners to list all the things that they can hear,
smell, touch, and see. Let them chant the things that
they observed using their senses.
o Use a rhythm signal such as clapping back that will
mean “stop and listen me”

 To develop music appreciation

o Expose the learners to a variety of music (e.g. concerts,
recorded media, videos, etc.)
o Use tactile musical notations or enlarged musical
notation, Braille Music Book, Braille Music Charts

 To develop skills in playing musical instruments

o Use improvised music devices such as cardboard
clappers, music wall using old cups and pots, etc.
o Expose the learners to different musical instruments.
Piano, violin, and guitar are commonly used
instruments that can give the most tactile-aural
feedback.
o Drums and cymbals require circular or static motion.
These instruments are commonly used for learners who
have difficulty scanning from left to right.

Sample tambourine

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Reminders for the Receiving Teacher

o Preferential seating is often necessary for a learner with low

vision.
o Let the learner sit as close to the board as practical.
o Reduce glare from windows and lights, as much as possible
by putting curtains or venetian/window blinds.
o Let the learner sit with his/her back to the windows.
o Provide clear copies of printed materials. Contrasting (light
and dark) colors of printed materials should be considered.
o Preferably bold fonts must be used for printed materials.
o Take in consideration the adaptive devices such as caps, sun
shields, bookstand or reading stand, tinted lenses, computers
with speech, and tape recordings helpful to learners if
available in the community.
o Provide more time for learners to complete written activities.
o Give the learner the grade he/she earns. Giving much
consideration may not help the learner at all.
o Use the words “look and see” instead of “touch and feel.”
o Recommend the learner for a vision test for further
assessment.

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VII. DIFFICULTY IN REMEMBERING/CONCENTRATING

Introduction
Learners with intellectual disability have memory deficits resulting to
difficulty in remembering information and difficulty on self-regulations. The
term “intellectual disability” is a medical term and can be used only to label
learners who have completed medical diagnosis from a developmental
pediatrician, but those learners who have no medical diagnosis and
observed to have memory deficits shall be considered to have difficulty in
remembering/concentrating.

Description

Intellectual abilities include reasoning, planning, solving problems,

thinking abstractly and comprehending complex ideas, learning quickly
and learning from experience. Learners with intellectual disabilities develop
gradually in the different domains (cognitive, motor, socio-emotional and
behavioral, language, self-help, creative and aesthetic developments).
(Hardman, Drew & Egan, 2014).

According to American Association on Intellectual and Developmental

Disabilities (AAIDD, 2009), Intellectual Disability is characterized by
significant limitations both in intellectual functioning and in adaptive
behaviour as expressed in conceptual, social, and practical adaptive skills.
This disability originates before age 18. It also defines adaptive behaviour
as a collection of conceptual, social, and practical skills that have been
learned by people in order to function in their everyday lives. The AAIDD
defines the age of onset for intellectual disabilities as prior to 18 years. The
reason for choosing age 18 as a cut – off point is that intellectual disability
belong to a family of conditions referred to as developmental disabilities.

CHARACTERISTICS

The characteristics observe among learners with intellectual

disability or those with difficulty in remembering/concentrating (DIR)
show significantly on the developmental domains. They are presented like
books vertically arranged to emphasize Erikson’s epigenetic principle. This
principle states that development happens through a gradual unfolding.
The learner is embracing the domains implying that these are his/her
foundation to gradually develop skills and competencies. As stated in the
“National Kindergarten Curriculum Guide”, (2011), there are 6
developmental domains. These are: (1) Socio-Emotional and Behavioural,
(2) Activity for Daily Living/ Self-Help, (3) Motor and Perceptual, (4)

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Cognitive Learning/ Academic Development, (5) Language /
Communication Development, and (6) Creative and Aesthetics
Development.

1. Socio-Emotional and Behavioral Development

Refers to a developing understanding of justice and fairness, right
and wrong, love and respect for different arenas of the learner’s life

 Social development and skills- variety of social problems like

relationship with family, making new friend, and poor self-concept
 Difficulty to pay attention
 Will have important relationships with people in their lives
 Struggling in certain social situations
 When married needs support to raise the family
 Can find a job suited to their skills
 Can travel and live independently
 Need help to handle money and plan to organize their daily routine
 Memory-difficulty remembering information
 Self-Regulation- difficulty in regulating one’s behaviour or employing
strategies to help in problem-solving situations

2. Activity of Daily Living (ADL)/ Self-Care Development

Refers to a learner’s physical growth, health and safety, and self-
Care

 Difficulty bathing, dressing, grooming, and feeding oneself

 Clumsy
 Need reminders about hygiene
 Difficulty following rules and routines
 Need support in their daily lives

3. Motor and Perceptual Development

Refers to the development of skills related to the use of large and
small muscle groups

 Gross Motor Skills Development- has difficulty in either rolling,

sitting, crawling, standing, walking, running, jumping or skipping
 Fine Motor Skills Development-has difficulty in reaching, grasping,
and manipulating objects

4. Cognitive Learning/Academic Development

Refers to a learner’s ability to abstract, understand concepts and
their logical relations, and to manipulate them to arrive at new
ideas or conclusions

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 Lack of general academic performance
 Memory deficits
 Low achievement in most or all academics areas (e.g. reading
comprehension, Mathematics, and written expression)
 Short attention span and easily distractible
 Difficulties with learning concepts
 Academic difficulties across the school years
 Learn more slowly than the other learners
 Difficulty in using academic strategies (e.g. note taking and
memorizing definitions)
 Difficulty with generalization of information one day and forget it the
next
 Difficulties with more advanced academic skills related to content (e.g.
Math word problems, identifying themes, and symbols in literature)
 Learn to read and write in appropriate educational setting
 Likely to develop reading, writing, and Math skills at a basic level
 Need visual prompts such as daily schedules and pictures of routines

5. Language / Communication Development

Refers to a learner’s ability to understand and use language to
communicate ideas and learn to acquire language skills in
preparation for reading, writing, and counting

 Delay in speech development

 Difficulty understanding and using language (verbal and non-
verbal)
 Use simple, long, and short sentences
 Have little or no speech
 Rely on gestures, facial expressions and body language to
communicate

6. Creative and Aesthetic Development

Refers to the learner’s awareness and development of his/her
innate talents and creative skills

Music
• Fond of listening to music
Art
• Manipulate art materials
• Love to draw pictures and other things

Movement
• Get-up and move freely
Dramatic Play- often dramatize actions

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 ACCOMMODATIONS TO SUPPORT LEARNERS
As part of accommodation support to learners with intellectual
disability or difficulty in remembering/concentrating (DIR), the
following adaptations are appropriate and necessary for teachers to
consider:

Pacing
Extend time requirements
Vary activity often
Allow more breaks for student
Omit timed assignments
Work on vocabulary before lesson
Pick out only major concepts for learning
Environment
Reduce/minimize distractions
Provide extra paper and pencils close to student’

Presentation of Subject Matter

Teach learners learning style (visual, auditory, tactile-kinesthetic,
and experiential)

 Use visual whenever possible

 Use visually colorful computer programs
 Use pictures and mnemonics for memory
 Use chants or songs
 Use sand in a pan for writing
 Use manipulative and hands-on activities
 Write with finger on desk when learning
 Wet writing on chalkboard
 Practice with board games

Type of instruction
Individual and small group instructions
Functional application of academic skills
More review
Move around the room to gather information
Errorless learning

Materials
Large print
Arrangement of non-distracting material on page
Calculator
Graph paper
Computer
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Assignments
Visual daily schedule
Calendars and assignment books
Use written back up for oral directions
Request parent reinforcement
Reduce paper and pencil tasks
Shorten assignment
Lower difficulty level

Testing and Proof of Learning

Provide thorough reviews before tests
Oral assessment
Correct missed problems for extra credit
Test administered by aide or special education teacher

Social Interaction Support

Peer advocacy
Shared experiences in school
Extracurricular activities
Structure activities to foster social interaction
Debrief peer tutors

Motivation and Positive Climate

Offer choice
Plan motivation
Sequence of activities
Mostly positive reinforcement
Verbal praise
Concrete reinforcement (if needed)
Set up token system
Use strengths/interests often
Cultivate a general positive attitude

It is possible that some learners with intellectual disability or

difficulty in remembering/concentrating may be able to do exactly the
same work in the class as the other learners. Concrete thinkers will need
adaptations in the way the lesson is taught or in how the learner shows his
learning. There will probably need to be some modifications in the content
of what the learner will be learning as he gets to the higher grade levels.

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Types of Adaptations in the Classroom
1. Size-reduce the number of items
2. Time-extend amount of time for test or assignments
3. Level of Support-provide more assistance
4. Input-modify the way the instruction is given to the learner (e.g. read
the problems aloud to him, or provide manipulatives)
5. Difficulty-make the problems easier (e.g. by using a calculator or
simplifying the rules of a Math game)
6. Output-adapt how the learners reports his learning (e.g. using stamps
or labels with numbers printed on them, rather than writing them, or
having an aide write down the learner’s answers.)
7. Participation-the learner participates in only part of the task (e.g. the
learner could gather data about favorite ice cream flavors with the
other learners, but then not figure out what percentage like vanilla
best.)
8. Alternate goals (modifications of classroom goals)-have less complex
goals than the rest of the class (e.g. Learning single-digit subtraction
instead of three-digit subtraction)
9. Substitute curriculum and goals - learner has different instruction
and activities for his specific goals.

TEACHING STRATEGIES
When we teach a learner with intellectual disabilities or difficulty in
remembering/concentrating we need to keep in mind several factors. We
need to set goals that are most important for the learner. We need to use
some teaching strategies to teach and motivate the learner to learn.
Effective teaching strategies for learners with intellectual disability or
difficulty in remembering/concentrating are grouped in six
developmental domains.

1. Socio-Emotional and Behavioral Development

Group Learning - is one of the most effective teaching strategies for

learners with intellectual disabilities or difficulty in
remembering/concentrating . It is when you bring learners
together in a group to teach various skills. Learners often do better
when they are in a group. Behavior difficulties are less, and learners
motivate each other. The only difficulty in group learning is that you
need enough hands to help learners learn together.

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Play-Based Learning - Play-based learning is when we use play activities
to teach cognitive skills. For example, if a learner is playing with cars, we
sit with the learner and start playing too. While playing we use statements
like “can I play with the red car? Can you give it to me?" In this way we
teach skills to the learner while he or she is playing.

Positive Reinforcement - is to reinforce the learner positively every time

he learns a new skill, or performs or practices a known skill. It is a great
way to motivate learners with intellectual disabilities or difficulty in
remembering/concentrating. Use reinforcements that are appropriate for
the learner. These are just a few effective teaching strategies for learners
with intellectual disabilities or difficulty in remembering/concentrating.

Other Practical Strategies

 Provide frequent opportunities for learners to learn and socialize
with typically developing peers.
 Involve the learner in group activities and clubs.
 Provide daily social skills instruction.
 Directly teach social skills, such as turn-taking, social distance,
reciprocal conversations, etc.
 Break down social skills into non-verbal and verbal components.
 Explains rules / rationales behind social exchanges.
 Provide frequent opportunities to practice skills in role-playing
situations.
 Provide opportunities to practice skills in many different
environments.
 Serve as a model for interactions with learners.
 Value and acknowledge each learner’s efforts.
 Provide many opportunities for learners to interact directly with
each other.
 Work to expand the young learner’s repertoire of socially mediated
reinforces (e.g. tickling, peek-a-boo, chase, etc.).
 Ask learners to imagine how their behavior might affect others.
 Specifically comment on and describe what the learner is doing.
 Model tolerance and acceptance.
 Provide opportunities for learners to assume responsibilities, such
as distributing papers.
 Teach other learners to ignore inappropriate attention-seeking
behaviors.

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 Have other learners (who demonstrate appropriate behavior) serve
as peer tutors.
 Be aware that some learners may work better alone.
 Carefully consider and monitor seating arrangements in the
classroom.
 If learner is motivated by adult or peer attention, find ways to
recognize positive contributions.
 Model desired behaviors, and clearly identify what behaviors you
expect in the classroom.
 Use behavior contracts or token economies if necessary.
 Ensure consistency of rules and routine.
 Reinforce desirable behaviors that serve as alternatives to
inappropriate behaviors.
 Ensure that the learner knows the day's schedule at the start of
each day and can refer to their schedule throughout day.
 Have a "hands to yourself" rule to respect personal space of all
learners.
 Ensure understanding of all assignments and tasks (and materials
needed).
 Ensure consistency of expectations among all staff.
 Create a structured environment with predictable routines.
 Create a visual / picture schedule with daily routine.
 Allow learners opportunities to move during instruction.
 Use visual organizers to help the learner evaluate appropriate
alternatives to maladaptive behavior.
 Create a “calming area” or a “sensory area.”
 Explicitly teach and practice coping, calming strategies.
 When dealing with conflict, explain what happened in as few words
as possible and use a calm, not-angry voice.
 Point out consequences of the learner’s behavior.
 Brainstorm better choice(s) with learners.
 Use language to describe feelings and experiences.
 Explain your reasons for limits and rules in language that learners
can understand.
 Model the benefits involved in cooperating.
 Use natural consequences when possible to reinforce cause and
effect involved in a rule, request, or limit.

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 o Activity of Daily living (ADL)/ Self-Care Development

Chaining- the process of breaking a task into its small steps and
teaching them in a sequential manner. It is usually used to teach daily
living skills and life skills. For example, we first teach a learner to hold
his pants with two hands, and then we teach him to hold it and bring it
down to his legs. Next we teach him to hold it, bring it down to his legs,
and put one leg inside. This process is called forward chaining.
Backward chaining is when you teach the learner the last step first. We
do the activity of the child and let the learner do the last step on his own.
Then we do the activity till the second last step. In this way the learner
does more and more of the activity and we do less till the learner can do
the whole activity on his own.

Other Practical Strategies

 Break down / task-analyze skills into steps.
 Model targeted skills and provide opportunities.
 Use visual schedules with pictures/icons to demonstrate each step.
 Systematically fade prompts to promote independence.
 Teach occupational awareness and exploration, as appropriate.
 Teach material in relevant contexts.
 Reinforce learners for generalizing information across material or
settings.
 Provide many opportunities for learners to apply information they
have learned.
 Explicitly teach life skills related to daily living and self-care.
 Plan experiences that are relevant to the learner's world.
 Find ways to apply skills to other settings (field trips).
 Minimize distractions and the possibility for over-stimulation.
 Teach and model personal hygiene habits such as washing hands,
covering mouth and nose when sneezing or coughing, and dental
care.
 Arrange the environment so learners have many opportunities to
practice personal care and self-help skills.
 Teach and model rules and practices for bus safety, safety outside,
staying with the group, and safety in the classroom.
 Teach learners to provide personal identification information when
asked.
 Teach and model procedures for dealing with potentially dangerous
situations, including fire, severe weather, and strangers.

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3. Motor and Perceptual Development
Hands-on learning is the process of using activities and other hands-on
tasks to teach skills. All learners and especially learners with intellectual
disability or difficulty in remembering/concentrating learn best
through this process. An example would be to do Science experiments to
learn Science concepts. Another idea is to use play dough and make letter
shapes to learn letters. Hands-on learning is also a great way to learn
Math.

4. Cognitive Learning and Academic Development

Baby Steps-Learners with intellectual disabilities or difficulty in
remembering/concentrating need to learn through baby steps. Every
task, skill, or activity needs to be broken down into small baby steps. The
learner is taught one small step at a time. Slowly, he or she learns to
combine these baby steps to learn a bigger concept.

Other Practical Strategies

 Use short and simple sentences to ensure understanding.
 Repeat instructions or directions frequently.
 Ask learner if further clarification is necessary.
 Keep distractions and transitions to a minimum.
 Teach specific skills whenever necessary.
 Provide an encouraging and supportive learning environment.
 Use alternative instructional strategies and alternative assessment
methods.
 Explicitly teach organizational skills.
 Keep conversations as normal as possible for inclusion with peers.
 Teach the difference between literal and figurative languages.
 Direct learner’s attention to critical differences when teaching
concepts.
 Remove distractions that may keep learner from attending.
 Increase difficulty of tasks over time.
 Teach student decision-making rules for discriminating important from
unimportant details.
 Use strategies for remembering such as elaborative rehearsal and
clustering information together.
 Use strategies such as chunking, backward shaping (teach the last
part of a skill first), forward shaping, and role modeling.

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 Use mnemonics (words, sentences, pictures, devices, or techniques for
improving or strengthening memory).
 Intermix high probability tasks (easier tasks) with lower probability
tasks (more difficult tasks).
 Use concrete items and examples to explain new concepts.
 Do not overwhelm a learner with multiple or complex instructions.
 Be explicit about what it is you want the learner to do.
 Do not assume that the learner will perform the same way today as he
did yesterday.
 Ask learner for input about how they learn best, and help them to be
in control of their learning.
 Put all skills in context so there is a purpose for learning certain tasks.
 Involve families and significant others in learning activities.
 Develop a procedure for the learner to ask for help (e.g. cue card,
raising hand).
 When it appears that a learner needs help, discretely ask if you can
help.
 Be aware that a learner may be treated with medications that could
affect performance and processing speed.
 Maintain high yet realistic expectations to encourage social and
educational potential.
 Proceed in small ordered steps and review each frequently.
 Emphasize the learner’s successes.
 Consider alternate activities that would be less difficult for the learner,
while maintaining the same or similar learning objectives.
 Provide direct instruction in reading skills.
 Offer "standard" print and electronic texts.
 Provide specific and immediate corrective feedback.
 Encourage learners to use relaxation and other stress reducing
techniques during exams.
 Allow more time for examinations, tests, and quizzes.
 Show what you mean rather than just giving verbal directions.
 Use visual supports when relating new information verbally.
 Provide the learner with hands-on materials and experiences.
 Break longer, new tasks into small steps.
 Demonstrate the steps in a task and have learner perform the steps
one at a time.
 Address the learner and use a tone of voice consistent with their age.
 Speak directly to the learner.
 Avoid long, complex words, technical words, or jargon.

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 Ask one question at a time and provide adequate time for learner to
reply.
 Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to
promote understanding.
 Target functional academics that will best prepare learner for
independent living and vocational context.

5. Language/ Communication Development

 Ensure that the learner has a way to appropriately express their
wants and needs.
 If the learner is non-verbal, identify and establish an appropriate
functional communication system (e.g. sign language, Picture
Exchange Communication System (PECS), voice output, etc.).
 Understand that picture schedules and functional communication
systems are NOT the same thing; they do not serve the same
purpose.
 Develop a functional communication system that is easy and
portable.
 If the learner is non-verbal, ensure that the learner has access to
his/her communication system across all contexts, all of the time.
 Reinforce communication attempts (e.g. gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Label areas in the room with words and pictures.
 Use sequencing cards to teach the order of events.
 If you do not understand what the learner is saying, ask them to
repeat what they have just said.
 Ask learner to show you how they say “yes” and “no” – and then ask
yes/no questions.
 Engage learner in role-plays to target reciprocal conversation skills.
 Program for generalization of communication skills across all
contexts.

 Use large clear pictures to reinforce what you are saying.

 Speak clearly and deliberately.
 Clarify types of communication methods the learner may use.
 Provide puppets/pictures as props when using finger plays and
songs.

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  Develop a procedure for the learner to ask for help (e.g. raising
hand, signal cards).
 Speak directly to the learner.
 Model clear speech and correct grammar.
 Establish easy and good interactive communication in classroom.
 Consult a speech language pathologist concerning your class.
 Be aware that some learners may require another form of
communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Use gestures that support understanding.
 Be patient when the learner is speaking, since rushing may result
in frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into conversational exchanges.
 Use storybook sharing in which a story is read to the learner and
responses are elicited (praise is given for appropriate comments
about the content).

6. Creative and Aesthetic Development

 Emphasize visual learning-learn better by seeing actual objects or
 Pictures of concepts rather than hearing someone talking about those
concepts.
 Use hands – on activities-learners who are concrete learners learn by
manipulating objects and working out solutions with hands-on
activities.
 Provide structured learning with flexibility-concrete learners are
more comfortable with having a schedule and following it faithfully.
 Make learning relevant to the real world-It is important that you
weave the skills you are teaching in different areas into the other
parts of the academic day and into real-life settings.
 Focus the learner’s attention-getting the learner’s attention may be
difficult for several different reasons. If he is young, he is at the stage
where he should be exploring and going from an activity to activity.
 Provide non distracting written work-written material should not
distract from the purpose of the activity.

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 Minimize Fine Motor Demands- Fine motor problems can make it
harder and more tiring for learners with intellectual disability or
difficulty in remembering/concentrating to hold a pencil and form
numbers. You should minimize the amount of copying you ask the
learner to do. Whenever possible, it is preferable for an adult to copy
down the problems or to use photocopied pages that the learner can
write on.
 Give simple, clear homework-homework should always be something
that the learner has already learned.
 Expect and work toward appropriate behavior-learner’s behavior
keeps him from learning. Appropriate behavior is not an area where
we can give a few tips that will fit all learners who are concrete
thinkers. You need to step back, look at the disturbing behavior and
find out what is causing it.
 Ensure early success in the lesson-success is very important at every
level of teaching for learners with intellectual disability or difficulty
in remembering/concentrating. The steps should be very small and
each one should be praised for effort if not correctness.
 Consider the use of peer assistant- Peer intervention worked better
than teacher assistance. Learners are striving for more
independence, and being helped by a friend was perceived as better
than being helped by a teacher aide.
 Facilitate short and long – term memory-assist the pupil to facilitate
short and long term memory storage by musical or rhythmic
associations with the concepts, concrete visualizations, creative
practice, and the use of mnemonics.
 Use the calculator early and frequently-the use of calculator,
alongside with traditional Math instruction improved the average
learner’s ability to do pen and paper calculations to problem solve
(Hembee and Dessart,1986).
 Make your interactions enjoyable- Make your teaching fun and
indicate your pleasure in working with them.
 Use the computer-Most computer programs are not designed to teach
Math but instead provide practice for concepts that have already been
learned.
 Break tasks into smaller chunks (task analysis) - breakdown the
goals and tasks into small steps that can be mastered easily.

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THEMATIC APPROACH IN TEACHING LEARNERS WITH DIFFICULTY
IN REMEMBERING/CONCENTRATING

1. Breakdown learning tasks into smaller steps and introduce each

learning task, one step at a time, to avoid overwhelming the learner.
a. Demonstrate the steps
b. Provide assistance if necessary
c. Once mastered, the next step is introduced
2. Be as concrete as possible.
a. Demonstrate what you mean rather than just giving
verbal directions.
b. Most of the learners are kinesthetic (learn best by
performing a task “hands-on”, rather than by thinking
about in the abstract).
3. Give immediate feedback in order to make a connection between their
answers, behaviors, or questions, and the teacher’s responses
4. Teach the learner life skills such as daily living, social skills, and
occupational awareness and exploration, as appropriate.
5. Work together with the learners’ parents and other school personnel to
create and implement an educational plan tailored to meet the
learners’ needs

ACTIVITIES FOR LEARNERS WITH DIFFICULTY IN REMEMBERING/

CONCENTRATING

The following are some activities that could be used to enhance

learning of learners with intellectual disability or difficulty in
remembering/concentrating

Socio-Emotional and Behavioral

1. Practice greeting (routine)
2. Grooming & hygiene (demonstration)
3. Toileting (observation)
Activity of Daily Living
1. Recognizing Stranger
*Role Playing
2. Identifying community helpers
*Showing pictures
*Touring

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Motor and Perceptual Skills
1. Play dough (make shapes, letters, numbers)
2. Using pegs
3. Cutting and pasting
4. Bunching things with rubber bands
5. Packing up activities
6. Fixing materials used after the activities
7. Playing toys and games with puppets
8. Dancing and exercise with rhythm of music
9. Typing, basic computer operations
10. Numerical Template
11. Walking (going up and going down, with alternating foot)
12. Putting up chairs
13. How to Use a shovel
Cognitive Learning and Academics
1. Telling/reading time and directions
2. Counting numbers/money for fare
3. Perform work/ task based on Directions/Process/Steps
4. Taking messages/information to and from another class/office
Communication Development
1. Practice greeting (routine)
2. Reading important signages, warnings and directions (community
tour)
Creative and Aesthetic
1. Plan menus/meal (cooking)
2. Make a grocery list (mall / grocery
3. Singing Bottles

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 Instructional Guide for Receiving Teachers Handling Learners With Difficulty In Remembering/Concentrating

CLASSIFICATION ACCOMMODATION STRATEGIES ACTIVITIES

Mild and Moderate  Inclusion Socio-Emotional and Behavioral Socio-Emotional and

 Group Learning Behavioral
(Partial/Full  Play-Based Learning  Reporting, Role Playing
Mainstreaming)  Positive Reinforcement  Practice greeting
(routine)
 Pull out Program
 Reward System
(Resource Room)  Praising
 Grooming & hygiene
 Transition Program
Activity of Daily living (ADL)/Self-Care (demonstration)
 Pacing  Toileting (observation)
 Chaining
 Extend time Activity of Daily Living
requirements * Recognizing Stranger
- Role Playing
 Vary activity often
* Identifying
 Allow more breaks for community helpers
learner - Showing pictures
*Touring
 Omit timed
Motor (Gross and Fine)
assignments  Hands-on learning

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 Work on vocabulary  Provide frequent opportunities for Motor and Perceptual
before lesson learners to learn and socialize with Skills
typically developing peers * Play dough (make
 Pick out only major
 Involve the learners in group activities shapes, letters, numbers)
concepts for learning and clubs * Using pegs
 Provide daily social skills instruction * Cutting, bunching things
 Directly teach social skills, such a with rubber bands
turn-taking, social distance, reciprocal * Packing up activities
conversations, etc. * Playing with puppets
 Breakdown social skills into non-verbal * Typing
and verbal components * Numerical Template
 Explains rules/rationales behind social * Let’s Walk
exchanges * Putting up chairs
 Have other learners (who demonstrate * How to Use a shovel
appropriate behavior) serve as peer
tutors
 Find ways to recognize positive
contributions
 Ensure that the learners know the
day’s schedule at the start of each day
and can refer to their schedule
Cognitive Learning and
throughout the day
Academics
 Create a “calming area” or a “sensory
* Telling/reading time and
area.”
directions, counting money
Cognitive Learning and Academics for fare
 Baby Steps

171 | P a g e
 Use short and simple sentences to * Perform work/ Task
based on
ensure understanding.
Directions/Process/Steps
 Repeat instructions or directions * Putting up the chairs at
the end of the day
frequently. * Giving out equipment
 Ask learner if further clarification is * Taking messages to
another class
necessary. *Putting up chair
 Keep distractions and transitions to a
minimum.
 Teach specific skills whenever
necessary.
 Provide an encouraging and supportive
learning environment.
 Use alternative instructional strategies Communication
Development
and alternative assessment methods.
 Signage,
 Explicitly teach organizational skills.  Warning and
 Keep conversations as normal as Direction
 Practice greeting
possible for inclusion with peers. (routine)
 How to Use a shovel
 Reading important
Communication Development signage

172 | P a g e
 Ensure that the learner has a way to  , warnings and
directions
appropriately express their wants and
(community tour)
needs.  Community Helpers
 If the learner is non-verbal, identify
and establish an appropriate functional
communication system (e.g. sign
language, Picture Exchange
Communication System (PECS), voice
output, etc.).
 Understand that picture schedules and
functional communication systems are
NOT the same thing; they do not serve
the same purpose.
 Develop a functional communication
system that is easy and portable.
 If the learner is non-verbal, ensure that
the learner has access to his/her
communication system across all
contexts, all of the time.

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 Reinforce communication attempts (e.g.
gestures, partial verbalizations) when
the learner is non-verbal or emerging
verbal.
 Paraphrase back what the learner has
said or indicated.
 Label areas in the room with words and
pictures.
 Use sequencing cards to teach the
order of events.
 If you do not understand what the
student is saying, ask them to repeat
what they have just said.
 Ask learner to show you how they say
“yes” and “no” – and then ask yes/no
questions.
 Engage learners in role-plays to target
reciprocal conversation skills.

174 | P a g e
 Program for generalization of
communication skills across all
contexts.
 Use large clear pictures to reinforce
what you are saying.
 Speak clearly and deliberately.
 Clarify types of communication
methods the learners may use.
 Provide puppets/pictures as props
when using finger plays and songs. Creative and Aesthetic
 Develop a procedure for the learner to * Plan menus / meal
(cooking)
ask for help (e.g. raising hand, signal * Make a grocery list (mall/
cards). grocery)
 Speak directly to the learner. * Singing Bottles

 Model clear speech and correct

grammar.
 Establish easy and good interactive
communication in classroom.

175 | P a g e
 Consult a speech language pathologist
concerning your class.
 Be aware that some learners may
require another form of
communication.
 Encourage participation in classroom
activities and discussions.
 Model acceptance and understanding
in classroom.
 Use gestures that support
understanding.
 Be patient when the learner is
speaking, since rushing may result in
frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into
conversational exchanges.

176 | P a g e
 Use storybook sharing in which a story
is read to the learner and responses
are elicited (praise is given for
appropriate comments about the
content).
 Explain your reasons for limits and
rules in language that learners can
understand
 Ensure understanding of all
assignments and tasks (and materials
needed)

Creative and Aesthetic

 Emphasize visual learning
 Use hands
 Provide structured learning with
flexibility
 Make learning relevant to the real
world
 Focus the learner’s attention

177 | P a g e
  Provide non distracting written work
 Minimize Fine Motor Demands
 Give simple, clear homework
 Expect and work toward appropriate
behavior
 Ensure early success in the lesson
 Consider the use of peer assistant
 Facilitate short and long – term
memory
 Use the calculator early and frequently
 Make your interactions enjoyable
 Use the computer
 Break tasks into smaller chunks (task
analysis)
Severe  Self-Contained Socio-Emotional and Behavioral Socio-Emotional and
 Group Learning Behavioral
 Transition Program
 Play-Based Learning  Reporting, Role Playing
 Hospital Based  Positive Reinforcement  Practice greeting
(routine)
 Home  Reward System
Bound  Praising

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  Grooming & hygiene
Activity of Daily living (ADL)/Self-Care (demonstration)
 Itinerant Teaching
 Chaining  Toileting (observation)
 Life Skills Activity of Daily Living
* Recognizing
Stranger
- Role Playing
* Identifying
community helpers
Motor (Gross and Fine) - Showing pictures
 Hands-on learning *Touring
Motor and Perceptual
Skills
* Play dough (make
shapes, letters, numbers)
* Using pegs
* Cutting, bunching things
with rubber bands
* Packing up activities
* Playing with puppets
* Typing
* Numerical Template
* Let’s Walk
Cognitive Learning and Academics * Putting up chairs
 Baby Steps * How to Use a shovel

179 | P a g e
 Cognitive Learning and
Communication Development Academics
 Self-care activities
 Ensure that the learner has a way
Communication
to appropriately express their wants Development
and needs. *Functional
Communication System
 If the learner is non-verbal, identify
activities (e.g. signs,
and establish an appropriate gestures, etc.
functional communication system
(e.g. sign language, Picture
Exchange Communication System Creative and Aesthetic
(PECS), voice output, etc.)
*Activities will depend on
the recommendations of
Creative and Aesthetic
the Clinical and Medical
 Emphasize visual learning
team.
 Use hands – on activities
 Provide structured learning with
flexibility
 Make learning relevant to the real
world for survival.

180 | P a g e
Profound  Home Bound (ABA /PECS Method)
 Trained professionals/para-
 Hospital Based professional/shadow Teacher (e.g.
Occupational Therapist, Speech and
Language Therapist etc.
Activities will depend on
the recommendations of
the Clinical and Medical
team.
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 SAMPLE SUGGESTED ACTIVITIES

Activity 1: Singing Bottles

Developmental Domain: Creative and Aesthetic
Needed Materials

 8 bottles same sizes and shapes

 String
 Water
 3 feet stand (2 pcs. Bamboo)

How to make
1. Build a stand out of 1”x1” bamboo pole.
2. Fill 8 bottles with water ascending respectively.
3. The first bottle is filled with water around 2” from the bar.
4. Fill all the bottles with water in increasingly until the 8th bottle.
5. tap the bottle and add water until, you arrived at the desired
sound of the ascending DO in the musical staff.

How to use it
1. Present pictures of musical instruments.
2. Tell the learners to produce sounds by clapping, stumping their
feet or tapping their table.
3. Introduce the singing bottles.
4. Tap the bottles one at a time till the 8th bottle.
5. Count the bottles in the sound of de, re, mi, fa, so, la, ti, do or
1,2,3,4,5,6,7,8
6. Count the bottles in descending order 8,7,6,5,4,3,2,1
7. These bottles could produce sounds, thus they can be a musical
instruments.

196
Activity 2: Sorting Shapes

Developmental Domain: Fine Motor, Creative and Aesthetic

Sorting flat shapes in different ways

 Print out shapes (in Color) and then cut them

out
 Print shapes (black and white) on different
colors of paper or card, cut them out, then mix
them up or color them in yourself.

Sort them by color

Sort them by size

Sort them by how many edges they have.

 A circle has 1 edge,

 A triangle has 3 edges.
 And there is at least one shape with 8 edges

Sort them by how many corners they have and by curves.

 Shapes with a curve

 Shapes with only straight edges

Sort them by two methods at the same time. By color, but with the
curved shapes on the top row:

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Bonus task:

Sort them by color and how many edges. Now just go ahead and combine
the shapes into artwork.

Activity 3: Sand Which? Launch Box!

Developmental Domain: Physical Health, Well-Being and Self-Help

Needed Materials
 (1) 24x24 plywood * nails
 (5) 1x4x24 good lumber * hammer
 (2) 1x4x7 good lumber * cut-out of foods
 Sand paper * white sand
 Wood glue * paint
 Popsicle stick *glue gun w/ glue stick

Illustration:

Cut –out pictures of Cut –out pictures of Cut –out pictures

foods/toy foods foods/toy foods of foods/toy foods

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 White Sand

A. How to make
o Make a wooden box using (1) 24x24 plywood and (5) 1x4x24 good
lumber. Use the wood glue, nail and hammer to make the sand box.
o Put a divider using the 1x4x24 good lumber and (2) 1x4x7good
lumber to produce 3 more boxes to serve as a compartment for the
cut-out pictures/ toys.
o Use the sand paper to smoothen the surface of the wooden sand box
to make it more presentable to the eye of the learner.
o Put 10 kilos of white sand on the box.
o Cut pictures of foods (healthy & junk foods) paste it in a cardboard
and stick it to the popsicle stick.
B. How to use it
1. Call one learner after another to get one picture/toy that is consider
healthy food.
2. Let the learner identify the pictures.
3. Ask him to stick it in the sand.

Variations
This can also be used in making an activity on “My Accordion
Book of Food “.
Materials:
Bond paper (Long)
Pencil
Crayola

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How to make
1. Get a piece of long bond paper.
2. Prepare one blank accordion book for each learner in the class, with
around 4-6 pages..
How to use it
1. Give one accordion book to each learner in the group.
2. Ask them to pick out pictures in the Sand Which? Launch Box!
3. Have them copy the picture in their accordion book in chronological
order on the accordion book in a left-right manner.
4. Ask them to write name of the food they drew. Have them color their
work when they are done drawing and writing.

Activity 4: PUPPETS WHY?

Developmental Domain: Socio-Emotional and Behavioral
Needed Materials
3 pcs.paper bag
2 pcs.construction paper (orange)
paste
scissors
How to make
1. Prepare an orange construction paper.
2. Trace the body parts like eyes, nose, ears and mouth.
3. Cut the body parts named in number 2.
4. Get three pieces of paper bags.
5. Paste the body parts on each paper bag showing the three
emotions.
6. Hold them one after another to check and identify the differences
of the finished materials.
How to use
1. Show the puppet one a time and let the learner identify the
emotion.
2. Do this repeatedly for learners’ maximum participation and
mastery.

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 Activity 5: Numerical Template
Developmental Domain: Motor and Perceptual
Needed Materials

 Carton boxes
 Cutter
 Poster paint
 Paint brush

Illustration

0 1 2 3 4 5

How to make
1. Cut carton boxes into 4x4 square shaped card.
2. Trace numbers 0-5 into the 4x4 square card.
3. Cut the numbers using a cutter.
4. Do not throw the numbers that were cut from the card.
How to use it
1. Let learners trace the number using his finger over the card- one
at a time to feel the shape, form of the numbers.
2. Let the learners trace the pattern card over a bond paper using a
pencil.
3. These process is done repeatedly until the objective is attained.

201
Activity 6: LET'S WALK

Developmental Domain: Motor and Perceptual

Illustration

walk backward
start here

String is tightly
tied on both sides

footprints

Finish
walk forward
start here

Needed Materials
 Footprints
 string (atleast 2 meters long and ½ inch thick )
 cartolina (red and green
 scotch tape

How to create
Trace the feet of one of your learner in a cartolina (red color for
left foot and green color for right foot). Make atleast 12
footprints.
How to use
1. Place the footprints on the floor. Arrange it alternately (red green,
red-green, etc.) Fix them by putting scotch tape on it.
2. Get the string. Look for a safety material that you can tie up the
string end to end. Make two lines. Place the string beside the
footprints.
3. Now, show to the learner how to do the activity.
Steps:
 Go to the starting line.
 Begin to walk forward. Now, use your left foot and step
on the red footprints, right foot step on the green
footprints and so on...
 When you reach the last footprint, step twice to your
right and begin to walk backward. Use the string as
your guide until you reach the finish line.

202
 4. Let the learner do the activity. Do it several times for mastery.
5. Praise the learner for his effort.

Activity 7: Signages, Warnings, and Directions

Developmental Domain: Cognitive and Communication/Language
Needed Materials
-Pictures of different signages, warnings, and directions found in the
community like school signages, road signs, warnings, and directions
-video clip

Principal’s Office No Parking This Way

Silence No U Turn
STOP

Keep Right High Voltage Don’t Step On The Grass

Procedure:
1. Present a video clip about signages, warnings, and directions.
2. Discuss the signages, warnings, and directions they saw in the
video clip.
3. Present some pictures and illustrations of signages, warnings, and
directions.
4. Discuss the meaning and importance of the different signages,
warnings, and directions.
5. Let them enumerate the signages, warnings, and directions they
see around the school and in the community.
6. Ask them if they know the meaning of those signages, warnings,
and directions.
7. Let them draw some signages, warnings, and direction.

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Activity 8: Greeting the School Authorities
Developmental Domain: Socio-emotional Development Skills
Needed Materials
White board markers/whiteboard eraser, pictures of situation
Illustration:

Procedure:
1. The teacher will discuss first the lesson by writing the polite
words and expression on the board.
2. The teacher will read the following polite expression to be
followed by the learners.
3. Let the learners pronounce the words or expression correctly
and repetitively.
4. Show the pictures to the learners and call them one by one to
respond with the proper polite word / expression
5. The teacher will pick one learner at a time to demonstrate
when and what to say the following polite words or expression.
6. Show the picture of the person in the following offices and
identify the names.
7. The teacher will accompany the learners in going to the
different offices and greet the people with proper polite words
and expression.

204
Activity 9: Grooming – Taking a Bath
Developmental Domain: Socio-emotional and Personal Development
Skills
Needed Materials:
Bath soap or body wash, shampoo, face towel or body scrub
and bath towel

I. Illustration:

Procedure:
1. The teacher will discuss the things needed for the activity by
showing the real soap, shampoo, body scrub or face towel and bath
towel.
2. Allow the learners to pick one of the things on the table and tell how
it was used.
3. Give step by step instruction. (Baby Steps or commonly called task
analysis)
4. Prepare clean clothes to wear before going to the bath room.
5. Get your towel before going inside the bath room.
6. Use shampoo to clean your hair.
7. Use body scrub or face towel with soap or body wash to clean your
face and the entire body.
8. Wash the whole body entirely with water.
9. Wipe the body with bath towel to dry.
o The teacher will ask help of the parents or care giver to be
check at home.
o Furnish the parents or caregivers of the activity in their
respective communication notebook.
o Make sure the teacher provides the necessary checklist for the
parents or care giver for the feedback of the activity.

205
Activity 10: Telling Time By The Hour
Developmental Domain: Cognitive and Numeracy Development
Skills

Needed Materials:
 A large model of a clock for the teacher with only the hour hand (can
be made of cardboard or a plain paper plate with the hour hand
fastened on with a paper fastener).

 Learners clocks with the numbers and hour hand (a commercial

teaching clock with hour hand only, or a clock made from a paper plate
with a cardboard hour hand colored black and fastened in the center
with a paper fastener)

Illustration:

Procedure:
1. Demonstrate how the hour hand sweeps to each number on the
large clock. Talk about the hour hand and how it moves slowly for
each hour.
2. Have learners move the hands on their own clocks to each hour. If
a paper fastener attaches the hour hand, adjust it so that the hour
hand moves freely. At first tell them to move the hand to the
number. “Put the hour hand on the 5.” Later you may change your
wording and say, “ Make the hour hand show 5 o’clock.”
3. Relate the different hours to your daily schedule. “When the hour
hand is on the number 12, we go to lunch.”
4. At random, give the hours orally (6 o’clock, 3 o’clock) to the learners
and have them move the hour hand to that hour.
5. Teach the learners how to read the hours, saying “one o’clock, two
o’clock, etc.” Set the hour hand on your large clock to the different
hours and ask the learners, “What time is it?”
6. On a real clock, the hour hand will move slowly toward the next
number. If the hour hand is half past a number, tell the learners
that if doesn’t count as the next hour until the hour hand is right
on the next number.
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Activity 11: Role Playing/Shopping Activity For Two (or More) Items
Developmental Domain: Numeracy Skills, Communication Skills and
Vocational Skills
Needed Materials:
 Newspaper ads, flyers, or catalogs

 Index cards and marker so the prices can be visually listed for
learners

 Realistic play currency- 2 or 3 peso bills (adjust the amount of money

depending on the prices in the flyers or catalog)

Illustration:

Procedure:
1. Give learners 2 or 3 ten peso bills (or the amount you have decided
is enough).
2. When she has marked or cut out the items she desires from the
catalog or ads, have her add the amount (on the calculator) to get a
total.
3. Have her count the money you have given her.
4. Then have her tell you which amount is bigger - the total price of
the items she wants or the amount of money that she now has.
Expand upon the activity by making other similar situations. At this
time, make up only situations where she has enough money. Let her
pretend to buy the items.
5. When she is secure in the situations where she has enough money.
(You may need to take back some of her play money.) If she does not
have enough money, she can’t purchase the items. Do three
situations or more in which she does not have enough money.
Hopefully she will get a little upset at not being able to buy what she
wants. Then you can say to her, “How much does not know that this
situation calls for subtraction, show her on paper how you figure
the answer.

207
 6. Determining how much more money is needed is one of the most
difficult uses for subtraction that learners learn. Have the learner
practice many of these how-much-more-money-do-I-need situations
until, at least when dealing with money, they will automatically
subtract the smaller number from the larger to find the answer.
7. The multi-step process discussed above may be too difficult for some
learners now. Find out what step(s) is not clearly understood by
having the learners talk through the various steps out loud. If her
communication skills are limited, you may have to explain each step
and ask her to indicate whether the step is right or wrong. If she
still has difficulty knowing how much more is needed, focus instead
on achieving the objective of adding the prices of two items and
seeing whether she has enough money to buy both of them.
(Teaching Math to People with Down Syndrome and Other Hands-On
Learners, De Anna Horstmeier, Ph.D.)
Activity 12: Putting Up Chairs
Developmental Domain: Gross Motor Skills and Numeracy Skills
Needed Materials:
 12 pieces of mono block chairs

Illustration:

Procedure:
1. Carry the monoblock chairs one by one.
2. Carry with two (2) hands correctly.
3. Bring the monoblock chairs in one corner.
4. Put the chairs one after the other.
5. Make it three (3) pieces per set.

208
Activity 13: How to Use a Shovel
Developmental Domain: Gross Motor Skills and Communication
Skills
Needed Materials:
 12 pieces of monoblock chairs

Illustration:

Procedure:
1. Stand with your feet a comfortable distance apart.
2. Keep your back as straight as possible.
3. Use your leg muscle to push the blade into the ground.
4. After the blade is inserted into the ground, slide your non-
dominant hand about half way down the shaft of the shovel while
handling at your knees not your waist.
Activity 14: Community Helpers
Developmental Domain: Activity of Daily Living Skills

Needed Materials:
pictures of different community helpers
Illustration/Drawing:

209
Procedure:
Discuss: The teacher will present the learners with objects
that each community helper utilizes. The learners will associate
each object with the community helper. The next level will include
the type of community helper such as Doctor/Nurse, Farmer,
Firefighter, Librarian, Police Officer, Teacher and Veterinarian. The
last level will describe the service each community helper provides.

Type of Community Helpers.

Doctor/Nurse-Doctors and Nurses help you when you are sick or hurt.
Farmer- Farmers work hard to keep their fields and crops healthy, and
provide fruits and vegetables to grocery stores.
Firefighter-A firefighter is a person who puts out fires and saves people's
lives. Librarian-Librarians take care of libraries and help people find books.
Police Officer-Police officers enforce laws and keep order.
Teacher- A teacher is someone who teaches the learners
Veterinarian- Veterinarians help animals when they are sick or hurt.

Perform:
1. Each group will be given a different hat that is worn by a community
helper they will color the hat, cut it, and paste it on construction
paper. The learners will share what service there community helper
provides.
2. Every learner will be asked to choose a community helper and write
down 2 roles that specific community helper plays. Some of the
learners will share their responses with the class.

210
Activity 15: Strangers Danger-Buddy System.
Developmental Domain: Safety Skills, Language/Communication
Skills.
Needed Materials
Popsicle Sticks
Scraps materials
Glue
White paper (safety)
Illustration

Procedure:
Discuss: Talk to learner about the importance of always going somewhere
together. Every learner should pick a person to be there “buddy” for the
day. Explain to the learner that it is always important to have someone in
case something happen. That way the other person can go for help.

 Don’t talk to strangers.

 Don’t take anything from strangers.
 Don’t go anywhere with someone you don’t know.
 Stay more than an arm’s reach from strangers. If you are approached
by a stranger, seek help immediately.
 Trust your instincts, if you feel you are being followed or something
is not right, seek help immediately.
 Use the buddy system, avoid walking anywhere alone.

211
Perform: Have each learner make two stick puppets out of paper and then
can use the materials to make a dress or short to put on the person made.
Have them made two puppets each to remind them they always need a
buddy with them.

Activity 16: Strangers Danger-Know some way to get away

Developmental Domain: Safety Skills, Communication Skills

Needed Materials
Picture
Illustration

Procedure
Discussion: The teacher talk to learner about what they could do
if someone grabbed them and tried to take them to their car.
Perform:
1. Some of the best things to do are: Scream and yell “this person is
taking me” another things to do if there is not many people around
is to bite the person very hard and then run as fast as you can! Yell,
run and tell an adult you know and trust.
2. Have the learner practice yelling and Saying: this person is trying to
take me! Get them used to being assertive!

212
Activity 17: Strangers Danger-Know your phone number and address
Developmental Domain: Safety Skills, Communication Skills,
Number skills

Needed Materials:
Telephone toy (with numbers/digits)
Illustration:

Procedure:
Discussion: Many learners who get lost do not know their full name and
address. Explain to the learner how important it is to talk clearly and
slowly so people who can help them can understand what they are saying.
Tell learner if they are lost it is important to go to a grown up. If a police
officer or someone who works at the place is around that is the first person
they should go to.

Perform:
1. Have on a file card each learner name and address along with their
phone number.
2. Practice with them saying their name and phone number; Make
sure they are saying it clearly and slowly so it can be understood.
3. It is also important also that the learners know their mom’s and
dad’s first name.

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 VIII. DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Introduction
Learners with difficulty in performing adaptive skills represent a
wide range of specific conditions, other forms of incapacity will typically
share deficits in five distinct areas of development: intellectual
functioning, motor skills, sensory functioning, communication skills and
adaptive skills which are the practical, everyday skills needed to function
and meet the demands of one’s environment including skills to effectively
and independently take care of oneself and to interact to other people
(Reynolds,2007).These deficits occur for many reasons namely: Attention
Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder ( ASD),
Tourette Syndrome (TS) and Deaf Blindness (DF).

CHARACTERISTICS

Learners with difficulty in performing adaptive skills may exhibit a

wide range of characteristics, depending on the combination and severity
of disabilities and the person’s age. These are, however, some traits may
share, including:

1. Psychological
- May feel ostracized
- Tendency to withdraw from society
- Learners with multiple disabilities tend to become fearful,
and upset in the face of forced or unexpected changes.
-May execute self-injurious behavior

2. Behavioral
- May display an immature behavior inconsistent with
chronological age
- May exhibit an impulsive behavior and low frustration
level
- May encounter difficulty in his/her
interpersonal relationships
- May have limited self-care skills and independent
community living skills

3. Physical/Health
- A variety of medical problems may accompany severe
disabilities Examples include seizures, sensory loss,
hydrocephalus and scoliosis.
- May be physically clumsy and awkward
- May be unsuccessful in games involving motor skills

214
 The Table (1) below presents the following characteristics in one or
more area of difficulty with corresponding accommodation, strategies and
suggested teaching activities when the learner is not diagnosed.

DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Table 1
CATEGORY
Basic Skill Difficulties DEAF/BLIND CP/OD ASD ADHD TOURETTE
1. Conceptual
Skills
 Reading / / / / /
 Numbers / / / / /
 Money / / / /
 Time / / / /
 Communication / / / / /
Sills
2. Social Skills
 Getting along / / / / /
with others
 Understanding / / / / /
and following
social rules &
customs
 Obeying Rules / / / / /
and Policies
 Detecting the / / / /
motivation of
others to avoid
victimization &
deception
3. Practical Life
Skills
 Daily living / / / /
skills
 Occupational / / / /
skills
 Navigational / / / /
skills
Note: Column under category with check (/) indicates the manifested
difficulty of the learner. There are suggested accommodations and
activities below depending on the expressed difficulty.

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ADAPTIVE SKILL ACCOMMODATIONS SUGGESTED
DIFFICULTIES ACTIVITIES
1. Conceptual
Difficulty
 Reading  Adaptations and  Mnemonics for
modifications of phonics. Teach
method of instructions. the child
(attn. p.20). mnemonics that
 Incorporate a great deal provide
of multisensory reminders about
techniques and hard-to-learn
developmentally phonics rules
appropriate activities (e.g., tongue
 Use materials that are twister, “when
fun and engaging like two vowels go
using colorful activity walking, the first
sheets (picture-word does the talking”)
association). (Scruggs &
 Relate story or reading Mastropieri,
materials on personal 2000).
experience and  Picture-letter
background charts. Use
knowledge. these for
 Generate interest and children who
increase learners know sounds but
background knowledge do not know the
and frame of reference letters that go
before reading. with them.
 Modify worksheets by  Word
eliminating families. Teach
distractions and too the child to
much information on a recognize and
page read word
 Work for fewer items families that
per page or line and/or illustrate
materials in a larger particular
print size phonetic
concepts (e.g.,
 Let the learner sit
“ph” sounds, “at-
comfortably
bat-cat”).

216
  Allow learner to follow  Let learners
along with the finger or apply what they
use a bookmark have learned
 Tapes or reader for by using charts
textbooks and fish bone
 Read out loud in a graphic
tape recorder to listen organizer.
for improvement  Learners will be
 Read questions first asked some
before reading story simple questions
 Use headphones to related to story
block out noise theme.
 Numbers  Provide many
 Modify the amount of kinds of
work to be completed manipulative
(cubes, chips,
 Vary activities by tiles, beans,
alternating between base – ten
individual or group blocks,
activities. number line)
to help
 Allow the use of a students
calculator without visualize in
penalty counting and
work out
 Have a table of math math
facts available problems.
 Introduce
 Break story problems mathematical
into shorter segments concepts with
demonstratio
 Use graph paper or ns using real,
notebook paper turned actual objects
sideways to keep work and
in columns motivating
situations.

217
 Money  Money
bank. Establish
a bank (box) in
the classroom,
and provide
opportunity or
learners to draw-
out compare the
money they got
from the box to
the one in the
money chart.
This will
familiarize the
learner with the
appearance and
amount of
money.

 Real-life
examples of
money
skills. Provide
the child with
real-life
opportunities to
practice target
money skills. For
example, ask the
child to calculate
his or her change
when paying for
lunch in the
school cafeteria,
or set up a class
store where
children can
practice
calculating
change.

218
  Time • Instruct one task at a  Time
time. sequenced
• Consider alternative movements:
methods of completing physical and
tasks or testing verbal
knowledge conversationa
(oral, visual or hand l
on projects).  Sequencing a
narrative
story,
procedure:
before, during
and after
 Communicatio Language Problems  Ask probing
n Skills  Provide visual input as questions.
- Speech well as auditory Give
whenever possible. The opportunity to
- Language pupil could receive demonstrate and
written directions as express their
well as oral ones, or opinion about
have a copy of a the activity and
lecture outline to how they arrived
follow while listening at their solution
to instructions. or answer.
Pictures and graphs
that illustrate the text “Story Walk”
are usually quite (Asking and
effective. answering WH-
 Give directions one or questions)
two steps at a time.
Ask the pupil to repeat
the instructions. Then
have the complete one
or two items and check
with you to see that
they have been done
properly.
 If you notice a learner
mumbling while
working, suggest a
seat where he will not
disturb others.
219
Sometimes quietly
"reauditorizing"
instructions or
information to himself
can help a student
grasp and remember
the assignment.
2. Social
Difficulty
 Getting Classroom Behaviors:  Use
along with  Let the learner sit next cooperative
others to a responsible learning
seatmate to limit strategies
distraction (Be careful such as
that this does not Think-Pair-
negatively affect the Share where
other learner) teachers ask
 Reward forgetful students to
learners for think about a
remembering rather topic, pair
than punish them for with a
forgetting. partner to
 Ignore behaviors that discuss it,
are minimally and share
disruptive. ideas with
 Provide modifications the group.
for behaviors that are (Slavin,
disturbing (e.g. foam 2002).
on desk if they tap  “ Embrace
they tap their pencil, Me “
tennis balls on chair  Build a
legs). positive
 Have a code or private climate
signal to use for the class
learner when his/her  Arrange
behavior is learner’s
unacceptable seat for
 Provide structure, inclusion
consistency and  Build
predictable situations opportunit
 Support the learner to ies for
participate in the friendship
classroom with private,
discreet cues to stay on
task and advance
warning that he will be
called upon shortly.

Attention Problems
 Let the learner sit in
front of the teacher for 220
clearer instructions
and directions.
 Let the learner sit
away from windows,
 doors, or other sources  Give
of distraction. explicit
 Pair the LSEN with instructio
other fast learners ns and
whom he/she feels accessible
more comfortable. equipment
 Provide the learner a and
quiet workplace. materials
 Let the learner work in  Supply the
short intense period learner
with breaks. with
 Different subtasks standard
introduce in every books and
learning activity. equipment
 Set agreed rules with  Involve the
the learner in learner in
accomplishing every all class
activity. activities

 Understanding Classroom Environment Make use of

and following  Use seat chart as a “Social Stories”
social rules & guide for any like Behaving in
customs misbehavior. the
 Eliminate all classroom,Partic
unnecessary items ipating in class
from the learner’s desk activities and
 Provide another making friends.
textbook for learners

 Obeying Rules Organization:  Construct a

and Policies  Establish a daily schedule
routine inside the (chart) for
class daily
 Teach the learner on activities
simple organization
and self-management
skills
 Engage learner in
“Time-on-task”
activities
 Highlight important
ideas in teacher’s
worksheets
 Be organized/ using 221
color coding
 Detecting the  Maintain a warm and  Values
motivation of accepting school Formation
others to avoid environment  Role modeling
victimization &  Inclusion
deception during school
activities

3. Practical Life
Skills
 Daily living  Provide ideal Classhome  Housekeeping
skills /Home Economics Room
for skills training  Cooking
 Laundry
 Proper
grooming and
hygiene
 Personal
Safety
 Eating
etiquettes
 Occupational  Grant specialized skills  Flower
skills trainings depending on making
the individual’s strength  Arts and
Crafts
 Marketing
 Safety
Precautions
 Retail Trade
 Massage
 Beauty Care
 Dressmaking
 Baking &
Pastry
 Fruit Juice
Making

 Navigational  Teach clear directions  Visit places in

Skills through pairing the school and
 Friendly outdoor setting community
with guided/sighted adult. including
school and
community
helpers

222
 DIFFICULTY IN PERFORMING SELF-CARE, MOVEMENTS,
COORDINATION AND COMMUNICATION SKILLS

Children who have difficulty in performing self- care, movements,

coordination and communication maybe considered to have a brain
disorder caused by the abnormalities during its development, it may be
also due to the injury or malformation that occurs while the child’s brain
is under development. It affects body movement, muscle control, muscle
coordination, muscle tone, reflex, posture and balance.
Brain abnormalities associated with this disorder may also
contribute to other related problems like autism and intellectual
impairment. It also affects fine and gross motor skills and other health
and sensory problems such as, seizure, visual or hearing impairment.
Moreover, dysfunctions noted are problems in comprehension or the
receptive and expressive use of language skills, and other cognitive skills
as cited in the Educational Guide for Children with Severe Cerebral Palsy
by UNESCO.

While motor disabilities are important factors with regard to the

potential development towards leading a meaningful, independent life,
locomotion is but one single consideration. Ability to communicate and
mastery of daily living, including transportation, which is essential to
personal independence and obtaining employment, are probably more
important to the outcome. In order to understand more completely the
function of this people, it is not enough to identify the effect of isolated
additional dysfunctions; the interaction of multiple dysfunctions in each
individual person’s mastery and adjustment must be appreciated.

Characteristics:

1. Movement and coordination problems may include: variations in

muscle tone, (either too stiff or too floppy)
2. Stiff muscles and exaggerated reflexes (Spasticity)
3. Stiff muscles with normal reflexes (Rigidity)
4. Lack of muscle coordination (Ataxicity)
5. Tremors or involuntary movement
6. Slow, writhing (twisting of the body from side to side) movements
(Athetoxoid)
7. Delays in reaching motor skills such as pulling up of arms, sitting
up alone or crawling
8. Favors one side of the body such as reading with only one hand or
dragging a leg while crawling

223
 9. Difficulty in walking such as on toes, a crouched gait, assessors-
like gait with knees crossing, a wide gait or an asymmetrical gait
10. Difficulty in sucking or eating
11. Delayed speech development or difficulty speaking
12. Difficulty with precise motion such as speaking up of crayon or
spoon.
13. Seizures

Accommodations Teaching Strategies Activities

& Modifications
 Keep learners involved by
1. Note taker or talking less and asking the
use of a scribe learners more.
 Talk with them in a direct
way.
 Explicitly teach attending
behaviors and strategies.
 Give eye contact focusing
on a spot near the
speaker’s eyes.
 Using an acronym to help
self-regulate SAFE (Seek
Assistance From Elders)
Activities for Motor Skills
1. Play dough (make shapes,
letters, numbers)
2. Using pegs
3. Cutting
4. Packing up activities,
bunching things with rubber
bands
5. Playing with puppets
6. Typing
7. Sports
8. Use body language,
pantomime and natural
gestures
9. Finger spelling

 Use group work

approaches to allow
2. Adjustable interaction and activity Activities for Independence
tables  Incorporate learning 1. Life skills training
preferences and multiple - Flower making
intelligences especially the - Housekeeping
kinesthetic - Cooking
- Laundry
 Choose multi-sensory
- Arts and Crafts
activities
- Marketing
 Be visible
- Safety Precautions
 Teach routines, practice
- Retail Trade
role play
- Massage
3. Laboratory  Use buddies to help with - Beauty Care
equipment routines - Dressmaking
within reach  Break tasks into smaller - Baking & Pastry
chunks and list on - Fruit Juice Making
checklist- teach the
learner to make lists
224

4. Classrooms in  Use prompts as needed
accessible  Use backwards chaining
locations  Use a multi-sensory
Approach such
4 as
(gestures, actions, facial
expression, practical
demonstration and written
examples and verbal
explanations)
2. Give responsibility and then
record child’s efforts.
-Putting up the chairs
at the end of the day
-Giving out equipment
-Taking messages to
another class

 Use rewards and 3. Positive behavioral

5. Additional time interventions
reinforcements
and separate - Giving of Rewards and
 Develop an intervention
space in the Reinforcement
plan for dealing with
classroom for - Token System
unexpected issues
test taking - Applied Behavioral
 Be aware of the learner’s
legitimate need to move Analysis (refer to SPED
and program for breaks- a teacher)
run, energizer, exercise,
games will enable learners
to benefit from this.
* Make charts to show
 Use real things in the progress, achievement and
child’s experience to help rewards. Initiate cooperative
connect learning rewards- the learner
completing their schedule
 Use favorite things for the
earns rewards within the whole
same purpose
class.

* Encourage social skills

 Keep the child active in
development and class team
tasks rather than listening
building by getting everyone to
and answering
“catch” the positive behaviors
 Use repetition
of classmates. When someone
-lots of active practice
reports catch a classmate,
- say the same thing in a
his/her name is drop in a
different way
container. At the end of the
- say the same thing with
day/week, a name is randomly
gestures
drawn and that learner
- say the same thing and
chooses a class activity for
show a visual cue
everyone to do.
- one thing at a time
 Model what to do
- give practical
demonstrations
225
- talk as you show
 - Let the learner copy
alongside you, then repeat
what you did with verbal
coaching
- Stick to a routine way of
closing things, even use the
same language
- show what the finished
products look like
- demonstrate how to deal
with mistakes tool
- teach and practice self-
talk
Activities for
Speech/Language and
Communication
Training of motor skills is
necessary for speech. This can
only be initiated when the child
is able to:
1.Imitate mouth movements
and sounds
2.The child learns the basic
movements and functions:

. Bite Swallow Spit Smell

Exercises
 talk through routines as -involving these
you go movements and
- repeat and practice functions must be
internally the things that carried out daily, prior to
need to be learnt the sound production
- prompt to help stimulation. The
internalize training may become
 Give help when it is more meaningful for the
needed child and gives better
- set up for success results.
- give a choice of two
answers b. Dribbling.
- quietly put a marker -The following exercises
under/near needed text have an active restraining
- start a sentence for the effect on dribbling, while
learner to finish speech is encouraged
- tell the answer as if you b.1.Exercises for
knew they were about to say smelling
it and re ask in a few b.2. Teach closing
moments ex. ”Yes, Riza was of mouth
on her way home.”….”Where b.3. Breathing
did you say she was going?” through nose
- use guided movement b.4. Practice the
retracting muscular
movements of the
tongue.
 IDEAS recommend to
communicate regularly
with the learner’s parents
through a communication
diary or notebook. 226

 VISUAL SUPPORTS
suggested to put a range
of visual supports in the
class like-
- labels and signs
- Tape a cross on the
floor where the learner will
set for some activities
- Provide proformas to
help the learner organize
work
- Seat or place the
learners in a position with full
visual access to the teachers
c. Swallowing Activities
1.Smiling/Pouting -
Make the following sounds: O
-I-E
2. Sounds make the lips
more flexible and encourage a
firm closing of the mouth.
3.Biting makes the
following sounds: H - B - P - D
- T - L.
4. Spitting makes the
following sounds: S - F - T.
5. Blowing Strengthens
the ability to make firm
lips, prolongs the
expiration phase of the
breathing and increases
lung capacity. Results
in clear, and
pronounced vowels.

d. Sucking and drinking

o Speak face to face with
the learner in a slow
and clear manner.
o Make use of residual
hearing by using
amplification.
o Get the learner’s
attention before
commencing talking
o Reduce classroom noise
levels with wall
hangings, mats and
curtains.
o Make sure the light,
natural or artificial, falls
on the teacher’s face
rather than behind.
o Repeat a new word
numerous times (25
times).
with a straw
1. Closing of mouth
exercise (see also a., c., d. and
h.).
2. In order to suck, the
child must be able to close
his/her mouth.
3. The child must also
learn to breathe through the
nose.
4.Children with CP have
a tendency to fix lips in a
permanent “grin” due to
reflexes and spasms.
6. It is necessary to
counteract this by direct
massage around the
mouth.

227
 6.If the child bites the
straw instead of sucking,
assist him in loosening the
teeth by pressing the cheeks
with the thumb and index
finger.
7. You must always be
very careful when handling
the child’s face, mouth and
throat.

e. Good preparation for a

pleasant meal.
1. Encourage the child
to chew with mouth closed.
2. Strengthening the
mouth’s motor functions;
3. Let the child hold a
wooden spatula (or other
suitable object) between the
lips for a period of time;
4. Increase the length of
the period progressively. (find
counting valuable in this
context, to show the child that
he/she is getting better in
each exercise.)

f. Cleaning up game on the

table.
1.Use small and light
objects (pencil, bottle top,
cotton bobbin, lump of sugar,
lego block, etc.)
2. Ask the child to clear
the table by putting each
object into a basket or box
using the lips only.

228
 3.(Pretend to be a dog or
cat) a. Insert a thin elastic
object in a
four-hole button;
b. The child sticks the
button in his mouth and tries
to hold it there (with closed
lips); and
c. Pull with increasing
strength the thin elastic object
until the child let it goes.
(Motivation: Use stop
watch to record how long the
child can resist the pressure
without letting go.) Children
above the age of 7 may be
verbally stimulated and
reminded to swallow the
saliva. It is very important to
remind them to swallow, as
this function does not come
naturally to them as it does to
other children.

Specific Speech Training

activity:
1.Imitation of mouth
movements by encouraging
the child to watch and follow
the teacher’s mouth
2.Make faces- Grumpy
mouth/Happy mouth
3.Tongue from one comer of
the mouth to the other licking
upper lip
4.Make bump on the cheeks
with the tip of the tongue
“Cleaning house” –
in this context. the inside of
the mouth - licking walls,
ceiling, floor

229
5.Make clicking sounds with
the tongue. Make sucking
noises (ah - ah with the vocal
chords)

a. How to teach spitting

1.Stick the tongue out
and blow air first, then say T.
with the tongue out.
2.Finally, spit (saying T)
with the tip of the tongue
behind the front teeth,
smacking lips - (tip of the
tongue),

b. Play - (lift the rear part of

the tongue)
1.Make engine noises -
(let the lips vibrate),
2.Fire engine - o - i – ba
- bu.
3.Imitation with sounds
4.The child must still be
watching the teacher’s
lips
5.Occasionally by both
of them looking in a
mirror

6. Let the child imitate the

vowels one by one and
keep the sound for as long
as possible (“Vowel song” with
fixed melody).
Note: Vowels are very
important in all speech.

7.Time each vowel as a

competition between them for
the motivation of the child.

230
8. Imitation of similar,
meaningless monosyllables:
ma-ma- ma, da-da- &, ga-ga-
ga, la-la-la, etc. (May be sung
to a well-known melody and
with varied rhythms.)

c. Imitation of dissimilar,
meaningless monosyllables:
La- le-li. ga-ge- gi, la-ga-le,
etc.
1. Make many different
animal sounds.
2. Imitation of
meaningful words. It is
important that when the child
makes an attempt, hopefully
with an increasing frequency,
you should never correct his
articulation! Everything is
acceptable! Give praise and
encouragement. Corrections
will be made later. It is also
important to remember that at
this stage the training is
aimed at exercising the speech
organs and encouraging the
need to speak, and the joy of
talking!

231
Activities on Articulation
Development
(When the child’s imitations
improve, and it uses the
words spontaneously to a
greater extent in everyday
situations, it’s time to
check/correct the words
uttered by the child).
1. The teacher should prepare
a list of the sounds that are
still missing, and choose one
sound at a time for practice
during a specific period.
2. The lip-produced sounds
are the easiest to learn: M - P
- B.
3. Practice volume through
blowing exercises. T - D - N - L
- R which demand lifting of
the tongue tip, are also
difficult to master.
4. In order to overcome these
problems, an intensive licking
training is advisable:

A. Licking Activities:
1. Licking with the tongue,
the upper lip (put some
chocolate there) is necessary.
2. Licking a saucer (ice
cream. etc.) can also be
included in the training.
3. Previous experience has
revealed that the sounds S - F
- V are difficult to express for
children with CP, these
sounds can be articulated
later. With paralysis of the
pharynx the sounds K and G
are normally the last to be
learned.

232
Suggestions for the teacher:
Ideally, the teacher should
place himself/herself in front
of a mirror and watch closely
how his/her mouth forms the
sounds.
4. The teacher shall now
show the child how to form
the mouth and produce the
sound.
5. Explore which sounds the
child can manage at the
moment.
6. Combine the sound which
is being practiced, with a
vowel and imitate meaningless
syllables.
7. Practice ma-me-mi-mo.
8. Then switch the letters
around: am - em - im - om.
9. Continue with some simple
words, with the sound as the
first letter: man - mammy.
10. If the exercise was
successfully performed, you
can reward the child by
putting a nice picture in the
child’s note book that follow
his/her speech training
sessions.
11. Write the word
underneath the picture.
12. Repeat in the next speech
training period, the words
written in the book.
13. Do this after the warm up
part containing motor training
of the mouth.
14. Perform automatic
counting from 1 – 15.

233
 DIFFICULTY IN SEEING and HEARING
- It is a condition in which the child experiences a combination of
hearing and vision loss. Learners with this condition commonly
demonstrate problem behavior (e.g. self-injury)(Purvis,2012).
Characteristics:
- The child with deaf-blindness requires considerable modifications
to teaching content and different teaching strategies. He cannot learn from
what he sees like the deaf child does. He cannot learn from listening like
the blind child does. He learns only by what he does.
- The child may also have problems experiencing new things. He
maybe withdrawn or passive, content to stay in one place and let the world
come to him.
- The range of sensory impairments included in the term “deaf-
blindness” is great.
- More than 90% of children who are deaf-blind have one or more
additional impairments or health problems.

- Young children who have both hearing and vision loss learn the
same way with those in the regular but in a different manner.
Accommodations & Teaching Activities
Modifications Strategies
 Access 6. Language –is a Teaching Skills that
- Communication Tactile Sign facilitate hand
systems way of development and
- Sensory communication expressiveness in learners
accommodations for learners with who are deaf-blind.
and adaptations both sight and
hearing 1. Watch and/ or
 Participation impairment and touch the learner’s
- Trustful deaf-blindness. hands and learn to
relationships read them.
- Cues and How to do Tactile 2. Think of hands as
prompts Sign Language initiators of topics
- Consistent  The deaf-blind in conversational
Routines learner puts interactions,
- Calendar System his/ her hands particularly with
over the signer’s young children who
hands to feel the do not yet use
shape, words.
movement and
location of the
signs. Some
signs and facial 234
expressions may
 need to be 3. Use under hand
modified (e.g, touch through
signing” not exploration,
understand” initiation of topics
instead of and expression of
 Support signing feelings.
- Team approach “understand” by 4. Make your hands
- Training and shaking one’s available for the
technical head. Spelling child to use as he/
assistance “dog” rather she wishes.
specific to deaf- than signing 5. Imitate the child’s
blindness “dog”) own hand actions
 Learners can while your hands
use one or two- are under the
handed tactile child’s hand.
sign language. 6. Play interactive
 Those who have hand games
acquired hearing frequently
impairment and (Guessing game on
loss of vision, identifying common
prefer tactile fruits).
fingerspelling for 7. Make
they find sign environmental
language provisions to
difficult. encourage hand
activity,
- Conversation appropriate to the
can be done developmental level
by setting of the child (trees,
next to the flowering plants
child or etc.)
tapping, 8. Encourage
touching energetic throwing
gently. in an appropriate
settings and
developmental
times.
(manipulative balls
to the basket and
or

9. Invite access of
your own hands
while they are
engaged in a wide
variety of activities.

235
 10. Invite deaf-blind
learners to have a
frequent tactual
access to the
environment.

11. Demonstrate
whatever hand
skills you wish the
learner to acquire
and allow him/ her
tactual access to it.
12. Make language
accessible to the
hands of the
learner who is deaf-
blind.
13. Be aware of your
hands as carriers
of feelings and
pragmatic
functions.
1. Anticipation 1. The child and the
or Calendar teacher go to the
System accessible
• Access location where
- Communication – provide a the calendar box
systems structured way is stored and find
- Sensory in which to the first object on
accommodations and refer events in the left.
adaptations a child’s day.
- Environmental Sometimes 2. Together they
• Participation called identify the item
- Trustful “anticipation and its
relationships boxes” or significance,
- Cues and object using appropriate
prompts calendars. speech and sign
- Consistent - a series of language.
Routines meaningful 3. For example, they
- symbols are might pick up an
arranged in umbrella and
sequential say/sign:
order to let the "Umbrella!”.
child know “Today is a
what happens rainy/sunny
next. day.”

- It also
provides a
236
way to make
the
 beginning, 4. The teacher and
middle and the learners can
end of an then carry the
activity, as item to the place
well as time where the activity
concept will occur (in this
such as case they will go
before, outside the
during, and classroom) and
Anticipation/Calendar after of continue to
System symbols touch/look at the
• Support representing umbrella.
- Team approach different 5. Through this
- Training and activities activity the
technical assistance learners begin to
specific to deaf- take on the
blindness meaning of
umbrella.
- Anticipation 6. Similarly, a cup,
schedules spoon, glass, and
provide plate can
activities represent the
that are activities which
represented will give meaning
by symbols, to the said
time utensils.
concepts
from past to 7. Once the activity
future, has been
direction completed, the
from left to learners and the
right (e.g. teacher carry the
Daily object back and
schedules, place it in a
Weekly, special box to the
monthly, right of the other
annual boxes, saying and
schedules). signing "finished.
Then take the
Note: (Picture of next object out
a calendar with from the next
different box and repeat
activities) the process.

237
 8. As learners begin
to associate the
objects with
certain activities,
they can already
form concepts.
Access 2. Cues and Parts of the body
- Communication Prompts identification using
systems  Touch cues touch cues:
- Sensory –specific
accommodations and signals that 1. Ask the learner
adaptations are using touch cues
- Environmental executed on to touch different
• Participation the learners’ parts of her/his
- Trustful body body like nose,
relationships eyes, ears, etc.
- Cues and - Touch cues 2. Give her a cue
prompts should like tapping his/
- Consistent reduce her shoulders if
Routines startling, she/he responses
help develop correctly
anticipatory 3. The teacher can
responses target another
and provide lesson using
Anticipation/Calendar clearer touch cues.
System information
• Support about your
- Team approach expectation Activities using object
- Training and cues: Deaf-blind leaners
technical assistance  Object cues could participate in
specific to deaf- - everyday various activities in
blindness objects that different goals with
are other learners.
presented to
the learner Recess Time
as cues and 1. Direct the children
that may be to “pull” the deaf
touched on blind learner to the
the body chair.
2. Let the learner
- Presented to practice pulling with
child as the help of the
cues for classmate during
particular play time.
activities
- Provide
information 238
or directives
 - Allows child Role Play
to get ready 1. Teacher will present
- Consistent different common toy
and animals found in the
predictable farm.
- Facilitates 2. Learner touch each
development toy animal.
of 3. Let him/her explore
expectations each toy animal
and through touching.
anticipation 4. Slowly teach
him/her the name of
each toy animal.
Types of 5. Once the learner can
object cues identify already,
1. Actual 6. Incorporate role
object (e.g. playing.
real spoon 7. Teacher will ask the
and fork to class if they have
indicate been to a farm.
time to eat) 8. Let them share their
2. Partial or experiences when
associated they were in the
object (e.g. farm.
plastic 9. Let them pretend to
spoon and be animals, while
triangular deaf blind could
placemat to “rub” and “pat”
eat) them, as if he/she is
3. Arbitrary the farmer who come
object (e.g. for attention. (The
paper plate deafblind learner will
in different be given
shape with differentiated -
triangular instructions by the
placemat) teacher).
a. Touch cues 1. Introduce every
for personal child in the class
identifiers with personal
 Unique identifier.( e.g.
personal cue to bracelet for
identify Emma, pencil for
yourself the teacher,
(e. g. ribbon handkerchief for
for Luz, Jay-ar, or etc.)
feather for
mother,
239
chain for
father,
 string for 2. The personal
brother, identifiers should
pencil for be arranged on
teacher, the board with
etc.) label which is
easy for the deaf-
blind to access.
 Needed by 3. The learner will
everyone in choose among the
regular contact personal
with the child identifiers whom
 Use each time she wants or
you greet and needs to.
leave
 Familiar
trusted Other suggested
individuals activities that deaf-
should blind learners are
introduce capable of doing
someone new
Note:(pictures Arts
with Deaf-blind learner
corresponding can “pat” or “pull” a
personal modelling clay to
identifiers: help a classmate
e.g bracelet form different shape
Emma, pencil- Science:
teacher, 1. Deaf-blind can use
handkerchief Jay- his vision to find
ar, etc) objects in the sand
box.
2. “Open” and “close”
the door, zippers in
bags, buttons in
/out blouses and
etc.
3. Can “pour” sand in
the toy animals.

4. “Pull” the shovel out

of the sand.
5. Arrange the shapes
in the box.

240
 DIFFICULTY IN HEARING WITH OTHER DISABILITIES
A chronic or acute health problem leading to inability of an
individual to comprehend verbal language due to its inability to hear. Most
individual suffering from hearing impairment also suffers health issues
due to asthma, attention deficit disorder or attention deficit with
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia,
and Tourette syndrome which adversely affects their educational
performance.

Characteristics
1. Weak during health impairment occurrence
2. Shows strained expression when listening
3. Difficulty following verbal directions
4. Often follows and rarely leads
5. Will usually exhibit some form of articulation difficulty
6. Can become easily frustrated if their needs are not met — which
may lead to some behavioral difficulties
7. Less responsive to noise, voice or music
8. Watches faces of the speaker especially the mouth and lips.
9. Delayed or non-responsive to questions asked
10. Makes use of natural gestures, signs and movements
11. Often fails to give close attention to details or makes careless
mistakes in schoolwork or with other activities.
12. Often does not seem to listen when spoken to directly.
13. Often does not follow through on instructions and fails to finish
school work and chores (e.g., loses focus, side-tracked).
14. Often has trouble organizing tasks and activities.
15. Often avoids, dislikes, or is reluctant to do tasks that require
mental effort over a long period of time (such as schoolwork or
homework).
16. Often loses things necessary for tasks and activities (e.g. school
materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
17. Is often easily distracted
18. Is often forgetful in daily activities.
19. Often fidgets with or taps hands or feet, or squirms in seat.
20. Often leaves seat in situations when remaining seated is
expected.
21. Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to feeling restless).

241
 Accommodations & Teaching Activities
Modifications Strategies
1. Note taker or use of a 1. Visual Strategy 1. Dactylology
scribe a. Teacher (Fingerspelling)
accommodates a. Teacher spells the
2. Interpreter learner’s needs by words using her
writing all fingers.
assignments, class
3. Flexible attendance instructions and 2. Pretend Play
requirement procedural a. Let learners pick
changes on the up dolls, talk to
board. Providing a them and play
4. Additional time for visual cue with them.
test and other eliminates b. Learners with
classroom activities confusion on the sign language use
hearing impaired signs when
5. Many students with learners. talking.
hearing disabilities
will have some form b. Arrange desks * If the child is not
of specialized in a circular doing it on his/her
equipment pattern if possible own, teacher
recommended by an so hearing demonstrates and
audiologist. Help the impaired learners involves the child till
child to feel can see other he/she learns.
comfortable with learners. This is
his/her hearing especially
device and promote important if they 3. Classroom
understanding and need to read lips. Responsibilities
acceptance with c. Consider using
other children in the a talking stick for a. Teacher will
class. group discussions give the
since this can help learners tasks
6. Remember that the hearing such as
devices DO NOT impaired learners putting their
return the child's know who is chairs back to
hearing to normal. speaking. where they are
properly placed
7. Noisy environment d. If possible, give and keeping
will cause grief to the printed copies of things from
child with a hearing the notes about their tables.
device and noise their lesson so
around the child that they can
should be kept to a focus on
minimum. discussions and
8. Check the device questions while 242
often to ensure it is the teacher is
working. teaching.
9. When using videos e. Utilize visual
— make sure you aids such as b. Learners can
use the 'closed posters, charts, also be tasked
captioning' feature. flash cards, to open the
10. Shut classroom pictures, windows in the
doors/windows to manipulatives, morning and
help eliminate noise. graphic organizers closing them in
11. Cushion chair or any visual the afternoon.
bottoms items to illustrate
12. Use visual concepts whenever 4. Music
approaches you can since a. Teacher can let
whenever possible vision becomes a the learners
13. Establish hearing impaired utilize drums
predictable routines student’s primary and other
for this child. means for vibrating
14. Provide older receiving instruments
students with visual information. during
outlines/graphic Note: ( for the instruction so
organizers and different suggested that they can
clarification. activities, real appreciate
15. Use a objects are music even if
home/school needed, or they miss out
communication book teachers may hearing it.
16. Enunciate words make
clearly using lip modifications, 5. Story Time
movement to assist targeting the same a. Teacher retells
the child to lip read. skills to develop) a short story to
17. Keep close the learners
proximity to the using pictures.
student. Teacher sees to
18. Provide small it that each
group work when page contains
possible. few words for
19. Make assessment them to grasp
accommodations to the concept
enable a clear picture clearly.
of demonstrated Contextualized
academic growth. stories are
20. Provide visual suggested.
materials and demos
whenever possible.
21. Provide visual
materials and demos
whenever possible. 243
22. Classroom floors
should have rubber
mats
 b. Let the
learners do
some signs
with you
during the
story.
c. Use the story
to talk about
other things
related to the
story.

6. Paired Activities
a. Teacher can
pair a hearing
impaired with
health
impairment
learner with
his/her
classmate to
do arts and
crafts activity
and in getting
materials
around the
school for
utilization
during their
activity in the
different
subjects.
2.Communication
Strategy
a. Look directly at 1.Train the learners
the student and how to order food in a
face him or her fast food chain
when
communicating or
teaching.
244
b. Consider
teaching
specific social
skills such as
joining into
games or
conversations.
c. Use facial
expressions,
 gestures and
body language
to help convey
your message,
but don’t
overdo it.
d. Do not
exaggerate your
lip movements,
but slowing
down a little
may help some
students.
e. Say the
student’s name
or signal their
attention in
some way
before
speaking.
f. Speak
naturally and
clearly.
Remember
speaking
louder won’t
help.
g. Male teachers
should keep
mustaches well
groomed.
h. Ensure good
lighting on your
face. The glare
of strong
lighting (such
as a window)
behind the
speaker makes
245
lip reading
difficult.

i. Speak clearly
but naturally;
exaggeration or
shouting can
make it more
difficult for the
child to
 understand
speech.
j. Try to remain
in one area
while talking.
It's difficult to
lip read
someone
moving about a
lot.
k. Don't talk while
your back is
turned to the
child (e.g.
writing on
blackboard).
l. Try to use as
many visual
aids as
possible.
m. When reading
aloud, try not
to let the book
cover your face.

246
Teaching Language and Communication for learners with hearing
impairment with other disabilities
Accommodations & Teaching Activities
Modifications Strategies
Accommodations Gestures and Sign Teaching skills for
 Access language is the aid gestures and sign
- Communication suited to language for learners
systems replace/assist who have hearing
 Participation speech for all problems.
- Consistent use children with speech Facial Signs Game
of language impediments. is a great game to
practice facial
expression.
How to do the
 Support Gesture Sign How to do the
- Team approach Language: game:
- Training and - The hands are
technical at all times 1. Learners will
assistance available to the form a circle.
specific to deaf- child, and the 2. Everyone
blindness use of signs may should get into
in itself, gesture the circle and
and sign chooses their
language can be favorite sign.
of good help for 3. Then the leader
children with says a feeling,
language like sad,
problems. happy, excited,
- If the child can scared, etc.
manage the 4. Everyone in the
motor skills, let circle then sign
him learn the while showing
signs or gestures this feeling.
you are using.
- Use your hands
in helping the child
to make the proper
signs for the
individual letter and
number
247
.
- You must also
inform your
colleagues and
other staff as
new signs are
introduced.
 Informing 5. Teacher should
parents and sign something
siblings is that is funny
particularly and yet she/
important, and he sign it with
they should also a very sad
learn the signs expression of
for use at home. her/ his face.
If the child has (like the
difficulties teacher sign
moving a body “ice cream”).
part, 6. Observe how
manipulating it the learners
may get the child react, they
started. should be
- This is quite laughing.
difficult with 7. Teacher will
actions of the process their
mouth. With reactions.
the fingers.
however, it is Teaching numbers and
much easier alphabets through sign
to achieve language.
voluntary 1. The teacher
movement prepares
- We can train flashcards of
the fingers by letters and
moving them, numbers with
bending and corresponding
stretching pictures.
them. 2. The teacher
should choose at
Note: Flashcards of least 2-3 letters or
numbers and numbers as
letters with targets for a day.
corresponding 3. Let the teacher
pictures with present each
names) target letter in a
manner that
catches the
interest of the
learners.

248
4. The teacher will
show the letter
through a
flashcard and
fingerspell it.
5. Let the child
imitate.
6. When the child
can imitate
correctly, let him
imitate the lips
position when
giving the name
and sound of the
letter.
7. Present the
picture with its
name that
initialized the
letter presented.
8. Let the child
imitate the lips
formation when
giving the name of
the picture.
9. Give the sign
language of that
picture and let the
learner imitate.

10. This activity

can be use also
when introducing
numbers.
11. Proceed to
the next level of
the lesson as soon
as mastery of
identifying and
signing letters and
numbers is
evident.

249
 DIFFICULTY IN COMMUNICATING
(Learners with Attention Deficit Hyperactivity Disorder)

DEFINITION

ADHD (Attention Deficit Hyperactivity Disorder) is a

neurobiologically-based developmental disability in children and adults
with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful in
daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant to
engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are dull;
sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
 Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

250
Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the go”

 Leaves seat and roams around the classroom; Can’t sit still
 High degree of unnecessary movements like pacing, tapping
feet, drumming fingers
 Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects to
play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with own
boundaries
 Difficulty “settling down” or calming self

Impulsitivity

 Talks excessively; blurts out answers before questions;

making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called; wants
things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins tasks
without waiting for directions; hurries through tasks; does
not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things

Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

251
 Other Sign and Symptoms:
 Acts without thinking.
 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.
Components Strategies for
Accommodations
 learner will be seated near
the teacher for easy
monitoring but away from
the windows and doors.
 Fix shelves, tables and
children’s portfolio / art
Classroom set-up materials in a manner that
is accessible to children
and where there is leeway
for movement.
 Provide prominent area
where to post calendar of
activities, daily schedules,
and assignments.
 Where possible reserve an
area for reading/study
and free activity
 Remove decorations or
postings on wall that are
not essential and may only
create distractions.
 Clearly label in pictures or
written words the areas or
things to make it easy for
learners to access
materials.
Instructional
Procedures
1. Introducing lessons
a. Provide an
advance organizer.
Prepare students for
the day's lesson by
quickly
summarizing the
order of various
activities planned.
b. Review previous
lessons. For
example, remind
children that
yesterday's lesson
focused on learning
how to regroup in
subtraction. Review
several problems
before describing
the current lesson.
252
  Adaptations and c. Set learning
Class Standing modifications of method o expectations.
(performance and instructions. (attn. p.20) State what students
written works)  Color-code materials, are expected to
notebooks for each learn during the
subject. lesson.
 Provide lesson outline d. Set behavioral
 Provide daily written expectations.
schedules for routines. Describe how
 Incorporate a great deal of students are
multisensory techniques expected to behave
and developmentally during the lesson
appropriate activities e. State needed
 Use materials that are fun materials.
and engaging like using crayons, scissors,
colorful activity sheets, and colored paper
 Provide activities that for an art project.
allow for some physical
movements (indoor and a. lesson (particularly for
outdoor activities). seatwork and group
projects) how much
 Pair or seat the child near
time remains.
a student role model.
 Teacher will stand near
the ADHD learner when
b.Check seatworks/
teaching and once in while
assignments.
make eye contact
Check completed
 Prompt/make signal cues
assignments for at
to get the learner engaged
least some
and focused on task
students. Review
 Lower your voice and what they have
resist rising you voice to learned during the
get LSEN’s attention lesson to get a sense
 Allow appropriate of how ready the
response time to process class was for the
information lesson and how to
 Allow time for transition plan the next
from one activity to lesson.
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next. 253
 Split lengthy test into
several parts. Schedule
 the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..
c. Preview the next
lesson.
Instruct students on
how to begin
preparing for the
next lesson. For
example, inform
children that they
need to put away
their textbooks and
come to the front of
the room for a large-
group spelling
lesson.

.
 Make a journal of learner’s
Improving behavior and monitor
behavior and significant positive 254
255
increasing self- negative/ changes
esteem,  Don’t compare the
performance of the
learner/s with ADHD with
other learners in the class.
 Provide opportunity to
make LSEN to participate
in school activities that
showcase the LSEN’s
areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and the
ability to stay calm (not
react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
  If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
can have your lunch. If
not, you will stay with me.
255
Let me know when you’re
ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”
 Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in front
of the classroom how much time remains in the lesson of which the
child can see how much time remains. Short-term prompts can also
be used.
 Light. Turning the lights on and off prompts that the noise level is
in the classroom is too high and should be quiet. It can be also a
signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child with
ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:

 Silent reading time. Establish a fixed time each day for silent
reading (e.g., D.E.A.R.: Drop Everything and Read and Sustained
Silent Reading).
 Follow-along reading. Ask the child to read a story silently while
listening to other students or the teacher read the story aloud to the
entire class.
 Partner reading activities. Pair the child with ADHD with another
student partner who is a strong reader. The partners take turns
reading orally and listening to each other.
 Storyboards. Ask the child to make storyboards that illustrate the
sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can role-
play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-read”
sight-vocabulary words.
 Board games for reading comprehension. Play board games that
provide practice with target reading-comprehension skills or sight-
vocabulary words.

256
  Computer games for reading comprehension. Schedule computer
time for the child to have drill-and-practice with sight vocabulary
words.
 Recorded books. These materials, available from many libraries,
can stimulate interest in traditional reading and can be used to
reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students a
second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major reading
assignments to review (not replace) reading assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two vowels go
walking, the first does the talking”) (Scruggs & Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-bat-
cat”).
 Board games for phonics. Have students play board games, such as
bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds but do
not know the letters that go with them.

3. WRITING
In composing stories or other writing assignments, children with ADHD
benefit from the following practices:

 Standards for writing assignments. Identify and teach the child

classroom standards for acceptable written work, such as format
and style.
 Recognizing parts of a story. Teach the student how to describe
the major parts of a story (e.g., plot, main characters, setting,
conflict, and resolution). Use a storyboard with parts listed for this
purpose.
 Post office. Establish a post office in the classroom, and provide
students with opportunities to write, mail, and receive letters to and
from their classmates and teacher.

257
  Visualize compositions. Ask the child to close his or her eyes and
visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a recent
event while the other students close their eyes and visualize what is
being said as a written paragraph.
 Proofread compositions. Require that the child proofread his or
her work before turning in written assignments. Provide the child
with a list of items to check when proofreading his or her own work.
 Tape recorders. Ask the student to dictate writing assignments into
a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another student
write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell “sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a personal
dictionary of frequently misspelled words.
 Partner spelling activities. Pair the child with another student.
Ask the partners to quiz each other on the spelling of new words.
Encourage both students to guess the correct spelling.
 Manipulatives. Use cutout letters or other manipulatives to spell
out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with spelling
lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled words
sorted alphabetically.

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 5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his or
her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her finger
to measure how much space to leave between each word in a written
assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
 Structured programs for handwriting. Teach handwriting skills
through a structured program, such as Jan Olsen's Handwriting
Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g., the
digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add up to
9).
 Partnering for math activities. Pair a child with ADHD with another
student and provide opportunities for the partners to quiz each other
about basic computation skills.
 Mastery of math symbols. If children do not understand the symbols
used in math, they will not be able to do the work. For instance, do
they understand that the “plus” in 1 + 3 means to add and that the
“minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics that
describe basic steps in computing whole numbers. For example, “Don't
Miss Susie's Boat” can be used to help the student recall the basic
steps in long division (i.e., divide, multiply, subtract, and bring down).

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 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the child
to calculate his or her change when paying for lunch in the school
cafeteria, or set up a class store where children can practice calculating
change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children when
they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing whole
numbers.
 Computer games for basic computation. Schedule computer time for
the child to drill and practice basic computations, using appropriate
games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and have
children track their own performance.

 Solving word problems

To help children with ADHD improve their skill in solving word problems
in mathematics, try the following:

 Reread the problem. Teach the child to read a word problem two
times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example, words
such as “sum,” “total,” or “all together” may indicate an addition
operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What is
the question asked in the problem? What information do you
need to figure out the answer? What operation should you use to
compute the answer?
 Real-life examples of word problems. Ask the student to create
and solve word problems that provide practice with specific target
operations, such as addition, subtraction, multiplication, or
division. These problems can be based on recent, real-life events in
the child's life.
 Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned word
problems.

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 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when
computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
 Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing whole
numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:

 Solicit the support of SpEd Teacher. This SpEd teacher will help
review the student's progress through progress reports submitted
by other teachers and will help act as the liaison between home and
school. Permit the student to meet with the SpEd teacher on a
regular basis (e.g., Monday morning) to plan and organize for the
week and to review progress and problems from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders to
help organize assignments for different academic subjects (e.g.,
reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to help
record homework and other seatwork in the assignment notebook
and file work sheets and other papers in the proper folders.
 Clean out desks and book bags. Ask the child to periodically sort
through and clean out his or her desk, book bag, and other special
places where written assignments are stored.
 Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being learned.

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  Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
special materials and practices that help them to improve their time
management skills, including:

 Use a clock or wristwatch. Teach the child how to read and use
a clock or wristwatch to manage time when completing assigned
work.
 Use a calendar. Teach the child how to read and use a calendar
to schedule assignments.
 Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment into
a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of planned
daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can also
use a blank piece of paper to cover the other questions on the page.
 Venn diagrams. Teach a child how to use Venn diagrams to help
illustrate and organize key concepts in reading, mathematics, or
other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has learned,
perhaps with the use of a program such as Anita Archer's Skills for
School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a checklist
of mistakes that he or she frequently makes in written assignments
(e.g., punctuation or capitalization errors), mathematics (e.g.,
addition or subtraction errors), or other academic subjects. Teach
the child how to use this list when proofreading his or her work at
home and school.
 Checklist of homework supplies. Provide the child with a checklist
that identifies categories of items needed for homework assignments
(e.g., books, pencils, and homework assignment sheets).
 Uncluttered workspace. Teach a child with ADHD how to prepare
an uncluttered workspace to complete assignments. For example,
instruct the child to clear away unnecessary books or other
materials before beginning his or her seatwork.

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  Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework. Discuss
and resolve with them and their parents any problems in completing
these assignments. For example, evaluate the difficulty of the
assignments and how long the children spend on their homework
each night. Keep in mind that the quality, rather than the quantity,
of homework assigned is the most important issue. While doing
homework is an important part of developing study skills, it should
be used to reinforce skills and to review material learned in class,
rather than to present, in advance, large amounts of material that
is new to the student.

DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION

Autism , or autism spectrum disorder, refers to a range of conditions

characterized by challenges with social skills, repetitive behaviors, speech
and non verbal communications, as well as by unique strengths and
differences.

“If a special child is given all the love he

needs, he will be smiling, hugging and
responding positively all the more…. If given
all the trust he needs, he will believe in
himself all the more…. If given all the
opportunities he needs, he will be growing in
skills and values all the more…It is only when
a special child is loved, trusted and given the
opportunities to grow that he becomes very
much a part of living!”
- Edilberto I. Dizon, Ed.D.

Characteristics of Autism

Each child is unique. The manifestation and severity of a child with

autism varies upon its degree from mild to severe and is usually occur
prior to the age of three.
Traditionally, there are three areas of development which affects a
child with autism: communication, social interaction and behavior. Some
other characteristics depend on other category that affects the lives of
Children with Autism. Despite of these difficulties with categorization, the
following are the characteristics of ASD’s listed below:

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Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD could
not communicate using speech pattern and others
may have very limited speaking skills, although
others are good in vocabularies and could talk
eloquently. This result, somehow affects their communication skills.
Below are some patterns of language that are common in children with
ASD: Delay or lack of speech and language development

• Loss of speech development previously demonstrated

• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability to
engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and over
again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:

Peer social interaction can range from totally absent to inability to

maintain desired relationships.
• Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors (e.g.,
eye contact, facial expression, postures and gesturing) to regulate
social interaction.

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 • Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with the
ability to respond and participate in social exchange and play.

Behavior

Behaviors among children with ASD are the most challenging and
stressful issues faced by teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of objects.

• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling, complex
body movements).
• Rigid and repetitive patterns of behaviour, interest and activities.

SYMPTOMS OF AUTISM:

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266
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommodation Teaching Activities

s Strategies
Establishing  Structured “ Staple Me “
proper Learning Teaching  Show a picture of a pupil
Environment collating papers and tell the
child the task he/she is
doing.
 Show the stapler and
collated papers
 Demonstrate procedure on
how to staple them
 Ask the learner to do it
himself.
Accommodations  note taking “ Just Do It ! “
for writing buddies  Let the learner copy
problems and assignment from the board
homework  Praise learner for the
partner neatness in writing and for
the completion of works
Accommodations  Role “ Role Out ”
on Language Playing and Teach the child to :
Problems group • exchange greetings and
activity farewells
• using cordial expressions
like “Thank You”,
“Excuse Me “ etc

267
Accommodations  Behavior “ I AM OBEDIENT”
for Attention Modificatio - Instruct learner to keep
Problems ns his/her things.
 Applied - Instruct learner to get a
Behavior new activity
Analysis by physically prompting
him/her.
- Praise learner if he/she
could suggest in
changing activity.
Supporting MI (Multiple “ Embrace Me “
LSEN’s (Learners Intelligences) • Build a positive class
Special Approach climate.
Educational • Arrange learner’s seat for
Need) in Regular inclusion
Class • Build opportunities for
friendship.
• Give explicit instructions
and equipment and
materials accessible
• Supply the learner with
standard books and
equipment.
• Involve the learner in all
class activities.
• Affirm the learner
• Set rules and routines

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 TEST TAKING ACCOMODATIONS
BEFORE TESTING DURING TESTING AFTER TESTING

• Allow time • Avoid having • Interpret the test

to review him transfer carefully as he have
directly answers rushed through the
before test from one test, answered
• Allow ample sheet to impulsively or may
space for another. have been
student • Read test to distracted.
responses him if • Score content
• Use needed. rather than
alternative • For essay mechanics such
forms of formats, punctuation,
assessment consider capitalization and
that speak accepting grammar.
to the outlines,
student’s • Remind and
areas of encourage
strength. him to
• Consider the review his
use of extra work.
time.
• Make the
first few
items on the
test the
easiest in
order to
instill a
sense of
confidence.
• Teach test
taking skills
strategies

269
 STRATEGIES FOR READING COMPREHENSION
Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to
or reading how to complete filling out
materials to paraphrase, charts and graphic
his putting into organizer.
experience his own • Make connections
and words the through related
background main idea writing activities
knowledge. and and do further
• Generate significant extension activities
interest and detail. related to theme
increase • Teach how and content.
students to find
background introductory
knowledge and
and frame of summary
reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
supporting
details from
the text

TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.

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 • Give out one task at a time.
• Consider alternative methods of completing assignments or testing
knowledge (oral, visual or hand on projects ).
• Use organizers, divided notebook, assignment pads and daily
planners to keep track of assignments.
• Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed. Try to be cognizant when” enough
is enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more time
to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it involves

breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long strings of

verbal information. Supporting verbal instruction with visual cues and
representation will help children comprehend material and understand
expectations.

Applied Behaviour Analysis (ABA)

This refers to the application of behavioural principles of learning

and motivation to address socially significant problems; to increase skills
and decrease problematic behaviours. Socially, significant behaviours
include such things as academics, reading, social skills, communication
and adaptive living. The focus is on systematically targeting small
measureable units of behaviour (Maurice, Green, and Luce 1996)

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 INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:

Assistive Description Used to Address

Technology

Portable Word Keyboard with small Poor fine motor or

Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that provide planning, and
speech feedback cognitive
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio decoding, fluency, etc.
format
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues

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Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related

Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.” The
principles of structured teaching include:

• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable

Individualized Visual Daily Schedules

Children with ASD need proper scheduling as part of the classroom
structure since it will greatly help in their daily routine, aid in
transitioning independent activities and will make learning sessions more
enjoyable and meaningful one. Besides, giving direction can help children
predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter problems
with sequential memory and time mismanagement. Children with less
initiative lead them to a more difficult learning situation. It will create
anxiety and commit more mistakes once they are not informed of their
daily routine.

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change, particularly
for new situations and unfamiliar activities. Visual cues used in
combination with
verbal instructions can help the children to understand what is
expected.
Picture Exchange Communication System (PECS)
PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple, single
words and then building to phrases and sentences and eventually more
complex communication, the individual can effectively communicate
without voice. The emphasis is on helping an individual develop the skills
for initiating communication with other people.

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Samples of PECS

Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting with a emotionally. Allowing for some
personal expression even non-verbal ones.

SUGGESTED STRATEGIES IN TEACHING CHILDREN WITH AUTISM

 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit positive
reactions (e.g., food, toys, books , tokens ,sticker) or activities (e.g.,
hugs , kisses, praises ).A reinforce is also any object or activity
that is reinforcing to a particular child (e.g., jumping or trampoline
, articles of clothing, wrappers touching of a favourite objects). The
reinforcing value of the object is evaluated by nothing if the child
reaches for it or manipulates it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has. Reinforce
a skill in successive approximation –step by step-until the desired
behaviour is achieved.

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 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes. The
child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has 2
objectives:
a. To over correct the environmental effects of a maladaptive
response.
b. To require the disrupting child to practice a correct form of
an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
The teacher and the child specify and agree on expected behaviour
or task the child ought to exhibit/do for self- improvement.
Afterwards, they agree on rewards the child will get if the
tasks/behaviours are exhibited/done and also “punishments” if
not. The agreement is written on paper for both teacher and child
to sign. A copy is posted on the board to serve as reminder. A
punishment may be in the form of with- holding of things the child
likes or depriving him of privileges.
 Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.

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  Stimulus Control
This involves presenting a visual or aural cue with which the child
associates stopping or continuing on with a behaviour. Examples
of visual cues are nodding and smiling to signal letting the child go
on with a behaviour or task. Examples of aural cues are saying No
or stop to stop a behaviour and Go ahead or good to let the child
go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable behaviour.
Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time. Make
the questions really easy—it’s not the content we’re learning, but how to
communicate questions and answers. e.g., give the more advanced
students the more difficult questions. You can make it more fun by
handing out buzzers or bells—the first person to “ring in” gets to answer
the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

Find a television program that is appropriate for your class’ age and
learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking, and
see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple word
and ask the person to your left to say the first (English) word that comes
to mind. Then, the person to his or her left should say the first word that
comes to his or her mind. Be sure to stop every so often to debrief and
define any mysterious words. A variation of this game is to have each
student say a word that begins with the last letter of the previous word,
e.g., word, donkey, yodel, loon.

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Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut them
into little slips of paper and put them into a hat or bag. Invite each student
to draw two words from the hat (you can use more for more advanced
students). Give them each a minute to come up with a sentence that uses
those two words, and makes sense. Then invite each of them to share their
sentence with the class. Collect the words and go again. It’s okay to repeat
words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD

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 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the brain

and nervous system), characterized by a combination of involuntary
noises and movements called tics. It usually starts during childhood and
continues into adulthood. In many cases Tourette's syndrome runs in
families and it's often associated with obsessive compulsive disorder
(OCD) or attention deficit hyperactivity disorder (ADHD).

Tourette Syndrome is one type of Tic Disorder. Tics are involuntary,

repetitive movements and vocalizations. They are the defining feature of a
group of childhood-onset, neurodevelopmental conditions known
collectively as Tic Disorders and individually as Tourette Syndrome,
Chronic Tic Disorder (Motor or Vocal Type), and Provisional Tic Disorder.
The three Tic Disorders are distinguished by the types of tics present
(motor, vocal/ phonic, or both) and by the length of time that the tics have
been present.

Individuals with Tourette Syndrome (TS) have had at least two motor
tics and at least one vocal/ phonic tic in some combination over the course
of more than a year. By contrast, individuals with Chronic Tic Disorder
have either motor tics or vocal tics that have been present for more than
a year, and individuals with Provisional Tic Disorder have tics that have
been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples are:
1. Simple
 Motor – eye blinking, head jerking, shoulder shrugging, facial
grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing, grunting,
gulping, sniffing, tongue clicking, etc.

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 2. Complex
 Motor – jumping, touching other people and things, twirling
about, repetitive movements of the torso or limbs, pulling at
clothing and self-injurious actions including hitting or biting
oneself
 Vocal – uttering words or phrases, coprolalia (the involuntary
utterance of inappropriate or obscene words), echolalia
(repeating a sound, word or phrase just heard) or palilalia
(repeating one’s own words)

The most important thing to understand about the tics associated

with Tourette Syndrome is they are the result of a neuropsychiatric
condition. The sounds and behaviors are involuntary and are not being
done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in almost every day or throughout the
period of more than one year with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social and occupational skills, or other
important areas which creates marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a substance or any general medical
condition is not a cause of the disturbance.

279
ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom
Grade Environment:  Provide a  Place the
VI  Use seating safe place learner away
chart to allow – Some from
for any learners distractions
movement tics benefit
from a  Use assistive
 Eliminate all specific devices like
unnecessary place (as tape recorders,
items from the well as a typewriters, or
learner’s desk to back-up computers for
prevent in case oral and
distractions this is not writing
available), problems
 Have a duplicate where a  Expanding
set of text books learner abilities:
for the learner may Developing a
to keep at home. release gradually
(Great to use if symptoms broadening
learner misses . range of skill
school or is areas.
having a hard  Give
time breaks out  School
concentrating) of the transition:
classroom, Advocating and
 Use a study as it can professionally
corral if needed be helpful supporting the
to have a transition to
change in school, and
settings; liaising with
Handwriting: e.g., the teachers, as
 Minimize writing bathroom, required.
for homework the
drinking
 Have a fountain,
computer for a real or
that learner made up
errand.
280
 Allow the
learner to copy
another  Modify
learner’s notes written
at home assignmen
ts
 Provide a  Assign  Visual cues
printed outline if buddy or can be used to
watching a homework support
movie partner routine and to
introduce new
 Provide a print  Gross and activities, or a
out what is fine motor change in
written on the skills: tasks.
blackboard Determini
ng the  Devise goals:
current Setting
age level functional and
of a achievable
Language learner’s goals in
Problems gross and collaboration
 Provide visual fine motor with the
input as well as abilities. learner,
auditory parents and
whenever teachers so
possible. The that therapy
pupil could has a common
receive written  Speech focus beneficial
directions as and to everyone
well as oral Language involved.
ones, or have a Assessme
copy of a lecture nt  Educating
outline to follow parents,
while listening  Conversati teachers and
to instructions. on skills: others involved
Pictures and Developin in the learner’s
graphs that g care about
illustrate the conversati Tourette
text are usually on skills Syndrome and
quite effective. (e.g. back the age
 Give directions and forth appropriate
one or two steps exchange, skills a learner
at a time. Ask turn should be
the pupil to taking) demonstrating.
repeat the
instructions.  Enhancin
Then have the g verbal
complete one or and non-
two items and verbal
check with you communic
to see that they 281
ation
have been done including
properly. natural
gestures,
speech,
 signs,  Task
 If you notice a pictures engagement:
learner and Providing
mumbling while written alternative
working, words. ways to
suggest a seat encourage task
where he will  Video engagement.
not disturb Modelling
others.  Developing
Sometimes  Social underlying
quietly "re- stories: skills
auditorizing" Providing necessary to
instructions or ideas and support whole
information to education body (gross
himself can help around motor) and
a student grasp social hand dexterity
and remember story (fine motor)
the assignment. developme skills, such as
nt. providing
 Learner with activities to
difficulty in  Direct support:
controlling and skill  balance and
communicating teaching coordination
may repeat their through a  strength and
own words or task endurance
those of based  attention and
someone else. approach. alertness
This may sound  body
like stuttering awareness
but it actually  movement
involves the planning
utterance or
words or whole
phrases. Other
learners may
exploit this
problem by
whispering
inappropriate
things so that  Behavior
the child with Manageme
difficulty in 282
nt
controlling will
involuntarily  Concept
repeat them and skills:
get into trouble. Developin
Be alert to this g concept
provocation. skills,
especially
Attention abstract  Speech and
Problems concepts, language
 Seat the learner such as assessment to
in front of the time (e.g. help the family
teacher for all yesterday, to understand
instruction and before, how the child
directions to after). is processing,
minimize the understanding,
visual  Visuals learning and
distraction of can be using language
classmates. used to and
help with communication
 Seat the learner understan
away from ding and
windows, doors, the child’s
or other sources ability to
of distraction, express
i.e., where their
reading groups needs,
meet. wants,
thoughts
 Give the learner and ideas.
an "office," a
quiet workplace.  Manageme
This could be in nt
a corner, the strategies:
hall, or the Providing
library. This managem
place should not ent
be used as a strategies
punishment, / ideas to
but rather a assist the
place the learner child in
can choose to go the home,
to when at school
focusing and the
becomes more communit
difficult. y.

 Have the learner  Communi 283

work in short cation
intense periods strategies:
with breaks to Providing
run an errand the family
or simply wiggle with
in the seat. strategies
and
 Change tasks technique
frequently. For s to
 example, increase
complete five and  Daily activities:
math problems, enhance Helping the
then do some communic learner to
spelling, etc. ation with understand the
the environment,
 Contract for learner. routines and
work to be done language.
in advance. For
example, finish  Developing
a specific language:
number of Helping the
problems by a learner to
certain understand
reasonable time.  Field Trip and use richer
Short  Developin language and
assignments g to use
with frequent Conversati language more
checks are more on Skills spontaneously.
effective than
two or three  Daily  Liaising with
sheets of activities: educational
independent Helping staff regarding
work at one the nature of the
time. With learner to difficulties and
younger understan ways to help
children, simple d the the child to
gestures, such environme access the
as a hand on nt, curriculum.
the learner's routines 
shoulder, can be and
a helpful language.
reminder to
focus during  Social
listening skills:
periods. Developm
ent of
First Day of social
School: skills (i.e.
 Introduce the knowing
learner with when, how
difficulty in to use
controlling (with language
permission of in social
the learner and situations)
family) to the . 284
rest of the
learners on the
first day
 If the learner  Enhancin
with difficulty in g verbal
controlling feels and non-
comfortable, verbal
he/she can communic
describe the ation
condition to the including
class natural
gestures,
 Make sure the speech,
other learners signs,
understand that pictures
tics will happen and
during the written
school day and words.
the learner with
difficulty in  Visual
controlling strategies:
cannot help the Using
tics visual
informatio
n to help
 Whether or not understan
the learner with d,
difficulty in organize
controlling is in and plan
the room at this the
point is up to routine for
the child and the day.
the parents.

 As teachers, do
not encourage
the child to hold
tics in; this can
make it much
worse

 Make sure the

rest of the class 285
understands
that just
because one
learner swears,
that does not
mean they can
swear
Material
Presentation:  Behavior
 Use as few Modificati
words as on
necessary when
explaining  Daily
activities:
 Check for Helping
understanding the
(have the learner to
learner repeat understan
directions for a d the
task back to environme
you) nt,
routines
 Present a and
syllabus for the language.
whole quarter,
so the learner  Token
knows what is Economy
expected of him
 Reinforce
 Use phrases like ment
“This is
important” and 
“Listen  Conversati
Carefully” on skills:
Developin
 Avoid lots of g
visual conversati
distractions in on skills
the room and (e.g. back
don’t sit them and forth
near the door or exchange,
window turn
taking). 286
 Have a cue (both
you and the  Social
learner know) skills:
that can be Developm
given if he/she ent of
needs to leave social
the room. skills (i.e.
Provide a certain knowing
place they may when, how
go if needed to use
language
Tests and in social
Grading: situations)
 Give extra time .
to finish test or  Enhancin
turn in g verbal
homework if and non-
necessary verbal
communic
 Reduce amount ation
of work (e.g.: including
odd numbers or natural
half the gestures,
problems) speech,
signs,
 Allow extra time, pictures
read the test to and
them, allow oral written
responses, etc. words.
 Schedulin
 Provide g
movement
breaks during
the test if  Concept
necessary skills:
Developin
 Part of the grade g concept
could be based skills,
on individual especially
effort or abstract
improvement concepts,
such as
 Allow learner to time (e.g.
retake the test yesterday,
(rework before,
problems) for a after).
287
passing grade

 Avoid ALL timed

tests

Classroom
Behaviors:
 Sit the learner
with difficulty in
controlling next
to a responsible
learner so
distractions are
limited (Be
 careful that this
does not  Expanding
negatively affect abilities:
the other Developin
learner) ga
gradually
 Reward forgetful broadenin
learners for g range of
remembering skill
rather than areas.
punish them for  Social
forgetting stories:
Providing
 Ignore behaviors ideas and
that are education
minimally around
disruptive social
story
 Provide developme
modifications for nt.
behaviors that
are disturbing  Enhancin
(e.g. foam on g verbal
desk if they tap and non-
they tap their verbal
pencil, tennis communic
balls on chair ation
legs). including
natural
 Have a code or gestures,
private signal to speech,
use for the signs,
learner when pictures
his/her behavior and
is unacceptable written
words
Organization:
 Establish a daily
routine and
remain
consistent 288
 Teach the
learner
organization and
self-
management
skills
 Have clearly
defined rules
and be
consistent
enforcing them

 Write the due

date at the top
of worksheets/
assignments

 Highlight
important ideas
so worksheets
aren’t cluttered

 Remain very
organized, use
color coding,
and provide a
schedule

MATH:
 Allow the use of
a calculator
without penalty

 Have a table of
math facts
available

 Break story
problems into
shorter
segments

 Use graph paper

or notebook
paper turned
sideways to
keep work in
columns 289
 READING:
 Let the learner
sit comfortably

 Allow learner to
follow along with
the finger or use
a bookmark

 Tapes or reader
for textbooks

 Read out loud in

a tape recorder
to listen for
improvement

 Read questions
first before
reading story

 Use headphones
to block out
noise

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING AND

COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to the

class. Please remember that they are occurring involuntarily, and
do not react with anger or annoyance! This requires patience but
reprimanding a learner with difficulty in controlling and
communicating is like disciplining a pupil with cerebral palsy for
being clumsy. If the teacher is not tolerant, others in the class may
feel free to ridicule the child with difficulty in controlling and
communicating.

 If some aspect of the child's tics affects the privacy or safety of others
(e.g., touching others), it is important to find ways to work around
the problem, but acceptance of the child is critical even when the
behaviors are unacceptable.

290
  Provide opportunities for short breaks out of the classroom. Time in
a private place to relax and release the tics can often reduce
symptoms in class. Private time may also enhance the learner's
ability to focus on schoolwork, because energy will not be used to
suppress the tics.

 Allow the learner to take tests in a private room, so energy will not
be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation in

front of the class for a while. Oral reports might be tape recorded,
so those skills can be judged without the added stress of standing
before the class.

 Work with other pupils to help them understand the tics and reduce
ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the child
about difficulty in controlling movements and sounds.
 Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling and
communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the effects of
tics – these treatments may help a person to develop better
awareness and learn to control their tics better. However, the tics
are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling and

communicating can take to help manage their tics:

A. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get their
own.

291
Banging and tapping
 Try put something softer on the table (e.g. a mouse mat) to avoid
hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

 Visit dentist to request a fitted tooth guard be made
 Chew gum
 Gum shields can help short term (can be purchased from sports
shops)

Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of inactivity,
as you would before exercise
 Stretch muscles regularly
 Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or in
any other public space

Head shaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are using
painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly supported by
a parent or by lying down

292
Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
 Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood floors.

Stabbing with sharp objects

 Avoid using sharp objects. Use blunt pencils, plastic knives and rounded
end scissors.
Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they have time
to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

 Try using something thicker (e.g. wool) to avoid cutting into the skin.

B. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the mouth and
out through the nose. Sounds are made by air coming out over the larynx
so reversing the process calms most vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head. Some people
have said that going through a rhyme enables the impulse for coprolalia
to pass.
 Help children with coprolalia to formulate a way of explaining the
symptom to others.

Coughing
 Try to support neck during coughing fits.
High pitched scream
 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to reduce risk of
damage to hearing.

293
  Fearfulness and apprehension
 Afraid of consequences of activities
 Affirmation seekers
 Constant worry about things that might happen or have
happened
 Over exaggerating the negative
 Self-criticisms and guilty thoughts
 Avoidance behaviors, such as avoiding things or places or
refusing to do things or go places
 Perfectionism – Tearing off a drawing to redo it, or
scratching outline or a word till it cant be seen before
rewriting it
 Eating disturbances- hides to eat snacks, shows sudden
aversions to some foods.

II. Accommodations

a. Clearly stated posted expectations and consequences

 b. Notice when any change in the routine expected.
c. Seating near a door to help the learners feel they can
quickly escape or seating by the teacher where he feels
safe.
d. Not requiring a learner to answer questions aloud during
class, asking only “yes/no” questions, gives notice before
it is the learners turn to answer and ask questions based
on the learners knowledge.
e. Use positive reinforcement in the class
f. Extend time for test.
g. Writes instructions on the board, use a signal to indicate
when instructions or directions are being given in order
to understand it clearly.
h. Allowing tests to be taken in a quiet, distraction free
environment.

i. Designate a “safe person “ the learners can talk to whom

anxious. This could be the school nurse, a resource
teacher, the librarian. It should be someone who is
understanding and provides a calming provides a calming
presence
j. Appoint a lunch / recess buddy. This can be an older
students, mentor or a classmates.
k. Reformat test to reduce anxiety for example use multiple
choice or allow tests to be given orally.
l. Provide notice for any upcoming test. Have more
frequent, shorter test. Allow for extra time for tests.

III. Strategies

a. Get learners deep breathing

- When learners slow down their breathing, they slow
down their brain.
b. Get outside
- Being in the nature can also calm an anxious
brain. Sometimes just a change of scenery is what
makes the difference.
c. Get learners moving; Walk and Talk
- Exercises helps anyone who is feeling anxious. It
helps the learners to calm down.
 d. Think positive; Gratitude Journals
- The brain is incapable of producing thoughts come
from gratitude. If you can trigger a positive
thought, you can sometimes remove the anxiety.
e. Help learners eat healthy and stay well
- A healthy diet and plenty of sleep makes a
difference in how well a learner is able to handle
situations that could be overwhelming.
f. Share a story
- Some learners may not be willing to direct, one-on-
one interventions but will respond beautifully if
they know the whole class is receiving the same
information.

IV. Activities

a. Paint Relaxation Stone

Materials:
Stone
Watercolor / acryllic paint

Procedure:
1. Find some good stone and wash it before you begin
painting.
2. Consider varnishing your stone. The learners apply a
layer of clear varnish once the stone is clean and dry.
3. Paint a circle in the very center. Let the learners to
choose the color that they want to put in the stone.
4. Let the learners decide what design they want to
apply.
5. Let the learners to paint the stone in artistics design.

b. Worry Can
To help the learners to identify and discuss their worries. They
can write down their worries and place them inside a can. This
helps the learners to express their worries instead of keeping
them bottled up inside which can lead to even more difficulties.

Materials:
Can
Paper
Coloring Materials (crayon, color pencil, etc)
Writing Materials
 Glue

Procedure:
1. Ask the learners to label the can titled “Scary Things”,
“Fears”, “Worries” or whatever seems appropriate for their
experience.
2. Ask the learners to write down their worries on a sheet of
paper.
3. Let the learners to put the sheet of paper inside can.

c. Calm Down Box

Everyone has things that make them feel more at ease. Helping
learners with anxiety to become more aware of their own
functioning including what triggers them to become anxious or
feel any emotion, what helps them to relax and to believe that
they can master control over their inner experience can greatly
help them in managing their emotions and overcome their
challenges.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

Procedures:
1. Instruct the learners to go near the box.
2. Let the learners to get the object that can help them to calm
down and relax.
3. Let the learners to share why did they choose that object.

Mood Disorder

I. Characteristics

 A decreased in ability to make decisions

 Anxious habits such as nail biting or hair pulling
 Blaming self, extremely self-critical- “It is my fault, that’s why my
teacher got angry.”
  Change in appetite or weight
 Difficulty in mingling/interacting with others
 Expressing feelings of worthlessness, hopelessness- blame
themselves for being sick, failing to meet a particular
responsibility in their life
 Lack of interest to classroom/school activities
 Feelings of wanting to die/Thinking or talking repeatedly of
suicide
 Frequent physical complaints (headaches, stomachache, fatigue,
etc.)
 Low self-esteem
 Hypersensitivity to failure of rejection
 Excessive anger

II. Accommodations
a. Resource Room
Resource room gives specific time for learner with Mood
Disorder to get extra help to organize themselves if they’re
having a bad day and reduces stimulation.
b. Added Adult Supervision
Added adult supervision may help learners interact
with others at school, transitions and staying focus.
c. Referral to Mental Health/Other Agencies
The school can assist in arranging referrals to mental
health services for the learners, family therapy (if necessary)
and parent counseling/education.
d. Peer Education
Educating learners about depression and mood
disorders will not only help the learner who is suffering from
it but will also help other learners recognize when they need
help or when a peer or family member might be at serious risk
of suicide.
e. Parent Counseling
Parents need training from school personnel so that
they can learn what to do in the home to support the school’s
effort. This helps the parents structure the learners in terms
of homework, providing the parents with information on how
to establish good habits. It helps the parent establish an
appropriate level of responsibility for the child in the home.
f. Empower the Learners
 One of the things all of us want is to empower the
learners. Boosting confidence of learners with Mood
Disorders will help them achieve self-awareness and achieve
in their endeavors

III. Strategies
a. Reduced Academic Level
Due to attention, cognitive, and memory-related issues,
learners often find advanced lessons too difficult and
demanding. Teachers should give lessons according to their
needs at their own pace.
b. Time-outs
With the various medication side effects and symptoms
of the illness experienced by children with mood disorders,
learners may need sort breaks from the classroom. These
should be set up in a structured in order to minimize
disruption to classmates and limit attention to the child’s
difficulties.
c. Time extensions
Additional time may be needed for timed tasks and test
due to issues such as slower working/processing memory and
medication-related writing difficulties like hand tremors.
d. Oral Tests
Issues from hand tremors, fine motor skills, or thought
expression and writing may require the presentation of
content orally.
e. Individualized Programs/Program
Modify the learner’s program/s according to his/her need.
Allowing the learner to work at his/her own pace can be very
beneficial as well as providing flexibility in the evaluation
process

IV. Activities
a. The Feeling Game
Materials:
5 pieces red etc
Scissors
Pencil

Steps:
 1. Let the learners write the things that makes them feel
happy, sad, angry, excited and afraid inside the colored
circle.
2. Instruct the learners to do the following:
For every red circle write one thing that makes you happy.
For every yellow circle write one thing that makes you sad.
For every blue circle write one thing that makes you angry.
For every green circle write something that makes excited.
For every orange circle write something that makes you
afraid.
Note: If the learners are not capable of writing, let the learners
recite the things that makes them feel happy, sad, angry,
excited and afraid.

b. Box of Events

Materials:
Pictures of a child doing the following:
Vandalizing desk/wall
Hitting classmates
Getting things without permission
Listening to the teacher
Waiting for their turn
Helping the teacher cleaning the classroom
Boxes with happy face and sad face

 
Procedure:
1. Show the learners the different pictures prepared.
2. Let the learners place the prepared pictures inside the
box.
3. After which evaluate and discuss the different pictures
to the learners.

c. Games of Self-control
 To get along well with peers, learners need to develop
focus, attention skills and the ability to restrain their
impulses. Traditional games like “Simon Says” and “Red
Light, Green Light” give learners practice in following
directions and regulating their own behavior.

Procedure: Simon Says

1. The teacher will give instruction such as:
- Simon says nod your head.
- Clap your hands
- Simon says jump.
Rules: If the instruction given has SIMON SAYS, the
learners should do/act the instruction. On the other
hand if the instruction given doesn’t have SIMON SAYS,
the learners should not do/act the given instruction.
The learner who does the instruction without SIMON
SAYS will be out of the game.

d. Story-based discussions about moods/emotions

When learners participate in group conversations about
emotion, they reflect on their own experiences, and learn
about individual differences in the way people react to the
world. Understanding helps kids develop their “mind-reading”
abilities.
Materials: book or any reading material
Procedure:
1. Read a story with emotional content.
2. Have learners talk about it afterwards.
3. Ask the following questions:
- Why did the character in the story get angry?
- What are the things that make you angry?
- What do you do to calm down/cool off?

Social and Interpersonal

I. Characteristics
 Self-isolation/Avoiding work activities that involves
contact with others (fear of criticism, disapproval, or
rejection)
  Unwilling to get involved with other people unless they’re
sure they like him/her
 Fear of being criticized or rejected in social situations
 Feeling of inferiority to others and unappealing
 Afraid of embarrassment (unlikely to take part in new
activities)
 Be able to act witty and charming
 Be good at flattery and manipulating other people’s
emotions
 Dependence on addictive substance, especially alcohol or
drugs
 Lying, stealing and fighting often
 Not showing guilt or regret

II. Accommodations

a. Set clear rules with the leaners and post them visibly
within the classroom. Remember to:
(1) state the rules in positive terms
(2) use clear, concrete, and concise language
(3) Identify specific expected behaviors
(4)use illustrations when necessary.
b. Provide a variety of privileges for learners with EBD.
Privileges should be given daily, weekly or quarterly
and must only be given for every positive behavior.
c. Arrange classroom setup in order to foster calm and
safe environment for learners with EBD. Minimize
destruction by providing individual desk, provide free
access to different parts of the classroom, make
teacher desk relatively accessible for every learner and
classroom rules must be visible.
d. Provide frequent realistic and constructive feedback
on learner’s successes and areas of concern.

III. Strategies
School-wide programs for dealing with social and interpersonal
problems
a. Constructive Discipline (Mayer et. al., 1983b, 1999, 2000)
-Designed to address contextual factors within the school
environment that contributes to antisocial behavior such as
over-reliance on punitive methods of control, unclear rules,
weak or inconsistent administrative support for staff, academic
failure experiences, student lacks critical social skills, a misuse
 of behavior management procedures, lack of understanding
cultural differences and lack of student involvement.
b. Social Skills Training
-involves training learners to assess own emotions in social
situations and determine appropriate responses. It gradually
develops in students who avoids being in groups of people the
necessary skills to function well in social situations like if they
present skill-based deficits in social skills, motivational skills
and discrimination skills
Strategies for each subcategory of disorder
Avoidant Personality Disorder
1. Don't scold or reprimand the student for having a skill-based
deficit; instead, teach the skill.
2. provide ample demonstration/ modeling, guided practice with
feedback, and independent practice when teaching social skills
-Giving positive feedback
-Giving negative feedback
-Accepting negative feedback without hostility or
inappropriate reactions
-Resisting peer pressure to participate in delinquent
behavior
-Solving personal problems
-Negotiating mutually acceptable solutions to problems
-Following instructions
-Initiating and maintaining conversations
3. Guide learners to discriminate among the behavioral options in
each situations and match the situation with the proper
behavior pattern
4. Teach environmental cues
5. Facilitate their interaction with others and their participation in
the class.
6. Involve them in group work with clearly stated roles/task to do
to enhance.
7. Gradually increase the social circle of the learner (dyad to small
group to large group)
8. Do not overwhelm learner by forcing him to work in large
group.
 9. Be flexible and allow a learner with social and interpersonal
disorder to work alone in some activities or tasks.
10. Guide learner when in small or large group activities to provide
a secure environment.
11. avoid drawing attention to them or putting them in situations
that will require that they be the center of attention
12. The teacher should form the groups rather than allowing
students to group themselves. Teachers can take this
opportunity to pair shy youngsters with socially competent
students who will serve as models for them.
13. Do not ignore or be overly protective of learners with social and
interpersonal problem
Antisocial Personality Disorder
1. Integrate in values education lessons how to deal with conflict
resolution and provide means to do self-control
2. Integrate self-talk in assignments on
3. Develop in the learner self-control through modeling/social skills
lessons.
4. Let them participate in specialized activities.
5. Provide activities within classroom instruction for letting out pent
up emotions.
6. Make a crisis plan when a student gets caught doing something
like stealing indicating what to do during or after the act was done.
Refrain from reactive approach or punitive procedures to control
behavior.
7. Employ proactive strategies such as differential reinforcement,
response cost, positive practice, non-exclusionary time out
8. Communicate rules and consequences clearly to all learners.
9. Involve learners in formulating rules and consequences and state
this rules in a positive manner.
10. Consistency in key in promoting fairness in school and
prevent learners to feel inferior which likely triggers attention-
seeking behavior.

IV. Activities
A. The Name Dropping Game
Materials:
1. Elementary learners : Pictures of people who does not fit
conventional rules in society like a grandmother with
lots of tattoo, or a tattoed individual holding a child etc
Paper (Manila paper/cartolina/coupon
bond)
 Writing tools (pencil, pentel pen)
Art tools (crayons, colored
pencils/markers)
2. highschool learners: Laptop with programs like prezi or
powerpoint
Procedures:
1. Divide the learners into groups. Consider groupings and
place leaners with social and interpersonal disorders in
groups where they can feel secure sharing.
2. Show pictures of people who does fit conventional rules in
society
3. Ask them to list down in a Venn diagram how they feel upon
seeing the picture, what are their thoughts on the picture.
4. Then as a class, ask them to reflect on their biases towards
each individual who does not fit conventional rules in
society.
5. Process by identifying their biases towards each individual
in order for them to recognize and check their social biases
6. Lastly, ask them to write two to three things they can do to
reduce these biases with the beginning statement “ I attempt
to act in non-prejudiced ways toward people from other
social groups because it is personally important to me
(Highschool). For elementary learners, ask them to draw one
act that is non-prejudicial towards people from other social
groups

B. Playing advocate

Materials
2-3 Different social situations that present conflicts or
issues
Procedures
1.Group learners into two groups.
2. Alternately, place the groups as con or pro on different
situations
3. Each will present only questions as arguments and
counter-arguments.
4. Be on alert. Facilitate the activity with fairness.
5. Eliminate competition by refraining from giving points.
 6. Process the activity by asking each learner to write or
reflect on both pros and cons for just one social
situation.
7. Accommodate.

C. Charades

Materials
Paper and pencil
Cue card with words/pictures
container
Procedures:
1. Integrate any social skills you want learners with social
and interpersonal disorder to develop.
2. Choose social situations that the groups will guess.
3. Pick out learners who knows how to behave appropriately
in different social situations as actor.
4. Group learners appropriately considering the
characteristic of learners with social and interpersonal
disorder.
5. Aside from guessing what actions are being done. Ask
them to guess as well what emotions are being expressed
or what gestures conveys such emotions being guessed
for processing.

OTHER EFFECTIVE STRATEGIES/ACCOMMODATIONS

Learners with Emotional and Behavioral Disorders(EBD) has

difficulty controlling their behavior which causes disruption of classes.
Learners with EBD commonly lack emotional balance which is needed in
handling social interactions .
Some strategies that the teachers may use are the following:
1. Keep class rules simple and clear.

Example: CLASS RULES

1. B
e
o
n
t
i
m
e
.
2. A
2. Reward positive behaviors

Example of positive reinforcements that may be used by teachers:

Verbal Non-Verbal Physical Pleasurable Material Tok

Approval and Approval Contact Activities Object
Praise
 Good job!  Smiling  Patting  Helping  Toys  Stars
the the
 Magnificent!  Nodding shoulders teacher.  Art  Mark
Materials Activi
 Excellent!  Clapping  Shaking  Hearing a Cards
Hands Hands special  Snacks
 “Thanks so  Smile
much for  Winking story.  Stickers
helping me.”  Bring
 “Youre such first in
a line.
hardworker.”
 “Wow you
have got a
good
memory.”

3. Allow for mini-breaks

Learners with EBD lack emotional balance and maturity. Mini-breaks
may help these learners maintain their focus on lengthy tasks. Learners
with EBD should be given sufficient time to finish their assigned tasks.
They should also be allowed to stretch, get out of their seats and move
around a bit.

4. Fair treatment for all

Learners with EBD do not respond well to situations that appears
unfair to them. These situations may trigger negative emotions and acting-
out behavior. To ensure fair treatment among learners, teachers should
not bend the classroom rules and should always enforce expected
consequences for every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with
EBD. Incentives for achievements may be given. Acknowledge their hard
work and praise their efforts every time.
6. Behavior chart
Behavior chart may help teachers to monitor and correct negative
behavior. Teachers chart behaviors every day by listing down negative
 behaviors that needs to be corrected. Negative behaviors may be corrected
through intervention such as storytelling and creative lesson planning/
the following is an example of a behavior chart:

Name:Jose Dela Cruz

Grade:VI - Apitong

BEHAVIOR Monday Tuesday Wednesday Thursday Friday

Hitting III II I I I
Classmates

Talking Back IIII II I I I

Spitting on t II I 0 0 0
he floor

Jose de la Cruz was observed to hit his classmate three times on

Monday. His teacher gave him rules to follow. The hitting decreased as
LEARNING
he was given rules to follow.CONTRACT
The teacher also helped decrease the
behavior by reading stories on the ill-effects of bullying in order to help
the learner realize that hitting is wrong.

7.I,Providing
Dylan de Belen promise
Learning not to steal things from my
Contracts
classmates. I will only use my things. If I will steal from my
classmatesLearning contract
again, I will serves
have to as twice
return an agreement between
the amount the teacher and
stolen.
the learner in maintaining positive behavior. Implementing learning
I willcontracts
also not begins
have any allowance
with for one week.
the identification of the target behavior followed by
the formulation of contract. After the contract has been formulated, both
the learner and the teacher sign the contract. All learning contracts must
be posted in a place that can easily be seen by the learner. The leaner is
advised to read the contract regularly in order for him to remember his
promise. Signed

8. Fostering
Dylan de Belenan Environment of Respect Teacher
and Acceptance
Karla
Learners who are misbehaving in class may come from families
that do not foster an environment of respect and acceptance. The teacher
should always model respect in class and should deal with the issues
presented.
 II. LEARNING DISABILITY

Introduction
The category of learning disabilities in special education, its
concepts and definition has been the subject of much discussion,
debate and research in the United States during the past fifty years.
The term learning disabilities was introduced in 1963 by Dr. Samuel
Kirk, a well-known American special education expert. More than any
other area of special education, the area on learning disabilities has
sparked misunderstanding and confusion, disagreement and
controversy among professionals, parents and general public.
In the Philippines, special education for children with learning
disabilities is only in its early years of implementation. Unlike the
special education programs for children with intellectual disabilities,
giftedness and talented, visual and hearing impairments and
behavioral problems that date back to the 1950’s, there are very few
schools all over the country that have started to offer programs for
children with learning disabilities.
 Description
Learning Disabilities are a neurologically-based processing
problem. These processing problems 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 and 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.
Generally speaking, people with learning disabilities are of
average or above average intelligence. There often appears to be a gap
between the individual’s potential and actual achievements. That is
why learning disabilities are referred to as “hidden disabilities”: the
person looks perfectly “normal” and seems to be a very bright and
intelligent person, yet may be unable to demonstrate the skill level
expected from someone of a similar age.

A learning disability can’t be cure or fixed, it is a life-long

challenge. However, with appropriate support and intervention,
people with learning disabilities can achieve success in school, at
work, in relationships, and in the community.

LEARNING DISABILITY CRITERIA

To determine that the child has a specific learning disability, the
school
district or intermediate unit shall meet:

1. The presence of a problem. That is, a student must come forward

and express a concern about his or her academic performance,

2. academic achievement level(s) significantly below expectations (i.e

lower or poor academic performance), and
3. on norm-referenced standardized testing, an overall or verbal IQ
score that is at least in the average range, if not higher, with some
specific areas of academic achievement that are minimally one
standard deviation below measured intellectual disability level.

The only professionals recognized as being qualified to make an LD

diagnosis are licensed psychologists, neuropsychological and/or psych
 educational testing, or learning disability specialists with similar
training credentials.

OTHER SPECIFIC LEARNING DISABILITIES:

 Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a

condition that adversely affects how sound that travels unimpeded
through the ear is processed and interpreted by the brain. They do
not recognize subtle differences between sounds in words, even
when the sounds are loud and clear enough to be heard. They can
also find it difficult to tell where sounds are coming from, to make
sense of the order of sounds, or to block out competing background
noises.

 Language Processing Disorder (LPD)

A specific type of APD in which there is difficulty attaching

meaning to sound groups that form words, sentences and
stories. LPD can affect what you say and/or how you
understand what others say.

 Non-Verbal Learning Disabilities

It is a disorder which is usually characterized by a

significant discrepancy between higher verbal skills and
weaker motor, visual-spatial and social skills.

 Visual Perceptual/Visual Motor Deficit

A characteristic seen in people with learning disabilities

such as Dysgraphia or Non-verbal LD, it can result in
missing subtle differences in shapes or printed letters, losing
place frequently, struggles with cutting, holding pencil too
tightly or poor eye/hand coordination.

STRENGTHS OF PERSON WITH LEARNING WITH

DISABILITIES
All person with learning disabilities have strengths,
particularly
 relatively to their weaknesses.

Material or Heightened ability to solve problems with

Spatial Reasoning navigation, or with the visualization of
faces, scenes, and objects.

Interconnectedness Verbal reasoning capacity to connect

seemingly disconnected ideas

Narrative Great memory for personal experiences

Reasoning

Dynamic Ability to reason in novel situation

Reasoning

TYPES OF LEARNING DISABILITIES

DYSLEXIA

It is an imbalance of the different

parts of the brain, causing the person to have trouble learning to
read. They see words, letters, and numbers mixed up or twisted
around causing a child to have difficulty to interpret letters, words
and other symbols but do not affect general intelligence.

CHARACTERISTICS:
 Often gifted and creative
 Difficulty rhyming words and sounds
 Poor sequencing of numbers like (14 for 41), and words like
(was for saw )
 Poor spelling
 Avoids reading aloud
 Difficulty organizing ideas to speak or write
 Avoids writing tasks
 Left and right confusion
 Teaching students with dyslexia across settings is challenging. Both
general education and special education teachers seek accommodations
that foster the learning and management of a class of heterogeneous
learners. It is important to identify accommodations that are reasonable
to ask of teachers in all classroom settings. The following accommodations
appear reasonable and provide a framework for helping students with
learning problems achieve in general education and special education
classrooms. They are organized according to accommodations involving
materials, interactive instruction, and student performance.

For Instructional Materials

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Use a tape recorder or get • The tape recorder often is an
audiobooks excellent
aid in overcoming this problem.
 Directions, stories, and specific
lessons can be recorded on tape.
 The student can replay the tape to
clarify understanding of directions
or concepts.
 To improve reading skills, the
student can read the printed words
silently as they are presented on
tape.
 Students can also access through
service like Book share, a free
online library for students with
disabilities
Clarify or simplify written  The teacher can help by
directions for key words underlining or highlighting the
for most important ideas significant parts of the directions
that is in paragraph form.
 Rewriting the directions is often
helpful.

For example, one set of directions

might say: This exercise will show
how well you can locate
conjunctions. Read each sentence.
Look for the conjunctions. When
you locate a conjunction, find it in
the list of conjunctions under each
sentence. Then circle the number of
your answer in the answer column.
Simplified directions might say:
Read each sentence and circle all
conjunctions.
Present a small amount of  The teacher can tear pages from
work workbooks and materials to
present small assignments to
students who are anxious about
the amount of work to be done.
 It prevents students from
examining an entire workbook,
text, or material and becoming
discouraged by
the amount of work.
 The teacher can reduce the
amount of work when it appears
redundant.

For example, the teacher can request

the student to complete only odd-
numbered problems or items with
stars by them, or can provide
responses to several items and ask
the student to complete the rest.
Finally, the teacher can divide a
worksheet into sections and instruct
the student to do a specific section. A
worksheet is divided easily by drawing
lines across it and writing go and stop
within each section.
Block out extraneous
stimuli or provide colored
strips or bookmarks to
follow along while reading
 Line markers can be used to aid
 If a student is easily distracted
by visual stimuli on a full
worksheet or page, a blank
sheet of paper can be used to
cover sections of the page not
being worked on at the time.
reading, and windows can be
used to display individual math
problems.

Highlight essential  The teacher can mark this

information information with a highlight
pen if an adolescent can read a
regular textbook but has
difficulty finding the essential
information

Locate place in consumable  In consumable materials in

material which students progress
sequentially (such as
workbooks), the student can
make a diagonal cut across the
lower right-hand corner of the
pages as they are completed.
 With all the completed pages
cut, the student and teacher
can readily locate the next page
that needs to be corrected or
completed.

Provide additional practice  Teachers must supplement the

activities material with practice activities
since some materials do not
provide enough practice
activities for students with
learning problems to acquire
mastery on selected skills
 Recommended practice
exercises include instructional
games, peer teaching activities,
self-correcting materials,
computer software programs,
and additional worksheets.
Provide a glossary in
content areas
Develop reading guides
 At the secondary level, the
specific language of the content
areas requires careful reading.
Students often benefit from a
glossary of content-related
terms.
 A reading guide provides the
student with a road map of
what is written and features
periodic questions to help him
or her focus on relevant
content.
 It helps the reader understand
the main ideas and sort out the
numerous details related to the
main ideas.
 A reading guide can be
developed paragraph-by-
paragraph, page-by-page, or
section-by-section.

For Performance

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Change response mode For students who have difficulty with
fine motor responses (such as
handwriting), the response mode can
be changed to:
 underlining
 selecting from multiple choices
 sorting
 marking
Students with fine motor problems
can be:
 given extra space for writing
answers on worksheets
 allowed to respond on
individual chalkboards
Provide an outline of the  An outline enables some
lecture students to follow the lesson
successfully and make
appropriate notes.
 It helps students to see the
organization of the material and
ask timely questions.
Encourage use of graphic
organizers
Encourage use of assignment
books or calendars
Reduce copying by including
information or activities on
handouts or worksheets.
Have students turn lined
paper vertically for math
Use cues to denote important
items
 A graphic organizer involves
organizing material into a visual
format.
 To develop a graphic organizer,
the student can use the
following steps:
(a) list the topic on the first line,
(b) collect and divide
information into major
headings,
(c) list all information relating to
major headings on index cards,
(d) organize information into
major areas,
(e) place information under
appropriate subheadings, and
(f) place information into the
organizer format
 Students can use calendars to
record assignment due dates,
list school related activities,
record test dates, and schedule
timelines for schoolwork.
 Students should set aside a
special section in an
assignment book or calendar for
recording homework
assignments.
 Teachers can provide readily-
available handouts or
worksheets for the students’
consumption.
 Lined paper can be turned
vertically to help students keep
numbers in appropriate
columns
 while computing math
problems.
 Asterisks or bullets can denote
questions or activities that
count heavily in evaluation.
 This helps students spend time
appropriately during tests or
assignments.
Design hierarchical  The teacher can design
worksheets worksheets with problems
arranged from easiest to
hardest.
 Early success helps students
begin to work.
Allow use of instructional  Students can be provided with
aids letter and number strips to help
them write correctly.
 Number lines, counters, and
calculators help students
compute once they understand
the mathematical operations.
Display work samples  Samples of completed
assignments can be displayed
to help students realize
expectations and plan
accordingly.
Use peer-mediated learning  The teacher can pair peers of
different ability levels to review
their notes, study for a test,
read aloud to each other, write
stories, or conduct laboratory
experiments.
 A partner can read math
problems for students with
reading problems to solve.
Encourage note sharing  A student can use carbon paper
or a notebook computer to take
notes and then share them with
absentees and students with
learning problems.
 This helps students who have
difficulty taking notes to
concentrate on the
presentation.

Use flexible work times  Students who work slowly can

be given additional time to
complete
written assignments.
 Students require different
amounts of practice to master
Provide additional practice skills or content.
 Many students with learning
problems need additional
 practice to learn at a fluency
level.

Use assignment  Students can be allowed to

substitutions or adjustments complete projects instead of oral
reports or vice versa.
 Tests can be given in oral or
written format.
 If a student has a writing
problem, the teacher can allow
her or him to outline
information and give an oral
presentation instead of writing a
paper.

For Interactive Instruction

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES
Use explicit teaching Teachers can include explicit teaching
procedures steps within their lessons:
 present an advanced organizer
 demonstrate the skill
 provide guided practice
 offer corrective feedback
 set up independent practice
 monitor practice

Stick to consistent daily
routines
 review
 Many students with learning
problems need the structure of
daily routines to know and do
what is expected.

Repeat directions, then  Students who have difficulty

check to see if students following directions are often
understand helped by asking them to repeat
the directions in their own words.
The student can repeat the
directions to a peer when the
teacher is unavailable.
 The following suggestions can
help students understand
directions:
 (a) if directions contain several
steps, break down the directions
into subsets;
(b) simplify directions by
presenting only one portion at a
time and by writing each portion
on the chalkboard as well as
stating it orally; and
(c) when using written directions,
be sure that students are able to
read and understand the words
as well as comprehend the
meaning of sentences.

Provide a copy of lecture  The teacher can give a copy of

notes lecture notes to students who
have difficulty taking notes
during presentations.

Provide students with a  An outline, chart, or blank web

graphic organizer can be given to students to fill in
during presentations.
 This helps students listen for key
information and see the
relationships among concepts
and related information.

Use step-by-step  New or difficult information can

instruction (oral and be presented in small sequential
written) steps.
 This helps learners with limited
prior knowledge who need explicit
or part-to-whole instruction.

Simultaneously combine Verbal information can be provided

verbal and visual with visual displays:
information  on an overhead
 using handout

Write key points or words on  Prior to a presentation, the

the chalkboard teacher can write new vocabulary
words and key points on the
chalkboard or overhead.

Use balanced presentations  An effort should be made to

and activities balance oral presentations with
visual information and
participatory activities.
  There should be a balance
between large group, small group,
and individual activities.

Use mnemonic instruction  Mnemonic devices can be used to

help students remember key
information or steps in a learning
strategy.
 An example of mnemonic
instruction is using the word
HOMES to remember the names
of the Great Lakes. H is for Lake
Huron, O is for Lake Ontario, M is
for Lake Michigan, E is for Lake
Erie, and S is for Lake Superior.

Emphasize daily review  Daily review of previous learning

or lessons can help students
connect new information with
prior knowledge.

1. Reading
 Provide books on tape, CDs, or on an electronic reader or
textbook
that a child can listen to especially for content areas.
 Create opportunities for oral reading on a one-on-one basis
and only ask the student to read aloud in class if he feels
comfortable doing so and volunteers to read
 Provide outlines, summaries of chapters, vocabulary words
and preview questions before reading
 Allow students to use a highlighter to mark important parts of
the text
 Used shared reading or reading buddies
 Allow the student to discuss, one-on-one, material after
reading with a classroom aide, a partner student or the
teacher
 Provide a set of books/textbooks for student to keep at home
 Reduce spelling tests
 Give spelling tests orally
 Don't take off points for spelling errors on written work
  Reduce spelling words

2. Writing
 Allow student to dictate work to a parent or aide
 Provide speech-to-text software
 Offer alternative projects instead of written reports
 Photocopy another child's notes or designate a note-taker who
will share notes at the end of class
 Minimize the amount of copying from the board
 Allow student to use a keyboard to take notes
 Let student respond to questions orally rather than writing
each answer
 Reduce written work

3. Testing
 Allow student to take tests orally
 Allow for extra time
 Review directions to test orally
 Provide alternatives to testing, such as projects, oral or video
presentations
 Read test questions to student and write down answers as the
student speaks the answer
 Allow tests to be taken outside of the classroom, in a quiet
area with minimal distractions
 Have students state answers into a tape recorder

4. Homework
 Reduce homework, especially assignments requiring reading
 Allow student to dictate answers to homework to a parent,
sibling or tutor
 Allow typewritten homework
 Use worksheets with minimal writing
 Limit time spent on homework
 Do not take off points for homework handed in late

5. Giving Instructions or Directions

 Break large tasks into steps
 Give directions in small steps
 Read written directions or instructions to the student
 Provide alternatives to writing assignments, use an online
calendar, provide student with a written list of assignments
each morning, have a buddy student to write assignments,
email list of assignments to student or parent
 Give examples or model behavior when giving instructions
 Make eye-contact with student when giving directions

6. Technology
  Provide computers that have speech recognition software
 Allow the use of electronic spell-checkers
 Provide software that enlarges images on a computer screen
 Provide student with a computer to complete class work
 Allow students to tape record lessons

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improving Phonological  Direct teaching of same and
decoding awareness different sounds
skills  Pronouncing the sounds of /s/
and /z/ and /b/,/p/, and /v/
properly
 Play with blending wheel
Sound-symbol
correspondence  Viewing short videos showing
letters and their sounds
 Use of clay, sand, or pebbles to
create letters which match the
sounds given by the teacher
 Use of body movements to present
the letters and their sounds.

Fluency  Reading the set of 10 words (with

C-V-C pattern) correctly.
 Reading a simple 5-sentence
story.

Vocabulary  Unlocking difficult words which

development are found in the story the class
supposed to read.

Comprehension  Reading a shorter part of a longer

story (which will gradually be read
by the student wholly) and
describing what happened in that
part of the story.

DYSGRAPHIA
 Is a writing or fine motor skills deficit. It is a learning
disability that affects writing issues . Very poor or often
unreadable writing or writing that takes an unusually long
time and great effort to complete a note. People with dysgraphia
may have illegible writing with inconsistent spacing and
capitalization, despite giving appropriate time and attention to
the task. They may have greatly

CHARACTERISTICS:

 Visual- spatial difficulties

 Language Processing Issues
 Spelling/handwriting issues
 Grammar and usage Problems
 Organization in written language

For Speed Writing

Give the student extra time to take notes, copy

material and take tests

Provide typed copies of classroom notes

Allow the student to record certain class sessions

or use a laptop for writing

Allow the student to start writing projects and

assignments early

Provide paper with name, date, title, etc., already

filled in
For Amount of Writing

Provide a lesson outline for taking notes

Request a scribe so the student can dictate on

tests and writing assignments
For Writing Difficulty

Give examples of finished assignments

Help the student break writing assignments

into steps

Let the student have a “proofreader” to look

for errors

Help the student learn to use a rubric, and

explain how each step is graded

For Mechanics of Writing

Let the student choose to either print or use

cursive

Have the student try different types of pens

or pencils to see what works best
 Here are some teaching strategies that teachers can use for
learners with dysgraphia.

11. By making accommodations for the student

 Using a word processor instead of writing with a pen
 Giving the student an enlarged pencil-holder or grip
 Allowing more time to complete assignments
 Allowing manuscript print instead of cursive handwriting
 Encouraging the student to dictate to a scribe

12. By modifying the task demands

 Reducing the size of the writing task
 Changing the nature of the task (giving a cloze passage or
multiple-choice exercise instead of an essay)
 Giving the student more direct help and guidance during the
lesson

13. By remedying 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 student produces each day

STRATEGY INSTRUCTION

 Simple task-approach strategy using the mnemonic LESSER to

help students remember the steps (Westwood,2003)

 L = List your ideas

 E = Examine your list
 S = Select your starting point
 S = Sentence one tells us about this first idea
 E = Expand on this first idea with another sentence
 R = Read what you have written. Revise if necessary. Repeat
for the next paragraph

 Hallahan and Kauffman (2003) describe several composition

strategies, including the following adapted from Englert, Raphael,
Anderson, Anthony and Stevens (1991):
 P = Plan
 O = Organize
 W = Write
 E = Edit
 R = Revise

 Other device on plans of action that could be explicitly taught to

students (adapted from Mastropieri & Scruggs, 2002; Cavey, 2002)
includes:

a. Prewriting strategies. These might involve:

 Brainstorming topic ideas
 Generating possible subheadings
 Organizing ideas
 Writing first draft
 Seeking more information

b. Editing strategy. This requires the writer to:

 Read each paragraph carefully
 Examine each sentence for clarity, accuracy, and
punctuation
 Make sure the main idea is clear and that there is necessary
supporting detail
 Where relevant, provide a transition sentence or link to the
next paragraph
 To make it more interesting, do I need to add or change any
words or phrases?
  Read the work aloud. Any improvements needed?

c. Post-writing strategies. These might include:

 Proofreading for spelling, mechanics and format
 Proofreading for content, clarity and organization
 Revising and polishing
 Sharing the revised draft with a peer to receive feedback or
response

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT

Improving Spelling  Writing the correct spelling of the

encoding commonly misspelled words said
skills by the teacher using different
colors and textures
 Writing C-V-C words via dictation
on sandboxes, magic slates, or
with magic pens
 Photocopy books and
highlighting information

Writing process  Understanding and explaining

through his/her own words
 Using his/her own writing
strategy to compose and essay
about his/her summer vacation
 Proofreading his/her own
composition for minor or major
mistakes in grammar, spellings,
or word choice.
 Using multi-sensory handwriting
program

DYSCALCULIA

It is a specific learning disability which refers to children

having troubles in understanding number related concepts, or using
symbols or functions needed to success in mathematics. Difficulty with
calculations, comprehending and using mathematics and find it
extremely difficult to acquire arithmetical skills.

CHARACTERISTICS:
 Difficulty counting in sequence, calculations, schedule
check, tracking direction and taking measurements
 Difficulty in remembering or memorizing mathematical
rules
 Difficulty to carry out normal mathematics calculations

For In-Class Learning

Review what the student already learned

before teaching new skills
Let the student talk about how to solve
problems
Use graph paper to help line up numbers
and problems

Let the student write our charts or draw

sketches to solve problems
Give the student a list of the math formulas
For Classwork and Taking
taught Tests
in the class
Use manipulatives such as coins, blocks
and puzzles
Allow extra time on tests

Use a chart of math facts or

multiplication tables
Let the student use a calculator when
he’s not being tested on computation
Give more space to write problems and
solutions

Break down worksheets into sections

Use objects such as blocks or base ten

sticks to teach math ideas
Check often to see if the student
understands the work
 For Homework

Create separate worksheets for

word problems and number
problems

Highlight or circle key words and

numbers on word problems

Below are some teaching ways that can make learning easier for
students with dyscalculia.

 Teach in very small, progressive steps to limit the memory demand

at one time.
 Provide an intensive, cyclical teaching programme - be prepared to
repeat and over learn topics many times.
 Use different materials wherever possible to stimulate interest.
 Try several methods until one clicks.
 If possible apply the maths concept to an area of interest for the
student to provide motivation to participate.
 Ask the child on a 1-1 basis to explain the process to prove they
have internalised it and not just mechanically repeating it.
 If a student doesn’t understand, take the pressure off them by
saying – ‘I didn’t explain that well, let me try again’.
 Wherever possible use real or ‘concrete’ materials as students with
dyscalculia poor visual imagery.
 Encourage the active participation of the students.
  Many students will struggle with the language of maths eg, add –
plus – sum of. Take time to teach and explore this.
 When covering the automatic recall of number bonds, time tables –
turn the activity into a friendly competition
 Many programmes recommend the multi sensory approach of
‘Doing the task, Talk about it, Write it, Apply it’
 Once a student is confident in a task using concrete apparatus –
gradually wean them on to visualising the image
 Allow the student to have a ‘jotting area’ in their books which won’t
get marked or commented on.
 Analyse exactly what the pupil finds difficult and intervene directly
in areas of difficulties.
 Start at a level which the pupil is comfortable, plan for them to
experience success, and slowly increase the challenge.
 Monitor activities to ensure pupils are not under undue pressure
and only use competitive games if all pupils have a reasonable
chance of success; avoid situations where anxious pupils will have
to perform in front of large groups.
 Set up open ended problem solving activities. Encourage discussion
and experimentation.
 Use scaffolded approaches such as allowing pupils to ‘phone a
friend’ or ‘go 50/50’.
 Give a worked example to show how a problem might be solved.
 Allow pupils extra time – even when given work at their level,
dyscalculic children often work slowly. Provide extra time for
assessments.
 Teach test taking skills, give practice tests and provide study guides.
 Have pupils do projects, organise portfolios of work, make oral
presentations, or create a finished product, rather than take a test.
 Encourage an appropriate classroom ethos where pupils are not
allowed to make statements such as ‘this is easy’.
 Use written rather than verbal instructions and questions to reduce
memory overload.
 Focus on understanding rather than rote memory. Try to use fun
methods for retention of number facts such as computer or card
games.
 Provide aids such as calculators or number fact grids.

Here are list of teaching strategies for students with dyscalculia

in higher level.
 Using a task-analytic approach in teaching, with all new areas if
learning broken down into teachable steps
 Simplifying and restating instructions
 Asking many questions at the right level of complexity to ensure a
high success rate to build confidence
 Checking for understanding at every step in the lesson
 Providing more frequent reviews and revisions of work
 Setting students more “practice” type assignments for homework
 Strongly encouraging students to help one another. Peer assistance
is a readily available and powerful resource
 Making much greater use of concrete materials and visual
representation (objects, pictures, sketches, diagrams) to support
verbal explanations
 Selecting or making alternative curriculum resource materials,
including the use of different textbooks
 Utilizing appropriate computer program drill and practice, and for
problem solving
 Making greater use of the students themselves to work examples on
the blackboard or to create new problems for the class to attempt
 Encouraging the use of a calculator if a student’s problem is mainly
lack of speed and automaticity in calculations
 Ensuring that the vocabulary associated with each new topic and
within particular word problems is thoroughly taught and
understood
 Close monitoring of the work being done by each student during the
lesson
 Providing more (or less) direct assistance to individual students
 Looking for students who are working too slowly. Are they confused?
Are they unwilling to ask for help? Do they need to be actively
encouraged or directly engaged with you to get back on task?
 For in-class support, making regular and appropriate use of group
work, enabling students of different abilities and aptitudes to
collaborate and to discuss the lesson material
 Whenever possible, the adaptations made in the teaching of
mathematics should aim to help the student understand and
succeed with the regular program, rather than replace it with a
different program
 Use of the RAVE CCC represents one of many problem-solving
strategies that could be used in Mathematics (Westwood, 2003)

o R = Read the word problem carefully

o A = Attend to any words that may indicate the process
required
o V = Visualize what the problem would look like
o E = Estimate the possible answer
o C = Choose the appropriate numbers and processes
o C = Calculate carefully
o C = Check the result against your estimate
 SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improving Improving  Matching numbers with
Math Skills number sense equivalent words and quantity by
using objects (number 3-“three”-
3 blocks of wood)
 Comparing numbers from 1-10
using objects (9 bags are greater
than 5 bags)
 Counting popsicles
sticks/counting numbers
backwards
 Arranging numbers in ascending
and descending order using
crayons (5 crayons come first
before 6 crayons)
 Expressing numbers in expanded
form by putting the appropriate
number of zeroes beside the
number (eg.469-the student
must put 2 zeroes after the
number 4, 1 zero after the
number 6, and no zero after the
number 9 to form the expanded
form of 400+60+9)

Performing  Recognizing different operational

basic symbols
mathematical  Matching mathematical symbols (
operations +,-,x,/) with their corresponding
operation based on the answer
provided (e.g. In order to get 9, “+”
must be used for 4 to combine 5)
 Recognizing and understanding
words such as “add”, “minus”,
etc. through the use of visual
representations (e.g. for “add”, a
picture of 2 breads combined
together)
 Translating word problems to
mathematical equations through
the help of situational plays
 Using the computing
 Telling time  Recognizing and identifying the
different parts of the clock
 Recognizing the concepts of hour,
minutes, and seconds by turning
the hands of the clock
 Identifying the time depicted in
the clock
 Understanding the words “5
minutes to 1pm”, half past two”,
etc. with the use of visual
representation
Learning about  Recognizing the different values
money and denominations of money
 Counting coins and money bills
 Matching money with their
equivalent numerical and word
forms

DYSORTHOGRAPHIA

It is a learning disability which refers to children having

troubles in writing, grammar and spelling. Slower speed in written
words, reversal of letters, syllables or omissions and additions.

CHARACTERISTICS:
 Bizarre spelling, reversal of letter, syllables or omission
and additions
 Grammatical and spelling interruptions are severe
 Timing issues. Slower in speed (e.i. most pupils can spell
it in seconds, but for pupils with dysortographia might
take it for five to ten minutes.

For Developing Phonemic Awareness

Involve learners in lots of shared reading of

poems, chants, songs, and big books with
repetitive refrains and rhymes
Tell the children 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 children 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
For Exploring Sounds
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 children 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.

Reread familiar books, rhymes, chants, and

songs, asking children 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 children to identify the letter(s) that

represent this sound. Underline these and ask
children 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 to improve learners’ spelling
have been reviewed by Gordon,
Vaughn and Schumm (1993). Some of
the main findings indicated that
teachers should:

 Create opportunities for learners to engage in frequent writing

 Instruct students in word analysis strategies
 Target no more than three words per lesson for students with
learning difficulties
 Aim to develop students’ 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

Children with spelling difficulties benefit from being taught how to

study and check words (Lam, 2003). In particular, children must be
taught the following strategies:

 Look-say-cover-right-check
o 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 students progress beyond the
phonetic stage of spelling.

 Phonemic approach
o This strategy is the one that most children discover for
themselves at the early stage of inventive spelling.

 Spelling by analogy
o Some students will need direct teaching and much practice
to realise that knowing the spelling of one word can give
clues to the probable spelling of another word that sounds a
little like it.
  Repeated writing
o If a student 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 student is not motivated to learn the word, of if the
exercise is given as punishment.

 Use of computers and spellcheckers

o The use of any form of technology that will help overcome (or
bypass) a student’s difficulties in getting ideas on to paper.
Using a word-processor may be one way of restoring a
student’s interest and confidence in composing.

SAMPLE ACTIVITIES FOR LEARNERS WITH

LEARNING DISABILITY

 Learners with Dyslexia

Reading Web Sites for Kids

Starfall A free public service to teach kids to read with phonics. Starfall
combines phonemic awareness practice with a systematic phonics
instruction and highly engaging visuals. (http://www.starfall.com/)

Reading Eggs For children from 4-7 who are learning to read. Focuses
on a core reading curriculum of phonics and sight words using skills and
strategies essential for sustained reading success. Free 14-day trial and
then costs about $10/month. (http://readingeggs.com/ )

Nessy Reading An online reading program that makes learning to read

fun and engaging. Many parents of kids with dyslexia report that their
kids love this site. (http://www.nessy.com/us/ )

Get Ready to Read A site designed to support educators, parents, and

young children in the development of early literacy skills in the years
before kindergarten. (http://www.getreadytoread.org/ )

LETTER KNOWLEDGE

The Alphabet / Upper and Lower Case Matching

PHONEMIC AWARENESS
VOCABULARY
  Learners with Dyscalculia

PRIMARY LEVEL

PRIMARY LEVEL
INTERMEDIATE LEVEL
SECONDARY LEVEL
 Learners with Dysgraphia
 SPEECH/LANGUAGE IMPAIRMENT

Introduction

Speech and language are central to the human experience; they are the
vital means by which people convey and receive knowledge, thoughts,
feelings, and other internal experiences. Acquisition of communication
skills begins early in childhood and is foundational to the ability to gain
access to culturally transmitted knowledge, to organize and share
thoughts and feelings, and to participate in social interactions and
relationships. Speech and language skills allow a child to engage in
exchanges that lead to the acquisition of knowledge in his or her
community and the educational arena. Communication skills are crucial
to the development of thinking ability, a sense of self and full participation
in society.

According to Oller et al., 2006, speech and language disorders

disruptions in communication development can have wide-ranging and
adverse impacts on the ability not only to communicate but also to acquire
new knowledge and participate fully in society. Most children acquire
speech and language by a seemingly automatic process that begins at
birth and continues through adolescence. Typically, basic communication
skills are developed (although not complete) by the time a child enters
kindergarten, enabling the child to begin learning from teachers and
interacting fluently with peers and caregivers. Severe disruptions in
speech or language acquisition thus have both direct and indirect
consequences for child and adolescent development, not only in
communication but also in associated abilities such as reading and
academic achievement that depend on speech and language skills. When
combined with other developmental risks, such as poverty (Williams,
2013), severe speech and language disabilities can become high-impact,
adverse conditions with long-term cognitive, social, and academic
sequelae and high social and economic costs.
 What is Speech and Language Impairment?
According to Individuals with Disabilities Education Act
(IDEA) officially defines speech and language impairments as “a
communication disorder such as stuttering, impaired articulation, a
language impairment, or a voice impairment that adversely affects a
child’s educational performance.” Each point within this official definition
represents a speech and language subcategory. “A communication
disorder such as stuttering” provides an example of a fluency disorder;
other fluency issues include unusual word repetition and hesitant speech.
“Impaired articulation” indicates impairments in which a child
experiences challenges in pronouncing specific sounds. “A language
impairment” can entail difficulty comprehending words properly,
expressing oneself and listening to others. Finally, “a voice impairment”
involves difficulty voicing words; for instance, throat issues may cause an
abnormally soft voice.

What is the difference between a language disorder and a

speech disorder?

A speech disorder usually indicates that someone has trouble

producing certain sounds accurately.
Young children who are learning how to speak will probably substitute
leave out or distort normal speech sounds. For example, it’s not unusual
for 3-year-olds to use the f sound for th in their speech: “I’m firsty
(thirsty).” But that pronunciation would be considered an articulation
error in a 5-year-old. This is a speech problem.
Language deals with meaning. A child with a language disorder may
have a difficult time either understanding the meaning of what’s being said
(a receptive language disorder). Or he may have trouble communicating
his own thoughts (an expressive language disorder).
Imagine a child who has good speech and pronounces words correctly. He
can still have poor language—trouble putting words together to express
himself or trouble understanding what’s being said to him.
 Characteristics of Speech or Language Impairments

The characteristics of speech or language impairments will vary

depending upon the type of impairment involved. There may also be a
combination of several problems.
When a child has an articulation disorder, he or she has difficulty
making certain sounds. These sounds may be left off, added, changed, or
distorted, which makes it hard for people to understand the child.
Leaving out or changing certain sounds is common when young
children are learning to talk, of course. A good example of this is saying
“wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause
for concern unless it continues past the age where children are expected
to produce such sounds correctly.
Fluency refers to the flow of speech. A fluency disorder means that
something is disrupting the rhythmic and forward flow of speech—usually,
a stutter. As a result, the child’s speech contains an “abnormal number of
repetitions, hesitations, prolongations, or disturbances. Tension may also
be seen in the face, neck, shoulders, or fists.”
Voice is the sound that’s produced when air from the lungs pushes
through the voice box in the throat (also called the larynx), making the
vocal folds within vibrate. From there, the sound generated travels up
through the spaces of the throat, nose, and mouth, and emerges as our
“voice.”
What Causes Speech Disorders
  Speech disorders affect the vocal cords, muscles, nerves, and other
structures within the throat.
Causes may include:
vocal cord damage
brain damage
muscle weakness
respiratory weakness
strokes
polyps or nodules on the vocal cords
vocal cord paralysis
 People who have certain medical or developmental conditions may
also have speech disorders. Common conditions that can lead to
speech disorders are:
autism
attention deficit hyperactivity disorder (ADHD)
strokes
oral cancer
laryngeal cancer
Huntington’s disease
dementia
amyotrophic lateral sclerosis (ALS or Lou Gehrig’s disease)
Speech disorders may be hereditary, and they can develop over time.

Guide for Teachers in Handling Learners with Speech and

Language Impairment
Learn as much as you can about the student’s specific disability language
impairments differ considerably from one another, so it’s important to
know the specific impairment and how it affects the student’s
communication abilities.
Recognize that you can make an enormous difference in this student’s
life! Find out what the student’s strengths and interests are, and
emphasize them. Create opportunities for success.
Make sure that needed accommodations are provided for classwork,
homework, and testing. These will help the student learn successfully.
Consult with others (e.g., special educators, the SLP) who can help you
identify strategies for teaching and supporting this student, ways to adapt
the curriculum, and how to address the student’s IEP goals in your
classroom.
Communicate with the student’s parents. Regularly share information
about how the student is doing at school and at home.

Guide for Parents

Learn the specifics of your child’s speech or language impairment. The
more you know, the more you can help yourself and your child.
Be patient. Your child, like every child, has a whole lifetime to learn and
grow.
Be well informed about the speech-language therapy your son or
daughter is receiving.
Give your child chores. Chores build confidence and ability. Keep your
child’s age, attention span, and abilities in mind. Break down jobs into
smaller steps. Explain what to do, step by step, until the job is done.
Demonstrate. Provide help when it’s needed. Praise a job (or part of a job)
well done.
Listen to your child. Don’t rush to fill gaps or make
corrections. Conversely, don’t force your child to speak. Be aware of the
other ways in which communication takes place between people.
Talk to other parents whose children have a similar speech or language
impairment. Parents can share practical advice and emotional support.
Keep in touch with your child’s teachers. Offer support. Demonstrate
any assistive technology your child uses and provide any information
teachers will need. Find out how you can augment your child’s school
learning at home.

ACCOMMODATION TO SUPPORT LEARNERS WITH

SPEECH IMPAIRMENT
 According to Smith & Tyler, 2014, the most effective support for
students with speech impairments is to receive speech therapy given by
a speech-language pathologist (SLP).

 Based on speech severity, allow the students to substitute oral assignments

with written papers or use other available
technologies. (www.fentress.k12tn.net)

 Modify grading based on speech impairment. (www.fentress.k12tn.net)

 Allow the student time to express themselves. Do not interrupt a slow

speaker. (www.fentress.k12tn.net)

 Provide the SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)

 Allow the use of assistive technologies. (www.fentress.k12tn.net)

 Develop a procedure for the student to ask for help. (Do2Learn.com, 2013)

 Be a good speech model and speak directly to the student.

(education.qld.gov.au, 2015)

 Reduce unnecessary classroom noise as much as possible.

(education.qld.gov.au, 2015)

 Provide copy of class notes. (if possible)

 Give assignments and tasks both orally and in written form.
 Modify the length of assignments.
 You may provide a private location for testing.
 Do not assume that students understand already the spoken instructions.
 Present only one concept at a time.
 Ensure student has a way to appropriately express wants and needs.
 Ask open-ended questions.
 Work at the pace of the student.
 Use varied tactics and visual cues like pictures and videos.
 Use as many hands-on experience if necessary.
 You may use graphic organizers to help students understand various language
concepts.
Regular Classroom Speech-Language Modifications
Articulation:
 Allow longer oral response time.
 Model good speech production in the classroom.
  Provide preferential seating beside a peer with good speech
production.
 Reinforce accurate production of speech sounds.
 Reduce the amount of background noise in the classroom.
 Provide preferential seating near the teacher or at the front of the
class.
 Modify assignments requiring student to make oral classroom
presentations.
 Discuss speech concerns with speech-language pathologist

Language Skills:
 Shorten and/or modify oral directions. Ask student to repeat or
rephrase the directions to ensure understanding.
 Allow longer oral response time.
 Provide visuals to enhance explanation of new material, especially
with abstract concepts.
 Give written directions or visual cues for verbal directions.
 Obtain student’s attention before giving a direction.
 Assist student in giving correct responses by accepting his/her
answers and expanding, or giving the student an opportunity to
explain his/her response.
 Simplify question forms by asking basic questions, one at a time.
 Modify assignments requiring student to make oral classroom
presentations.
 Provide individualized instruction to improve student’s ability to
complete activities requiring listening.
 Provide varied opportunities for language development through
participation in regular classroom activities.
 Discuss language concerns with speech-language pathologist.

Fluency (stuttering):
 Reinforce instances of “easy speech” in the classroom.
 Allow longer oral response time.
 Modify assignments requiring student to make oral classroom
presentations.
 Reduce amount of pressure to communicate in the classroom.
 Avoid telling student to “slow down” when participating in group
discussions.
Voice Quality:
 Discuss fluency concerns with speech-language pathologist.
 Encourage appropriate use of voice in the classroom.
 Help student reduce the instances of yelling or throat clearing.
 Modify assignments requiring student to make oral classroom
presentations.
 Reduce the amount of background noise in the classroom.
 Discuss voice concerns with speech-language pathologist.
Teaching Strategies for Learners with Speech Impairment

LANGUAGE

 Focus on interactive communication.

 Use active listening.
 Incorporate the student’s interests into speech.
 Ensure that the student has a way to appropriately express their
wants and needs.
 Reinforce communication attempts (e.g. their gestures, partial
verbalizations) when the student is non-verbal or emerging verbal.
 Paraphrase back what the student has said or indicated.
 Use storybook sharing in which a story is read to student and
responses are elicited (praise is given for appropriate comments
about the content).
 Ask open-ended appropriate questions.
 Use linguistic scaffolding techniques that involve a series of
questions.
 Use language for social interaction and to resolve conflicts.
 Emphasize goals and tasks that are easy for the student to
accomplish.
 Work at the student's pace.
 Present only one concept at a time.
 Have speech therapist present language units to the entire class.
 Use computers in the classroom for language enhancement.
 Encourage reading and writing daily.
 Use tactile and visual cues (e.g., pictures, 3-D objects).
 Incorporate vocabulary with unit being taught.
 Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills,

semantics, word recall, syntax, phonology, and pragmatics (and how they
affect academic performance).
SPEECH

 Develop a procedure for the student to ask for help.

 Speak directly to the student.
  Be a good speech model.
 Have easy and good interactive communication in classroom.
 Consult a speech language pathologist concerning your
assignments and activities. Be aware that students may require
another form of communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Anticipate areas of difficulty and involve the student in problem-
solving.
 Provide assistance and provide positive reinforcement when the
student shows the ability to do something unaided.
 Use a peer-buddy system when appropriate.
 Devise alternate procedures for an activity with student.
 Use gestures that support understanding.
 Model correct speech patterns and avoid correcting speech
difficulties.

Be patient when student is speaking, since rushing may result in

frustration.

ACADEMIC AND BEHAVIOR

 Reduce unnecessary classroom noise as much as possible.

 Be near the student when giving instructions and ask the student to
repeat the instructions and prompt when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the student to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or chart paper.
 Redirect the student frequently and provide step by step directions -
repeating when necessary.
 Allow students to tape lectures.
 Allow more time for the student to complete activities.
 Modify classroom activities so they may be less difficult, but have the
same learning objectives.
 Allow more time for the student to complete assignments and tests.
 Design tests and presentations that are appropriate for the student
(written instead of oral).
 Divide academic goals into small units, utilizing the same theme.
 Provide social and tangible reinforcers.
 Focus on the student's strengths as much as possible.
 Have the student sit in an accessible location to frequently monitor
their understanding.
 Allow extra time to complete work because of distractions, slow
handwriting, or problems in decoding text.
 Have routines that students can follow.
 Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and

plan strategies for the transition from school to employment and adult life.

PHYSICAL

 Be aware that because of the way the brain develops, it is easier to

acquire language and communication skills before the age of five.
 Be aware that if children have muscular disorders, hearing problems,
or developmental delays, their acquisition of speech, language, and
related skills may be affected.
 Use augmentative communication systems to ensure that nonverbal
students and students with severe physical disabilities have effective
ways to communicate.

Ensure that the student has access to their (portable) communication

system across all contexts, all of the time.
 ACTIVITIES FOR LEARNERS WITH SPEECH IMPAIRMENT

Top 10 activities for developing and improving learner’s speech and

language skills

There are many simple activities that you can do with your child to
develop their speech and language skills.

1. Be a good model – speak clearly and slowly and face your child when
speaking. If your child says a word or sentence incorrectly, rather than
correct them or ask them to repeat it, just say the word / sentence back
to them correctly to show you have understood. This way your child always
hears the correct version. This is how children learn language.

2. Remember your language level – don’t use words or sentences that

your child will not understand. Speak to them using language they can
understand, and explain any new words.

3. Make time to sit down with your child – even if it is just for a few
minutes a day (although the more one-to-one time the better), spend some
quiet time with your child, away from distractions. Look at a book together
and talk about the pictures.

4. Turn off the TV and take out the pacifier/dummy – children do not
learn language and social skills by watching TV, and new evidence shows
that too much TV watching prior to starting school can affect listening and
attention skills, which will impact on their learning once they start school.

5. Observe and comment – when you are playing with your child, take a
step back, do not feel that you have to fill the silences, just comment on
the things your child is doing so they can here (and learn) the new
vocabulary.
6. Let your child lead – let your child lead the play, let them be the boss
of play. This can build self-confidence and does not put pressure on them
to talk and respond to the adult all the time.

7. Books, books, books – books can be used in many ways to develop

language and early literacy skills. Evidence shows that children that have
more exposure to books prior to schooling often find it develop early
literacy skills earlier.

8. Sing songs and nursery rhymes – songs and rhymes contain rhythm
and rhyme, skills that help with speech and literacy development.

9. Feed language in, don’t force it out – comment and expand on your
child’s words and sentences, rather than asking them to repeat words. If
your child says “car”, respond with “big car” or “yellow car” or “fast car”.
This is how children learn words, by hearing new vocabulary and linking
it to the items or events they are focusing on.

10. Make every opportunity a language learning activity – if it’s a trip

to the shops, or bath-time, you can make every activity a language
learning activity. Point to things, name them, sing a nursery rhyme, or ask
a question. You don’t have to set aside a specific time of day to learn
language, every activity is a language learning activity.

HOW CHILDREN LEARN SPEECH AND HOW TO ENCOURAGE

SPEECH
If you want to encourage speech development, or your child is a
little late with producing their first words, there are lots of activities that
you can do to develop your child’s speech and help them produce more
words.

Good modelling
An important aspect of learning speech is listening. A child learns new
sounds and words by listening to those around him. This is why it is
important to provide good speech for your child to listen to. Say words
clearly and slowly and use plenty of intonation. If your child attempts a
word and it is not pronounced correctly, praise him/her for trying. Do not
try and get your child to repeat the word or correct it. Repeat the word
back yourself to show you have understood and to give your child a good
version of the word.

Symbolictsounds
These are easy words and sounds to introduce to your young child when
they are just starting to attempt some words, or when recognisable words
seem a bit late in their development. Symbolic sounds often sound like,
or refer to a sound that is related to the word e.g. “moo” for a cow, or “beep
beep” for a car. These are fun sounds that you can incorporate when
playing games or looking at books. Symbolic sounds are usually short one
syllable sounds and words that are easy for the child to produce. They
encourage vocalization, imitation, and early vocabulary building.

Motivating sound games

Sometimes, using games can motivate your child to make sounds. For
instance play the game – ready… steady…. GO!! Blow up a balloon, hold
it, then say “ready….steady….GO”, and let the balloon go. Do this a few
times and then pause after you say “ready…steady….” and see if your child
steps in and says “GO”.

Communication temptations
Often by tempting your child with something motivating you can elicit
some speech or a vocalization. For instance, holding onto the biscuit tin,
but not opening it until he vocalizes a request, or only blowing bubbles
when you get a vocalization from the child. In the early stages the child
does not have to use the correct words or sentences, but just vocalize or
make an approximation of the word. We want the child to learn that he
can use his voice as a tool to initiate and request.
Listening, attention and observation
Listening and attention skills are the building blocks of speech and
language development. The acquisition of these skills is vital in the early
years if you want your child to be successful at school. The development
of these skills is facilitated by interaction with others, with having a shared
focus, and playing in an environment that is free of distractions. Listening,
is not the same as hearing. A child can have perfect hearing, but be a very
poor listener. Children with Autism, Attention Deficit and Hyperactivity
Disorder or Auditory Processing Disorders will have difficulties with
listening, remembering, and following verbal instructions. Children that
have had a lack of social interaction or poor role modeling in the early
years of their lives may present with listening and attention difficulties.
Studies are also showing that over exposure to television from a young age
can have detrimental long term effects on listening and attention skills.
Some children find these skills more difficult to master than others. There
are lots of ways to enhance your children’s listening and attention skills,
not least by turning off the television and spending some quality time with
them. Try to find activities that share your attention that you can both
enjoy and focus on together. Also, don’t forget to praise good listening and
good looking.

Observation skills
These skills require the child to stop and focus on a particular task.
Having a shared focus helps this process. A shared focus means looking
at things together and talking about what you are looking at. The activities
mentioned below require your child to focus on a something for a few
minutes and really use their observation skills. These tasks can be done
at a table-top as a shared focus activity, or during an everyday activity.

More Specific Strategies for Teaching Students with

Speech Impairments

 Allowing more time for a student to complete activities, assignments

and tests.
 Having a student sit near you to easily meet his/her learning needs.
 Discussing possible areas of difficulty and working with the student
to implement accommodations.
 Always asking before providing assistance, and using positive
reinforcement when the student completes an activity independently.
 Using peer assistance when appropriate.
 exercises so assignments can be completed by the student, but
providing the same or similar academic objectives.
 Creating tests that are appropriate for the student with speech
impairment (for example, written instead of oral or vice versa.)
 Providing scribes for test taking if a student needs assistance.
 Making sure the student understands test instructions completely
and providing additional assistance if needed.

Remember, patience is extremely necessary in teaching students with

speech impairments. Accepting and accommodating an individual’s
speech will benefit educators, classmates, and of course, the student
herself by sharpening listening skills and promoting learning and
understanding. After all, everyone’s voice deserves to be heard.
 Games and Play
Simple Games
There are lots of simple games you can play and indirectly work on speech
and language. Games can be played while driving in the car from
Kindergarten, or when you are at the park or in the supermarket. Learning
language does not have to be done in a structured environment. Don’t
forget when you are playing games to focus on speech and language, you
will also be working on social skills, turn-taking, observing, listening and
attention, so it’s a win-win situation.

Toys
Toys are fun and great for involving your child. Even with the simplest
toys you can create fun activities and provide lots of situations for learning
and developing speech and language. Imagine building a tower with
wooden blocks – a simple game, but with loads of opportunities:
Building a tower Speech and Language opportunities: adjectives (higher,
up), verbs (fall down, build), preposition (on-top), nouns (colors, numbers)
Communication and Social skills: turn-taking, joint focus, sharing,
listening, attending, observing. Here we can see even a simple game with
wooden blocks involves all sorts of language and play skills.

Look at books
Books are great for having a shared focus and for learning new words.
Books can also play a key part in developing early speech and literacy
skills. There are many ways to use books and the pictures to focus on
language. You can focus on books with symbolic sounds for early speech
or storybooks to focus on language. Books are a great way to work on lots
of skills and children love them. Look at the books together, name the
pictures, ask questions, and talk about the story.

Role play
Dressing up is great fun and playing different roles will expand your child’s
imagination. In fact you do not even have to dress up to do role play.
Games involving different characters will allow you to introduce lots of new
related language and stretch your child’s creative play skills. For instance,
if you pretended to be firemen putting out a fire, think how many related
words you could use” fire, fireman, fire engine, ladder, water, hose,
burning, building, driving, climbing, up, down, smoke, hat, boots, jackets,
save, squirt, bucket, fire out, hero, etc etc etc. Role play is great for
expanding your child’s imagination and introducing new vocabulary.

Most types of interaction through play will have a positive effect on speech
and language acquisition. The child’s social skills will also benefit because
they will be using eye contact, turn-taking and listening skills. By letting
your child take the lead in a game, they will gain confidence in
communicating and feel that they are in control, so be relaxed in the
communication environment.

Depending on your child’s language competence you may want to set a

goal for each game, although it is important not to make it too structured
because we want the game to be led by the child. Any goal should be
simple and flexible. Language needs to be fed into the game, rather than
trying to encourage the child to say particular words. This means we don’t
want to be continually saying to the child “what is he doing?” or “what are
you doing?” or “say running, say running”. Children do not learn language
this way, children learn language by hearing it first and making
associations between the word and the action. As adults we want to just
feed the language in at the appropriate times.

Example of a language role play game: Bus Driver game: Let your child be
a bus driver and you can be the passenger. Set up some chairs for a bus
and act the roles. As an example, just look at all the verbs you might use
in this game: steer the bus, press the horn, ring the bell, sit down, pay the
driver, drive the bus, find the change, walk down the aisle. If your child
finds a game complicated, you could be the bus driver first and model it
for your child, then your child can take a turn and you add language to
the situation.

Music
Music is also a great way to involve your child and can be used in many
ways to enhance speech and language. Music is good for getting your child
to listen, and experiencing a shared focus. You can read books and follow
music singing the songs as you point to the pictures. Songs also focus on
intonation and stress and have a beat to them which helps with aspects
of speech development. These are skills we all use when talking and
syllable awareness is important when learning to talk. Music can be used
to enhance language and some songs can be sung involving actions and
thus creating the link between words and actions.
Using everyday activities as a language learning opportunity
Using everyday activities can be a great way to practice and develop
speech, language and literacy skills. These activities can also change a
mundane event into a pleasurable one. The child may also not realize that
you are practicing speech and language skills because the activity will be
fun.

Using everyday tasks to promote speech and language is relatively easy,

you just have to use your imagination:

Bath time – Use lots of vocabulary during bath-time, talk to your children,
and model the words for them. Introduce vocabulary: Verbs: wash, scrub,
rinse, clean, brush, dry, splash, sink, float. Nouns: soup, towel, water,
tap, flannel, bath, sink, body parts. Sing songs in the bath.

Cleaning the bedroom – Play “I-spy” to practice initial sound awareness

(good for speech and language development).

Talk about what the people on the street are doing (e.g. walking, working,
riding etc.) to focus on verbs, or name as many different occupations that
you can see (driver, policeman, road-worker, shopkeeper etc.). These are
just simple ways to use everyday opportunities to find entertaining and
simple ways to focus on speech and language.

Remember, if you make speech and language sessions into games your
child enjoys it more, is more motivated and may not even see it as speech
and language practice, but as a game. Children like games and are
motivated when it becomes competitive. This means you can create ideal
situations away from the table-top activities to work on speech and
language. Just use your imagination because almost any daily event can
be turned into an educational game.

ASSISTIVE TECHNOLOGY FOR LEARNERS WITH SPEECH

& LANGUAGE IMPAIRMENT

For students with speech and language impairments, the major

types of assistive technology can be divided into two areas.

First, students with speech and language impairments have an array

of computer software packages available to develop their speech and
language skills. An example is First Words, a language program that has
a number of applications for teaching those who are developing or
reacquiring language functions. The program uses graphic presentations
combined with synthesized speech to teach high-frequency nouns, and is
one of many software packages that can help develop both speech and
language.

Secondly, students with speech and language impairments may use

augmentative or alternative communication (AAC). AAC is the use of
symbols, aids, strategies, and techniques to enhance the communication
process. This includes sign language and various communication boards,
both manual and electronic, that are used by individuals with impaired
oral motor skills.

The most basic AAC devices are non-electronic communication boards.

The boards usually are limited to a number of choices (two to four). The
choices can be represented by real items, pictures of items, and symbols
for items (including print). The objective of the communication board is to
have the student make a choice, typically of food or activity. Electronic
AAC devices range from very simple devices with few buttons (such as the
Cheap Talk) to very elaborate systems that use a keyboard and
synthesized speech (such as the Dyna Vox and Liberator).

Educational Challenges
The obstacles created by speech and language impairments vary by the
specific case, but because communication is at the core of education,
these impairments can impact a student’s entire educational experience.
Some of these challenges might involve:

 Communicating effectively with classmates and teachers

 Understanding and/or giving oral presentations
 Participating in classroom discussions
 Attaining normalcy within a group

I. PHYSICAL DISABILITY
 Introduction

The Department of Education (DepEd) has been capacitating and

encouraging every school to provide accessible and effective learning
environments and to develop learner-centered curriculum and
instruction, which would eventually redound to the successful
development of the potentials of all learners. To this end, DepEd, through
Special Education, implements various programs and educational services
that cater to the learners with special educational needs. To operationalize
this, DepEd has been advocating “Inclusive Education” (IE) as an
approach to ensure and sustain the presence, participation, social
development, and academic achievement of all learners. This includes the
Learners with Physical Disabilities.

A physical disability substantially limits one or more basic physical

capacity and/or mobility. It can be mild or severe. At a mild level, a learner
may successfully do most things that their peers can do. At a severe level,
they may require significantly more assistance in such areas as personal
care, movement, communication and social inclusion. Learners with
physical disabilities could be also gifted. However, it is important to state
that there is no necessary direct correlation between the degree of physical
disability and inability to cope with the school curriculum, apart from the
elements involving physical activity. Learners with severe physical
disability may have minimal special educational needs, while those with
minimal physical disabilities may have serious learning needs. Physical
access can be a major concern for students who have physical disabilities
as those who use wheelchair, braces, crutches, rotators, canes or
prostheses, or those who get fatigued easily may have difficulty moving
around a school. Despite the limitations they encounter, they can still
perform different activities when provided with the appropriate assistance
they need. When it comes to self-care, some can be trained to take care of
themselves, while others need lifelong support depending on the severity
of impairment. The educational goals for them may include independence
in terms of self-help skills, development of fine and gross motor skills,
social and communication skills, and mobility training.

Description

Learners with physical disabilities may have an acquired or

congenital physical and/or motor impairment such as cerebral palsy,
spina bifida, muscular dystrophy, arthritis, developmental coordination
disorder, amputations, genetic disorders, etc. The disability may interfere
with the development or function of the bones, muscles, joints and central
nervous system. Physical characteristics may include: paralysis, altered
muscle tone, an unsteady gait, loss of, or inability to use, one or more
limbs, difficulty with gross-motor skills such as walking or running,
difficulty with fine-motor skills such as buttoning clothing or
printing/writing. Children who are affected by this may experience
learning difficulty if not catered well.

Three Categories Of Physical Disabilities:

The physical disabilities can be classified into three, this are the following:

Neurological Conditions – These are disabilities commonly caused by

damage to or incomplete development of the brain or spinal cord. The
most common neurological conditions are cerebral palsy, spina bifida, and
traumatic brain injury.

Orthopedic Conditions – This refers to damage, disease, or lack of

development of the bones, muscles, or joints of the body. There are
common conditions on this, such as juvenile rheumatoid arthritis,
muscular dystrophy, and absence or loss of all or part of a limb.

Health Conditions – This covers anything else caused by acute or chronic

disease. This is a very broad category but generally the difference is that
the condition is usually not affecting movement of motor coordination
directly. Some health conditions include asthma, diabetes, cystic fibrosis,
or sickle cell anemia. Many students in this category may not need
extensive support in their ability to learn, speak or walk. They may need
minor accommodations such as modification of curricula such as physical
education or need of the teacher to be aware of medication requirements
or effects.

Characteristics of Learners with Physical Disabilities

Common Physical Disabilities
Mild Cerebral Palsy
Mild Spina Bifida
Muscular Dystrophy
Physical Features
 Abnormal muscle tone,
spasticity/abnormal posture,
involuntary movement,
irregular jerking movements
that most commonly begin in
the shoulders, neck, trunk
and face and poor in speech.
 The bones in the spinal
column do not completely
develop and join.
 It has a damaged spinal cord
usually with part of it exposed.
 Paralysis or loss of sensation
to some parts of the body
 Progressive muscle weakness.
 Frequent falls

Arthritis
Developmental Coordination
Disorder
Amputations
Bone Tuberculosis/cancer
Multiple Sclerosis
Poliomyelitis
Epilepsy/ Seizure Disorder
 Difficulty of getting up from
lying or sitting position
 Trouble running and jumping
 Waddling gait
 Walking on the toes
 Large calf muscles
 Muscle pain and stiffness
 Pain in joints and muscles
particularly after a long day of
strenuous activity.
 Stiff joints
 Inflammation of the joints
 Clumsiness
 Uncontrollable gait
 Weakness of extremities
 No eye and hand coordination
 Absence of limbs
 Bone brittleness
 Sluggishness
 Frequent complaints of body
pain
 Bone deformation
 Abnormal Posture
 Affected limbs appear smaller
 Appears to be physically
normal but sometimes
experience seizure attack
 Temporary confusion
 Stare blankly
 Loss of consciousness and
awareness
 Drooling of saliva
 Jerky movement

The learner with physical disabilities enrolling at or attending a school

is likely to be easily identifiable. Depending on the severity, it may also be
obvious that a learner has a physical disability.
The checklist provided is a guide only, intended for use by
administrators or teachers to;

 Gather general information about the learner from parents, the

students themselves.
 Guide discussion with other specialist
 From the basis of initial planning for support and modifications
 The table below shows the classification of learners with Physical
Disability.
Table 1
Common
Physical Affected Area Cause of Disability
Disabilities
Neurologica Orthopedi Musculoskel
Acquire Congenita
l/ Brain c/Bone etal/Muscle
d l
State State State
Cerebral Palsy √ √ √
Spina Bifida √ √ √
Muscular √ √ √ √
Dystrophy
Arthritis √ √ √
Developmental √ √ √
Coordination
Disorder
Amputations √ √ √ √
Bone Tuberculosis √ √ √
Multiple Sclerosis √
Poliomyelitis √ √
Seizure √ √ √
Disorder/Epilepsy

Note: An orientation on the assessment of the learner’s health condition

should be done among a SPED Teacher, Receiving Teacher and Parents
upon accepting the child in a regular setting. The parent may present a
record of medical history for reference, if possible.
In case with severe Physical Disability learners, the regular teacher
is advised to refer the child to a SPED Center to be given home instruction.
 Physical Disability Checklist
Name: _________________________ Grade: ___________ Date:
___________
Teacher: _______________________ School:____________________________

Cause of  Brain injuries

disability  Before birthday
 During birth
 Close to birth
 Other injuries
 Before birthday
 During birth
 Close to birth
 Brain injuries through
 accidents
 near drowning
 electrocution
 violence/trauma
 abuse
 other injuries(egspina) through
 accidents
 near drowning
 electrocution
 violence/trauma
 abuse
  injury to the mother before birth
 premature birth
 syndromes
 genetic abnormalities
 disease
 malnutrition
 progressive conditions
 other

Diagnosed  cerebral palsy

conditions  spina bifida
 rheumatoid arthritis
 muscular dystrophy
 arthritis
 ontogenesis imperfecta
 congenital malformation of the limbs
 acquired brain injury
 cancer
 motor neurone disease
 other

Areas of  muscle tone

development  muscle strength
affected  gross motor skills
 fine motor skills
 mobility
 communication skills
 social skills
 health
 other

Impact at  self esteem

school  social inclusion
 information processing
 receptive language
 expressive language
 problem solving
 motor planning
 memory, attention
 learning new skills and concepts
 access and participation in learning
 stamina
 continuity of attendance at school owing to
health issues
 selfhelp skills
 other
Other involved:

Additional
information:

Follow up Who/what? When?

 ACCOMMODATIONS FOR LEARNERS with PHYSICAL DIS
Equipment
Physical Accommodatio Problem
/Materials Classroom Managem
Disabilities n Area
Needed
-Place learner at Wheel Speech -Orient the class abou
side of the chair/ the condition of the
classroom near Improvised incoming learner with
the doorway for chair disability.
Mild Cerebral easy access. Large table -Promote acceptance a
Palsy -Allow a encourage regular
voluntary learners to extend hel
Buddy System Mobility needed.
for note taking.
-Place materials within
the learners’ reach.
-Make available Large flat Motor -Talk with the parent
the use of large desks Coordinatio the needs, strengths
flat desks. Computers n limitations of the lear
-Provide a (if available) -Work hand-in-hand
Mild Spina
corner where stakeholders.
Bifida
he can stand
comfortably.
( for back pain
problem)
-Place learner Mats Seizures -Familiarize what trigg
free from lights seizures
flickering -Know the do’s and do
Seizure
-Place cushion when seizure occurs.
Disorder/
mats on his (SPED Teacher can
Epilepsy
area for provide notes to Recei
protection Teacher on Seizure
-Provide a Precaution and
buddy system Management)
The learner Wheelchair, Muscles -Needs an assistive or
must be personalize adoptive technological
supported with d table and devices in the classroo
Muscular appropriate chair for writing
Dystrophy chair, table and -Require tutoring
a wheelchair for
mobility.

Amputees Learners’ - Arrange classroom

Accessibility structuring with ampl
Poliomyelitis  Learner Ramps/ Mobility spaces
should be
 placed in Inclined -Maintain a hazard-zo
classroom Plane free area
nearest -Emphasize to the cla
the gate. precautionary measur
Multiple  Learner in assisting mobilizati
Sclerosis should to orthopedically
occupy challenged learners
first-level
classroom
and be
seated
near the
door

-Avoid rigid Board Bones/ Involve the learner in

physical activity games joints classroom activities w
-Provide slow Lego blocks emphasis on safety or
pacing Clay precautionary measur
classroom Table
Arthritis
routines activities
-Offer bathroom
breaks

-Positioned Light Extremitie Set short term goals.

properly for objects for s Breakdown achievable
deskwork play physical activity into
-Ensure feet flat Computer smaller parts while
on the floor. Worksheets keeping each part
- Give extra meaningful and
time to achievable.
complete
activities.
-Introduce use
Developmental
of computer to
Coordination
reduce use of
Disorder
handwriting
- Learner
should be
accompanied by
buddy system
 Proper seating Games Bones Avoid stressful physic
position if boards activities.
possible must such as Give simple/light
be with chess, classroom chores
cushioned seats scrabble Allow learner to mingl
Bone and puzzle play with friends to bo
Tuberculosis Sodoku, self-esteem
Connect the
dots or
painting
materials
 Teaching Strategies for Learners with Physical Disabilities
Articulation Skills

 Use visual pictures with words for the specific sound being targeted
to learn.
 Model correct speech to the student, emphasizing the correct mouth
formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner,
while being careful not to distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify
mispronounced/substituted sounds.
 Provide access to technology, such as text to speech, that allows
student to hear proper articulation or to make themselves
understood by others.
 Use preferential seating, so that the student can see the teacher’s
mouth when he/she is speaking.
 Reduce background noise in the classroom.
Fine Motor Skills
 Use assistive devices, like pencil grips and various sizes of writing
instruments.
 Create opportunities for paired writing activities with peers who
have strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of
difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops
(larger/specialized if +mouses are available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing
demands. (Power Point presentations, for example)
Gross Motor Skills
 Use assistive devices as prescribed (orthopedic chair, desk, etc).
 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as
to be attainable by the student.
 Teach skills to address needs.
  Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate
needs to avoid injuries.

Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select
area(s) of strength.
 Modify physical education expectations to meet the student’s
needs; consider greater focus on knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.

Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the
student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

Personal Safety

 Develop and implement alternative programming in collaboration

with other professionals, teachers and parents/guardians.
 Directly teach and practise alternate behaviours.
 Develop a consistent method of handling inappropriate
behaviours.
 Use social stories to teach positive/alternate behaviours.
 Use visuals (photos of the student doing the preferred behaviour
and/or other pictures).
 Use the student’s name and/or a key word to divert behaviour.
 Focus on preventing the behaviour by determining the function
and triggers (time of day, location, stress level, etc...).
 Re-direct when a trigger is present, preferably by using visual
and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent
undesirable behaviours.
 Teach the student to recognize emotions.
  Model the preferred behaviour and vocalize steps for attaining it.
 Post visuals of steps for appropriate behaviour.
 Post “stop” signs on areas that are not to be accessed by the
student.

Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored
sticky note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of
understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize
his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviours and language to combat negative
comments made to self or others.
 Post classroom rules, including “no put downs to others or self”.

Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student
with it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.
 Use social stories.
 Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

Social Skills

 Encourage peer interaction and teach how to interact.

  Provide disability awareness information for class members. Teach
them to ask the learner first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility
on social time with peers. Count the lost time each week to get a
picture of this.

Communication Skills

 It is very important to ensure the learner has opportunities to

communicate. Utilize the communication system that has been
designed.
 Get to know the communication nuances of the learners. Eg.,
poking out the tongue may be the learners way of indicating “no”,
a kissing nose may mean “yes”. A grimace may mean “stop”.
 Wait for the learner to process the incoming information, motor
plan and perform a response. Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities:
Development Activities Learners’ Condition Materials Procedure
al Skills
Choral/Oral Seizure Disorder, Language -Model correct
Poem Mild Cerebral Palsy cards speech to the
Reading (verbal) spina bifida, student,
muscular dystrophy, Reading emphasizing the
arthritis, Booklets correct mouth
developmental with formation.
coordination pictures -Use a slower
disorder, pace of speech.
amputations, bone -Pronounce the
tuberculosis, particular
Articulatio multiple sclerosis, sound longer
n poliomyelitis and slower to
the learner,
while being
careful not to
distort the
sound.
-Let the child
participates in
choral reading.

Free-Hand Seizure Disorder, Modelling -Form any

Fine Motor
Art Mild Cerebral Palsy, Clay desired objects
 spina bifida, Free Form using modelling
*Collage muscular dystrophy, Paint clay
arthritis, Large grasp
developmental Tools
coordination Crayons
disorder, Adapted
amputations, bone Scissors
tuberculosis,
multiple sclerosis,
poliomyelitis
*Hand Children with *Water- -Show a Model
Painting physical disability *based -Have the
that have trouble Paint children paint
with fine motor skills *Bond things that
Paper interest them
*Paint
Brush
*Create Children with *Coarse -Demonstrate
Sculpture physical disability Grain Sand on how to form
that have trouble *Paint simple objects
with fine motor skills *Modelling using sand or
Clay clay.
-Have them form
their own
objects

Gross Motor
Swimming Amputees Available Provide life vest
Mobility Mild Cerebral Palsy, body of (improvised can
developmental water be acceptable)
coordination Introduce
disorder precautionary
measures
Demonstrate
basic swimming
Ball Amputees Ball Introduce
Shooting Mild Cerebral Palsy, Basketball precautionary
developmental Court measures
coordination Whistle Demonstrate
disorder, basic shooting
poliomyelitis
Ball Amputees Balls Introduce
throwing Mild Cerebral Palsy, precautionary
developmental measures
coordination Demonstrate
basic throwing
 disorder,
poliomyelitis
Dancing Amputees Speaker Introduce
Mild Cerebral Palsy, Music precautionary
developmental measures.
coordination Demonstrate
disorder, basic steps in
poliomyelitis dancing(2-5
steps will do)
Repeat
procedures for
mastery.
Personal Grooming Learners with Grooming Modelling,
Care Physical Disabilities kit guided/
Independent
practice.
Personal Disaster Learners with Video clips Involve the
Safety Awareness Physical Disabilities of different learners in
disasters different
Related disaster
Photos preparedness
Pictures of and safety
Community drills.
Helpers -Teach the do’s
and don’t’ and
require
implementation
Self- Expressing Learners with Pictures of -Role Play
Advocacy One’s Needs Physical Disabilities signal cues -Develop a
indicating signal for the
the child student to use
needs help. (colored sticky
note on his/her
desk) to ask for
help.

Social Peer / Learners with Social -Provide

community Physical Disabilities events disability
Interaction awareness
information

-Give
opportunities to
show talents
and skills.

Transition Setting Learners with Video clips -Present video

Goals Physical Disabilities / Pictures clips of Skilled
 of Persons with
successful physical
persons disabilities on
with their chosen
physical field
disabilities. -Extract
insights/ moral
lessons.

II. HEARING IMPAIRMENT

Introduction

Hearing is one of the most important senses for each individual that
is concerned about perception of sounds. It allows and leads our everyday
lives without limitations. It enables us to work, communicate, socialize
and stay connected to the outside world. Moreover, it keeps us safe by
warning us of possible danger.
Hearing is all about auditory perception that refers to the capacity
of the brain to interpret and generate a clear impression of sounds.
Good auditory skills allow us to determine between different rhythms,
volumes, pitches and sources of sounds as well as words that will aid
teaching-learning reading the easiest way. It can also be the sense of
sound perception which can be detected through vibrations or the changes
in the pressure of the surrounding medium through time, through an
organ such as the ear.
Learners with Hearing Difficulty have the right to equal access to
education and provide them the best possible education as regular
pupils/learners are enjoying. Their increasing number who are in school
is a manifestation that there is a need for regular school teacher to help
these children as an answer to the inclusion program of the SpEd.
This handbook could somehow help our regular teachers in the
holistic development of the Learners With Difficulty in Hearing (LWDH).

Description

Hearing loss can be:

  congenital - present at or soon after birth;
 acquired - which develops later;
 pre-lingual - before a child has fully developed speech;
 post-lingual - after the development of speech;
 conductive - caused by blockage or damage in the outer
and/or middle ear
 sensorineural - caused by damage to, or malfunction of,
the cochlea, or hearing nerve, or a combination of both.

DEGREE OF HEARING LOSS

 Deaf/Deafness refers to a person who has a profound hearing loss

and uses sign language.
 Hard of hearing refers to a person with a hearing loss who relies
on residual hearing to communicate through speaking and lip-
reading.
 Hearing Impaired/difficulty in hearing is a general term used to
describe any deviation from normal hearing, whether permanent or
fluctuating, and ranging from mild hearing loss to profound
deafness.

CHARACTERISTICS

Observations that a learner is suspected to have hearing difficulty:

____ shows strained expression when listening

____ less responsive to noise, voice or music
____ moves closer to speaker when talked to
____ watches faces especially the mouth and the lips of the speaker
____ often asks for repetition when talked to
____ delayed or no responses to questions
____ makes use of natural gestures, signs and movements
____ has a limited or no speech
____ has limited vocabulary
____ speaks in words rather in sentences
____ talks with poor rhythm

What Causes Hearing Loss in Young Children?

Hearing loss can be present at birth, or it may develop sooner or later in

life. It may be hereditary, or it may be caused by problems during
pregnancy or delivery. It is often difficult to pinpoint what has caused
hearing loss in a particular child. Hereditary factors cause a large
percentage of hearing loss in children. The hearing loss may be caused
by a defect of the outer or middle ear, but more often the damage exists
in the inner ear (cochlea).
Genetic counseling can be helpful to the family in determining whether
heredity is the cause.

Hearing loss may also be the result of:

- maternal illness during pregnancy ( german measles, chicken
pox,mumps, diabetes, menopausal)
- exposure to certain drugs (gentamicin, neomycin, streptomycin,
kanamycin, quinine sulfate)
- complications during delivery (eclampsia, placenta previa,)

Acquired hearing loss occurs after birth:

- may result from prematurity,
- low birth weight/malnutrition
- incompatibility of the Rh factor of blood between the parents,
- use of ototoxic drugs during the neonatal period,
- over dosage on antibiotics
- cytomegalovirus (CMV) or oxygen deprivation
- Illness (meningitis, encephalitis, mumps, jaundice, high fever)
- accidents

TYPES OF HEARING LOSS

4. Conductive hearing loss

- an obstruction of air conduction that prevents the proper
transmission of sound waves through the external auditory canal
and/or the middle ear.
- may be temporary or permanent, depending on the cause that
can be differentiated by which part of the ear it affect - either the
outer or middle ear:

CAUSES:

Outer ear

 Stenosis or a narrowing of the ear canal

 Wax impaction
 Exostoses (bone-like protrusions that can develop
inside the ear canal and cause potential cause
blockages)
  Otitis externa (also known as swimmer's ear)
 Obstructions caused by foreign bodies inserted into
the ear (i.e. insects, foreign objects)

Middle ear

 A breach in the tympanic membrane caused by injury,

ear infections or extreme and rapid air pressure
changes
 Tympanosclerosis or a thickening of the tympanic
membrane (pus)
 Otitis media or a buildup of fluid in the middle ear
 Blockages in the eustachian tube, which connects the
middle ear to the back of the nose and throat
 Otosclerosis, a rare medical condition that causes the
middle ear bones to freeze up
 Abnormal growths or tumors that form within the
middle ear, such as cholesteatoma or glomus tumours
 Ossicular chain discontinuity, or a break in the
connection between the bones of the middle ear,
caused by injury or heavy trauma.

5. Sensorineural hearing loss

- occurs when the sensory receptors of the inner ear became
dysfunctional
- It is the most common type of hearing loss and It is permanent

CAUSES :

- damaged tiny hair-like cells in the inner ear or to the

auditory nerve

- congenital malformation of the inner ear, intense noise,

trauma, viral infections, ototoxic drugs (e.g., cisplatin,
salicylates, loop diuretics)

- fractures of the temporal bone, meningitis, ménière's disease,

cochlear otosclerosis, aging (i.e., presbycusis)

6. Mixed hearing loss

- A combination of sensorineural and conductive hearing loss.

CAUSES
- illness
 - trauma
- wax impaction
- aging

CATEGORIES OF HEARING LOSS

The definition of hearing loss is not the same for everybody. The different
degrees of hearing loss are divided into categories. The most common
categories of hearing loss classifications are mild hearing loss, moderate
hearing loss, severe hearing loss and profound hearing loss.

Mild Hearing Loss

On average, the most quiet sounds that people can hear with their
better ear are between 25 and 40 dB. People who suffer from mild hearing
loss have some difficulties keeping up with conversations, especially in
noisy surroundings.

Moderate Hearing Loss

On average, the most quiet sounds heard by people with their better
ear are between 40 and 70 dB. People who suffer from moderate hearing
loss have difficulty keeping up with conversations when not using a
hearing aid.

Severe Hearing Loss

On average, the most quiet sounds heard by people with their better
ear are between 70 and 95 dB. People who suffer from severe hearing loss
will benefit from powerful hearing aids, but often they rely heavily on lip-
reading even when they are using hearing aids. Some also use sign
language.

Profound Hearing Loss

On average, the most quiet sounds heard by people with their better
ear are from 95 dB or more. People who suffer from profound hearing loss
are very hard of hearing and rely mostly on lip-reading, and/or sign
language.

The level of severity of hearing loss is defined as follows:

 10 to 15 dB HL Normal Hearing
16-25 dB HL Slight Hearing Loss
26-40 dB HL Mild Hearing Loss
41-55 dB HL Moderate Hearing Loss
56-70 dB HL Moderate-Severe Hearing Loss
71-90 dB HL Severe Hearing Loss
>90 dB HL Profound Hearing Loss

(Average threshold level re for 0.5, 1 and 2 kHz, Clark (1981)

 ACCOMMODATIONS TO SUPPORT HEARING
IMPAIRED/DIFFICULTY IN HEARING LEARNERS

MILD

and

MODE
RATE
HEARI
NG
LOSS
CLASSROO ASSISTIVE PARENT’ TEACHIN SUGGES
M TECHNOLO S G TED
ACCOMMO GIES / AWAREN STRATEG ACTIVIT
DATION SUPPORT ESS IES IES
SYSTEM
-regular -hearing -Home -use real -Group
classroom aids visitation materials/ activities
setting may -Frequency -Psycho objects -Film
apply Modulation educatio -Total Viewing
-put the (FM) n communic -
learner - seminars ation Manipul
close to the Telecommuni - (using ASL ation of
teacher for cations Informati and objects/
better Device for on spoken hands on
sound the dissemin language activities
reception Deaf(TDD) ation simultane -Role
and visual during ously) playing
clues - barangay -Explicit -Proper
-reduce Teletypewrit assembli instructio hand
classroom er (TYY) es n and eye
noise -Speech -Through (repetitive coordina
-get the therapist the help instructio tion
learners of a n) -
attention medical - vocabula
before practitio Collaborati ry
starting the ner ve learning enrichm
class -Through -Oral ent
-make use advertise communic (Pictogra
of the ments ation phs,
residual (tv, radio (teach spelling,
hearing by and without puzzles,
talking paper) signing word
aloud - since the hunt)
-speak Listening learner -Arts for
slowly, to has fine
clearly and motor
 face to face success residual (drawing
with the stories hearing) , clay
learner - -Field molding,
-rephrase Counseli trips(schoo beads
-write key l and making,
words and ng communit scribblin
outline -Sign y) g)
- Clearly language -keep -
enunciate program narrative Puppetry
speech for report -sorting
-
parents
matchin
-Family g or
support pairing
-Seizing
(search)
-
classifyi
ng
-
sequenci
ng
-
identifyi
ng
-
compari
ng
-
recognizi
ng
-solving
(simple)
-
organizi
ng ideas

SEVER
E -regular -Hearing -Home -Practice -
classroom Aids visitation and allow Enhance
and setting may -Frequency -Psycho Lip speech
apply Modulation educatio Reading ( reading
PROFO -put the (FM) n wear red conditio
UND learner - seminars lipstick for ns (avoid
HEARI close to the Telecommun - women hands in
NG teacher for ications Informati teachers) front of
LOSS better Device for on -Provide face, no
dissemin communic
visual the ation ation gum
clues Deaf(TDD) during through chewing)
-reduce - barangay Basic Sign -Allow
classroom Teletypewrit assembli Language extra
noise er (TYY) es (ASL, FSL, time for
-get the -Cochlear -Through Localized processi
learners Implant the help signs) ng
attention - of a -Assign a informati
before Smartphone medical buddy for on
starting the apps practitio note -
class (android, ios) ner sharing Frequent
- -Through and ly check
Specialized advertise discussion for
lighting ments -Field understa
- (tv, radio trips(schoo nding
Captioning and l and -Repeat
or labeling paper) communit or
things - y) rephrase
inside the Listening -keep informati
classroom to narrative on when
(for success report necessar
familiarizat stories y
ion) - -Group
-Use of Counseli activities
visual ng -Film
supplemen -Sign Viewing
ts language -
(overheads, program Manipul
chalkboard for ation of
, charts, parents objects/
vocabulary -Family hands on
lists, support activities
lecture -Role
outlines) playing /
-Vibrating Pantomi
alert me
devices -Proper
(used to hand
signal fires, and eye
doorbells, coordina
weather tion
warnings -
and more. vocabula
These ry
devices can enrichm
be used in ent
the (Pictogra
classroom phs,
to alert to spelling,
schedule puzzles,
bells and word
other hunt)
important -Arts for
announce fine
ments) motor
(drawing
,clay
molding,
beads
making,
scribblin
g)
-
Puppetry
-Seizing
(search)
-
classifyi
ng
-
sequenci
ng
-
identifyi
ng
-
compari
ng
-
recognizi
ng
-solving
(simple)
-
organizi
ng ideas
OTHER BASIC SIGN LANGUAGE

NUMBER CHART
DAYS OF THE WEEK
SIMPLE GREETINGS
PEOPLE
TD

D/TYY

TIME SENSITIVE SIGNS

PARTS OF THE HEAD
EMOTIONS
WH- QUESTIONS
VI. LEARNERS WITH DIFFICULTY IN SEEING
 BRAILLE SYSTEM

Figure 4. Braille is a system of reading and writing in which letters and words are
formed by patterns of raised dots that are felt with the fingers. This system had
twelve dots that were arranged in a grid that as two dots across and six dots down.
Braille was invented by Louis Braille in the early 1800s. He assigned different shapes
to each of the letters. (M. Cay Holbrook, Ph.D., 1996, Children with visual
impairments: a parents’ guide)

Introduction
 The implementation of the Inclusive Education Program
increases the number of learners with difficulty in seeing enrolled in a
regular school, thus, general education teachers need to understand
the learners’ visual as well as academic abilities to provide them proper
accommodation in the teaching-learning process. The successful
implementation of the program depends on the proper accommodation
of this type of learners.

Learners with difficulty in seeing need specialized instruction in

order to understand concepts in a highly visual world. They need to be
provided with meaningful experiences and interactions with real and
tactile objects that they can touch, hear, smell and see. Their
interaction becomes more meaningful through guided exploration,
explanation, manipulation of concrete objects and have a unifying
experiences.

Learners with difficulty in seeing can learn in general education

settings provided that appropriate instructions are used to equip them
with basic academic skills and competencies.

Description

Difficulty in seeing refers to a significant functional loss of vision

that cannot be corrected by medication, surgical operation, or use of
ordinary optical lenses such as spectacles or eyeglasses.

The terms low vision or partially sighted and blindness are often
used to describe and categorize levels of vision based in a clinical
assessment performed by a licensed ophthalmologist and optometrist.
Each category is considered in terms of the degree of vision acuity and
its implications for learners’ learning.

3. Low Vision/Partially-Sighted
Spungin (2002) defined low vision as learners who are not totally
blind but have visual impairments that cannot be corrected to normal
with regular eyeglasses or contact lenses. Generally, learners with low
vision are able to learn using their visual sense; however, they may need
to have print magnified, contrast enhanced, or type font or size changed
(Turnball et al., 2002).

4. Blindness
Blindness, on the other hand, is described by Spungin (2002) as
to the lack of usable vision. Hence, learners with total blindness receive
no stimuli from their visual channel and depend entirely on input from
other senses such as touch, hearing, smelling, and tasting.

Characteristics of Learners with Difficulty in Seeing

 Learners with non-correctable vision problems are experiencing
difficulty in seeing. Depending on the severity of their eye condition, the
following characteristics may be used in the special education or
regular education school environment.

Learners with difficulty in seeing shows the following common

characteristics:

8. Their sense of touch is very keen.

9. They move slowly and carefully due to the fear in bumping into
things or objects.
10. They tend to move, feel, and touch objects especially when
travelling to ensure that they are in the right path.
11. Oftentimes, they have the tendency to deviate of their
normal posture for fear of being hurt.
12. 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.
13. They can become independent, assertive and adventurous
like sighted children.
14. Generally, they have exceptional talents and interest in
music, arts and sports.

Category Characteristics
Low Vision The learners:
(Partially-  have vision between 20/70-20/160 and
Sighted) cannot be corrected;
 use correctional glasses and contact lenses;
 can use limited vision for functional tasks but
need their tactile and auditory channels for
learning;
 use a combination of limited vision for
functional tasks and other senses (tactile and
auditory channels) for learning
Totally Blind The learners:
 lack the ability to see anything;
 lack light perception;
 use tactile and auditory channels for learning
functional tasks;
 use cane for mobility;
 learn via Braille and other non-visual media.

Accommodation to Support Learners with Difficulty in

Seeing
Some adaptations are as simple as moving learners to the front
of the class or in a well-ventilated environment. Accommodations and
 modifications need to be based upon on their needs and learning
styles.

Select what specific accommodation would be beneficial for a

particular learner, especially on the classroom setting, material
adaptation, or what academic evaluation might be made.
Accommodations are vital in helping learners with difficulty in seeing to
access the general curriculum which should be appropriate for their
adaptations to support their learning.

Types of Accommodations:

Instructional Accommodations are changes made to the

delivery of classroom instruction, use of appropriate materials, and
strategies. Instructional accommodations are not changes to the scope
or range of the grade-level content standards and competencies or
alterations to the complexity of the knowledge learners are expected to
learn.

Testing Accommodations are changes in the format or in the

conduct of tests but these changes do not affect what the evaluation
measures.

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
 Encourage peer support to help
them in their academic activities
 Encourage “buddy” system
during recess/lunch break
 Allow them to rest and have
ample time to recover from
visual stress and fatigue in
preparation for the next activity
 Use tactile materials to present
lesson
Testing
For both Low Vision and Totally
Blind:
 Read aloud the test questions.
 Allow extended time when
taking examinations.
For Low Vision:
 Provide large print version of the
texts (font size 18-25 point)
 Allow the learner to use symbols
(e.g. a check or a cross) to
answer questionnaire
 Use magnification and
illumination devices (prescribed
by a low vision specialist) in
reading and answering written
examinations
 Make use of a thicker and
darker felt-tip or bold pen to
provide better contrast
 Maintain a well-ventilated
learning area
  Expose learners to use assistive  Use portable lamps with
technology, audio and media adjustable arms to control the
materials (e.g. recorder, cd/dvd, intensity of light.
Braille note taker, computer,
cellphone, talking calculator, For Totally Blind:
talking watch)  Brailled test papers/materials
 Use applications and software and transcribed answer sheets
(e.g. Talkback, JAWS, NVIDIA) (by the SPED teacher)
to enhance lesson
 Allow the learners to record the
lesson if needed using audio
recorder
 Use adaptive materials

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
 Provide copies of the board work
activities

Suggested Teaching Strategies

Instructional Strategies are general strategies designed to

support individualized reasonable accommodations for which a learner
is eligible.
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.

Teaching Strategies
 Instructional
7. Modelling
o Hand-over-hand-under
(teachers’ hand is under the
learner’s hand)
o Speak slowly and clearly to
model the language you
want the learner to use
o Provide a tactile sample of a
project for a learner to copy
8. Assistive Technology
o Use of applicable computer
software that can assist the
learner in writing
assignments and reading
print materials
o Use handheld magnification
with regular text
o Use of photocopier to
enlarge small texts,
pictures/diagrams,
charts/tables
9. Contextualization
o Familiarize unknown
concepts through direct
experience (demonstrations,
media, manipulatives,
repetition, oral
opportunities)
o Provide large print version
of the text
10. Schema-Building
o Help the learner to see the
relationships between
various concepts (e.g.
compare and contrast,
jigsaw learning, peer
teaching/cooperative
learning and projects)
11. Bridging
o Establish link between the
learners’ prior knowledge
and the material (e.g. think-
pair-share; quick writes,
anticipatory charts)
12. Adaptive materials
Environmental
4. Seating arrangement
o Keep a front row seat open
for a learner with difficulty
in seeing to maintain 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.
o Maintain a landmark that
will serve as cue for the
learner to move around the
room. If ever changes in the
classroom set-up is needed,
inform and orient the
learner immediately.
5. 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 materials
o Use brightly colored or
tactile cues in the room to
promote independence,
mobility, and signal location
and things.
o Avoid glaring environment
o Reduce visual clutter
6. 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 Provide learning station for
tactile activities (e.g.
sandbox)
 o Use felt-tip pen to produce o Use of book stand for
a dark bold line for the reading activity for low
learner to see the vision learner
picture/diagram/written o Observe proper position of
text clearly learners’ table or chair
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

CONSIDERATIONS TO REMEMBER IN HANDLING LEARNERS

WITH DIFFICULTY IN SEEING

E. Cane Skills
There are two kinds of canes that a blind learner may use. The
first kind is a long, straight cane with or without a crook. It is made up
of either aluminum or fiber glass. It is usually covered with a quite
reflective material while a small portion of the lower shaft is covered
with a red reflective material (See Figure 2a).
The second type is the folding cane. It is made up of nylon or
metal (See Figure 2b).
 (2b)

(2a)

Figure 2a. Long Straight Cane; Figure 2b. Folding Cane

Cane skill depends on the environment. Modification can be

used. The following skills must be familiarized such as:

4. Diagonal technique is used primarily in familiar indoor

environment to detect low objects such as chairs and tables. The
cane is held in either hands positioned diagonally across the body
like a “bumper” with the tip either resting on the ground or about
one inch above the ground or extending one to the body (hips or
shoulder).

5. Touch technique is used in any environment, indoors or

outdoors, familiar and unfamiliar. The cane of the learner is held
on his/her dominant hand. It is positioned at the center of the
body while the tip swings from side to side, contracting the
walking surface about one inch beyond the widest part of the
body. The learner’s cane swings in a low, flat arch with the tip
touching the surface on the side opposite of the forwarded foot,
enabling the child to detect changes in the walking surface such
as steps or curbs.
 6. Shoreline technique is a basic technique to locate an
intersecting sidewalk. The learner walks parallel to the shoreline.
(Shoreline can be a line between the grass and the sidewalk.) As
the learner walks, his/her arc increases on the side of the body
closest to the shoreline, alternately touching the shoreline and
the walking surface until the intersecting sidewalk is located. Arc
refers to the left to right movement of the cane. The purpose is to
detect if the learner is on the right path/way.

F. Clues
Clues are any sound, odor, temperature, tactile or visual
stimulus that the learner can use to help identify where he/she is in
space. A clue may be something moving or stationary. It is not
permanent.

G. Formal Orientation Skills

Efficient independent travel is possible if proper orientation
skills are introduced. The learner must first have understanding of
his/her body and the notion of himself/herself as a separate entity.
Therefore, the learner must master the skills such as identifying
landmarks, trailing and route travel.
C.1 Trailing
Trailing is demonstrated by extending one’s
arm at a 45-degree angle in front of and to the side
of one’s body to follow a surface with one’s hand.
Trailing is used to determine one’s position in a
particular setting; to locate specific area/object
such as the door; and to maintain a parallel line
of travel (See Figure 3).

Figure 3. Trailing
 C.2 Route Travel
The first travel routes that a learner
typically learns have true intrinsic meaning
to him. Parents can reinforce early route
travel by encouraging their child to travel the
final steps to a certain location such as the
bathtub at bathing time, the high chair at
meal time, or to the toy basket in the living
room. This is called backward chaining,
where the child learns to accomplish the last
portion of the task first, with success more
steps of independence can be added (See
Figure 4).

Figure 4. Route Travel

C.3 Landmarks
Landmarks is a fixed object (wall, post)
or tactile marker such that has a known
location within the environment. It is
permanent. It can be used for position
identification to determine a reference point
and to locate specific objectives (See Figure 5).

Figure 5. Landmarks (fixed

object - wall)

H. Systematic Search Patterns Technique

 Systematic search patterns technique is used to locate items that
have fallen or rolled away from the learner.
He/She needs to stop and listen as soon as
an object falls. Encourage him/her to listen
where the sound is rather than automatically
reaching for it (See Figure 6).

There are two basic search patterns in

this technique. The first pattern is using the
hands and arms to find/retrieve nearby
objects. The learner establishes a starting
point and uses a circular or fan motion of his
hands and arms in locating the object.

The second pattern is using the whole–

body of the learner. This search pattern is
used in locating objects in larger area like
classroom, park, gymnasium, etc. There are
two kinds of this search pattern. The first
pattern is the “perimeter” search method.

The learner establishes a starting point Figure 6. Systematic search pattern

and walks around the area giving him/her technique
information about the shape and size of the space. The second pattern
is the “gridline” search method.

The learner establishes a starting point and then moves in

straight lines back and forth within the perimeter of the area to locate
objects within the perimeter.

I. Self-Protective Techniques
 Self-protective techniques help a learner travel in the
environment by his own self.

E.1 Upper-Hand-And-Forearm Technique

This technique is helpful in

protecting the upper body, especially the
head and chest. This protects the learner
from head-high hazards such as tree
limbs. This can also help protect the head
when searching for a dropped item under
a desk or table. In this technique, the
learner stretches his arm out in front and
slightly bent at the elbow. The forearm
should be parallel to the shoulders and the
hand in line with the opposite shoulder.
The learner's hand should be turned with
the palm faced out and fingers
facing forward. (See Figure 7a) Figure 7a. Upper- Hand- And- Forearm Technique

E.2 Lower-Hand-And-Forearm Technique

This technique is helpful in protecting
the lower body, especially the abdomen and
groin when traveling short distances. This is
similar to the above technique, but the
learner lowers his arms to about 12 inches
in front of the opposite thigh (See Figure 7b).

Figure 7b. Lower-Hand-And-Foream Technique

J. Sighted Guide Technique

 The sighted guide technique directs the learner. The learner holds
onto the sighted guide by grasping the arm just above the elbow. The
learner is position half step behind the guide and actively follows
him/her (See Figure 8).

Figure 8. Sighted Guide Technique

K. Squaring Off
It is a technique done when the learner reaches the landmark.
The learner may either turn left or turn right and proceed to the chosen
direction (See Figure 9).

Figure 9. Squaring Off

L. Narrow Passageway Technique

 It is a technique that allows for safe and efficient passage through
a restricted space that cannot be negotiated using the basic sighted
guide procedure. The learner strengthens his/her arm and moves
directly behind the sighted guide. (See Figure 10)

Figure 50. Narrow Passageway Technique

It should be a prerequisite to a Receiving/Regular Teacher to be

acquainted with the basic activities in order to make adaptive
instructional materials suited to his/her learners.

Suggested Activities to Learners with Difficulty in

Seeing
 H. Orientation and Mobility (Movement) Activities

 Give clear and descriptive verbal instructions/cues (e.g.

At your right side is a wooden door; Always remember
your landmark such as post, station, plant)
 Give light/gentle touch cues (e.g. tapping his/her
shoulder to say something)
 Orient the learner to his/her classroom and its facilities
(e.g. going to the board, throwing garbage in the trash
can, washing area)
 Orient the learner 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.
 Introduce the blind learner to his/her sighted guide
(classmate, peer)
 Expose the learner to different sports (e.g. Goalball,
Athletics, Swimming) and adaptive Physical Education
(PE)

I. Language and Literacy Activities

 Determine what medium (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 vocabulary building activities such as word
puzzles and scrabbles in either tactile or large print
format.
 Read aloud stories that are interesting and age
appropriate.
 Provide big books with large print for low vision learners
and Braille books for totally blind learners.
(See Figures 11a, 11b, 11c and 11d for examples)

Magic Spoon
 Braille cells how to write and read
CVC words

A sample of movable alphabet. Use A sample of tactile alphabet cards. Use

foam paper or thick cardboard to create buttons for braille letters and thick
an embossed effect of the material. yarn for the alphabet letters. Photo
Photo credit: Sheryline L. Bustarga credit: Sheryline L. Bustarga

J. Writing Activities

 Use guided sheets such as window cards for tracking and

pre-braille writing
 Use black felt-tipped pens/ markers in writing, tracing,
and drawing activities.
 Use handheld monocular telescope (Figure 12a) in viewing
distant objects to access information that is not within
the learner’s reach
 Use magnifying glass and eye glasses to aid writing
 Use teacher made Braille cards for copying Braille
exercises
 Use slate and stylus in writing (Figure 12b)
 Use braille paper in writing activities for the blind but if
not available, use oslo paper/cartolina following the size
of the braille slate (ruler slate, half slate, whole slate)
 Use manual Brailler (Figure 12c) /Electronic Brailler if
available
 Use of assistive technology (e.g. android cellphone or
tablet, JAWS software) to access information
 Handheld Monocular telescope. This is used when viewing distant objects.

Slate and Stylus. The slate is a template of several rows of braille cells, and the
stylus is a device with a blunt metal tip that is used to punch each dot individually.

K. Numeracy Activities
Manual Brailler
  Use tactile materials such as counters, pegboards, real
objects and indigenous
materials
 Use Cranmer Abacus
(Figure 13) for
mathematical
computations
 Use guided sheets e.g.
window cards for the low
vision
 Introduce paper folding
to teach fractions
 In making graphs, tables, charts, and maps, use yarn to
create the outline of the illustrative materials
 Use push pins in
Figure 63. Sample Cranmer Abacus
locating and identifying
places in a map
 Use of talking calculators, talking watch/clock, talking
thermometer
 Use games to integrate number concepts. Examples of
games are as follows:
o Running relay with different sounds (Number 0 – get
ready; Number 1 - clapping; Number 2 – animal sound
(dog); Number 3 – animal sound (cat) etc.)
o Running with a guide rope (A learner runs holding and
following the direction of the rope – left, right, straight,
curved)
o Passing the ball over-head and under
o “The boat is sinking” through clapping with sighted
guide
o Matching numbers with Braille Number Cards

L. Auditory Activities
 Train the learner on how to manipulate/use computer
technology in order to access lessons into digital audio
files.
 Acquaint the learner to certain settings of the audio
digital device that may need to be changed for
accessibility such as the speaking speed, voice volume,
etc.
 If digital audio files are being used in classroom, allow the
learner to use headphone for him/her to concentrate in
what he/she is listening. If two or more users will access
the same recording, use a splitter to connect multiple
headphones.
 To facilitate listening to classroom activities/instructions
and digital audio material at the same time, the
headphones should cover only one ear.
 Convert text documents to digital audio format such as
mp3 using available conversion programs or applications.
  Books with digital audio format can either be played on a
digital audio player or computer. In case there are no
available books in this format, read and record the
content of the book/text material.

M. Art Activities
 Add textures to paints (e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny and grainy)
 Add scents to modelling clay (e.g. Red – apple scent;
Orange – orange scent; Yellow – banana scent; Green –
mango scent)
 In assembling an “Art/Craft Making,” introduce first a
model of the finished craft, then, guide the learner’s hands
to locate/put important features and associations in the
project.
 Use a black felt-tip pen to highlight outlines of picture.
Help the learner trace the outline.
 Allow the learners to experience cutting
exercises/activities, however, strict guidance in using the
scissors is necessary.
 When gluing real 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 colors of objects, shapes and feel the
texture.
 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, tracing
wheel, or a sewing pattern wheel poked from the
underside to provide tactual information of lines.

A sample of texture sticks. Cutting exercises. Note: Guide the

low vision learner in handling
scissors.
 Coloring Exercise. Use yarn to
create a tactual border.

N. Music Activities

 To develop listening skills

o Use shakers, bells, drums, and other objects that
can create rhythmic patterns to help the leaners
Figure 14c. Tracing wheel. Use
explore, this to play and control sound
distinguish,
sources.
make a tactual border in creating
o Have
different figures a “Sensory
like shapes, etc. Adventure” trip in a sensory park,
then ask the learners to list all the things that they
can hear, smell, touch, and see. Let them chant the
things that they observed using their senses.
o Use a rhythm signal such as clapping back that will
mean “stop and listen me”

 To develop music appreciation

o Expose the learners to a variety of music (e.g.
concerts, recorded media, videos, etc.)
o Use tactile musical notations or enlarged musical
notation, Braille Music Book, Braille Music Charts

 To develop skills in playing musical instruments

o Use improvised music devices such as cardboard
clappers, music wall using old cups and pots, etc.
o Expose the learners to different musical
instruments. Piano, violin, and guitar are commonly
used instruments that can give the most tactile-
aural feedback.
o Drums and cymbals require circular or static
motion. These instruments are commonly used for
learners who have difficulty scanning from left to
right.
Reminders for the Receiving Teacher

o Preferential seating is often necessary for a learner with

low vision.
o Let the learner sit as close to the board as practical.
o Reduce glare from windows and lights, as much as
possible by putting curtains or venetian/window blinds.
o Let the learner sit with his/her back to the windows.
o Provide clear copies of printed materials. Contrasting
(light and dark) colors of printed materials should be
considered.
o Preferably bold fonts must be used for printed materials.
o Take in consideration the adaptive devices such as caps,
sun shields, bookstand or reading stand, tinted lenses,
computers with speech, and tape recordings helpful to
learners if available in the community.
o Provide more time for learners to complete written
activities.
o Give the learner the grade he/she earns. Giving much
consideration may not help the learner at all.
o Use the words “look and see” instead of “touch and feel.”
o Recommend the learner for a vision test for further
assessment.
VII. DIFFICULTY IN REMEMBERING/CONCENTRATING

Introduction
Learners with intellectual disability have memory deficits
resulting to difficulty in remembering information and difficulty on self-
regulations. The term “intellectual disability” is a medical term and can
be used only to label learners who have completed medical diagnosis
from a developmental pediatrician, but those learners who have no
medical diagnosis and observed to have memory deficits shall be
considered to have difficulty in remembering/concentrating.

Description

Intellectual abilities include reasoning, planning, solving

problems, thinking abstractly and comprehending complex ideas,
learning quickly and learning from experience. Learners with
intellectual disabilities develop gradually in the different domains
(cognitive, motor, socio-emotional and behavioral, language, self-help,
creative and aesthetic developments). (Hardman, Drew & Egan, 2014).

According to American Association on Intellectual and

Developmental Disabilities (AAIDD, 2009), Intellectual Disability is
characterized by significant limitations both in intellectual functioning
and in adaptive behaviour as expressed in conceptual, social, and
practical adaptive skills. This disability originates before age 18. It also
defines adaptive behaviour as a collection of conceptual, social, and
practical skills that have been learned by people in order to function in
their everyday lives. The AAIDD defines the age of onset for intellectual
disabilities as prior to 18 years. The reason for choosing age 18 as a
cut – off point is that intellectual disability belong to a family of
conditions referred to as developmental disabilities.
 CHARACTERISTICS

The characteristics observe among learners with intellectual

disability or those with difficulty in remembering/concentrating
(DIR) show significantly on the developmental domains. They are
presented like books vertically arranged to emphasize Erikson’s
epigenetic principle. This principle states that development happens
through a gradual unfolding. The learner is embracing the domains
implying that these are his/her foundation to gradually develop skills
and competencies. As stated in the “National Kindergarten
Curriculum Guide”, (2011), there are 6 developmental domains.
These are: (1) Socio-Emotional and Behavioural, (2) Activity for Daily
Living/ Self-Help, (3) Motor and Perceptual, (4) Cognitive Learning/
Academic Development, (5) Language / Communication Development,
and (6) Creative and Aesthetics Development.

1. Socio-Emotional and Behavioral Development

Refers to a developing understanding of justice and fairness, right
and wrong, love and respect for different arenas of the learner’s life

 Social development and skills- variety of social problems like

relationship with family, making new friend, and poor self-concept
 Difficulty to pay attention
 Will have important relationships with people in their lives
 Struggling in certain social situations
 When married needs support to raise the family
 Can find a job suited to their skills
 Can travel and live independently
 Need help to handle money and plan to organize their daily routine
 Memory-difficulty remembering information
 Self-Regulation- difficulty in regulating one’s behaviour or employing
strategies to help in problem-solving situations

2. Activity of Daily Living (ADL)/ Self-Care Development

Refers to a learner’s physical growth, health and safety, and self-
Care

 Difficulty bathing, dressing, grooming, and feeding oneself

 Clumsy
  Need reminders about hygiene
 Difficulty following rules and routines
 Need support in their daily lives

3. Motor and Perceptual Development

Refers to the development of skills related to the use of large
and
small muscle groups

 Gross Motor Skills Development- has difficulty in either rolling,

sitting, crawling, standing, walking, running, jumping or
skipping
 Fine Motor Skills Development-has difficulty in reaching,
grasping, and manipulating objects

4. Cognitive Learning/Academic Development

Refers to a learner’s ability to abstract, understand concepts and
their logical relations, and to manipulate them to arrive at new
ideas or conclusions

 Lack of general academic performance

 Memory deficits
 Low achievement in most or all academics areas (e.g. reading
comprehension, Mathematics, and written expression)
 Short attention span and easily distractible
 Difficulties with learning concepts
 Academic difficulties across the school years
 Learn more slowly than the other learners
 Difficulty in using academic strategies (e.g. note taking and
memorizing definitions)
 Difficulty with generalization of information one day and forget it
the next
 Difficulties with more advanced academic skills related to content
(e.g. Math word problems, identifying themes, and symbols in
literature)
 Learn to read and write in appropriate educational setting
 Likely to develop reading, writing, and Math skills at a basic level
 Need visual prompts such as daily schedules and pictures of
routines

5. Language / Communication Development

Refers to a learner’s ability to understand and use language to
communicate ideas and learn to acquire language skills in
preparation for reading, writing, and counting
  Delay in speech development
 Difficulty understanding and using language (verbal and non-
verbal)
 Use simple, long, and short sentences
 Have little or no speech
 Rely on gestures, facial expressions and body language to
communicate

6. Creative and Aesthetic Development

Refers to the learner’s awareness and development of his/her
innate talents and creative skills

Music
• Fond of listening to music
Art
• Manipulate art materials
• Love to draw pictures and other things

Movement
• Get-up and move freely
Dramatic Play- often dramatize actions

ACCOMMODATIONS TO SUPPORT LEARNERS

As part of accommodation support to learners with intellectual
disability or difficulty in remembering/concentrating (DIR), the
following adaptations are appropriate and necessary for teachers to
consider:

Pacing
Extend time requirements
Vary activity often
Allow more breaks for student
Omit timed assignments
Work on vocabulary before lesson
Pick out only major concepts for learning
Environment
Reduce/minimize distractions
Provide extra paper and pencils close to student’
Presentation of Subject Matter
Teach learners learning style (visual, auditory, tactile-kinesthetic,
and experiential)

 Use visual whenever possible

 Use visually colorful computer programs
 Use pictures and mnemonics for memory
 Use chants or songs
 Use sand in a pan for writing
 Use manipulative and hands-on activities
 Write with finger on desk when learning
 Wet writing on chalkboard
 Practice with board games

Type of instruction
Individual and small group instructions
Functional application of academic skills
More review
Move around the room to gather information
Errorless learning

Materials
Large print
Arrangement of non-distracting material on page
Calculator
Graph paper
Computer

Assignments
Visual daily schedule
Calendars and assignment books
Use written back up for oral directions
Request parent reinforcement
Reduce paper and pencil tasks
Shorten assignment
Lower difficulty level

Testing and Proof of Learning

Provide thorough reviews before tests
Oral assessment
Correct missed problems for extra credit
Test administered by aide or special education teacher

Social Interaction Support

Peer advocacy
 Shared experiences in school
Extracurricular activities
Structure activities to foster social interaction
Debrief peer tutors

Motivation and Positive Climate

Offer choice
Plan motivation
Sequence of activities
Mostly positive reinforcement
Verbal praise
Concrete reinforcement (if needed)
Set up token system
Use strengths/interests often
Cultivate a general positive attitude

It is possible that some learners with intellectual disability or

difficulty in remembering/concentrating may be able to do exactly
the same work in the class as the other learners. Concrete thinkers will
need adaptations in the way the lesson is taught or in how the learner
shows his learning. There will probably need to be some modifications
in the content of what the learner will be learning as he gets to the
higher grade levels.

Types of Adaptations in the Classroom

6. Size-reduce the number of items
7. Time-extend amount of time for test or assignments
8. Level of Support-provide more assistance
9. Input-modify the way the instruction is given to the learner (e.g. read
the problems aloud to him, or provide manipulatives)
10. Difficulty-make the problems easier (e.g. by using a calculator or
simplifying the rules of a Math game)
10. Output-adapt how the learners reports his learning (e.g. using
stamps
or labels with numbers printed on them, rather than writing them,
or
having an aide write down the learner’s answers.)
11. Participation-the learner participates in only part of the task (e.g.
the
learner could gather data about favorite ice cream flavors with the
other learners, but then not figure out what percentage like vanilla
best.)
12. Alternate goals (modifications of classroom goals)-have less complex
goals than the rest of the class (e.g. Learning single-digit subtraction
instead of three-digit subtraction)
13. Substitute curriculum and goals - learner has different instruction
 and activities for his specific goals.

TEACHING STRATEGIES
When we teach a learner with intellectual disabilities or
difficulty in remembering/concentrating (DIR), we need to keep in
mind several factors. We need to set goals that are most important for
the learner. We need to use some teaching strategies to teach and
motivate the learner to learn. Effective teaching strategies for learners
with intellectual disability or difficulty in
remembering/concentrating are grouped in six developmental
domains.

1. Socio-Emotional and Behavioral Development

Group Learning - is one of the most effective teaching strategies for

learners with intellectual disabilities or difficulty in
remembering/concentrating (DIR). It is when you bring learners
together in a group to teach various skills. Learners often do better
when they are in a group. Behavior difficulties are less, and learners
motivate each other. The only difficulty in group learning is that you
need enough hands to help learners learn together.

Play-Based Learning - Play-based learning is when we use play

activities to teach cognitive skills. For example, if a learner is playing
with cars, we sit with the learner and start playing too. While playing
we use statements like “can I play with the red car? Can you give it to
me?" In this way we teach skills to the learner while he or she is playing.

Positive Reinforcement - is to reinforce the learner positively every

time he learns a new skill, or performs or practices a known skill. It is
a great way to motivate learners with intellectual disabilities or
difficulty in remembering/concentrating. Use reinforcements that
are appropriate for the learner. These are just a few effective teaching
strategies for learners with intellectual disabilities or difficulty in
remembering/concentrating.

Other Practical Strategies

 Provide frequent opportunities for learners to learn and socialize
with typically developing peers.
 Involve the learner in group activities and clubs.
 Provide daily social skills instruction.
 Directly teach social skills, such as turn-taking, social distance,
reciprocal conversations, etc.
 Break down social skills into non-verbal and verbal
components.
 Explains rules / rationales behind social exchanges.
 Provide frequent opportunities to practice skills in role-playing
situations.
 Provide opportunities to practice skills in many different
environments.
 Serve as a model for interactions with learners.
 Value and acknowledge each learner’s efforts.
 Provide many opportunities for learners to interact directly with
each other.
 Work to expand the young learner’s repertoire of socially
mediated reinforces (e.g. tickling, peek-a-boo, chase, etc.).
 Ask learners to imagine how their behavior might affect others.
 Specifically comment on and describe what the learner is doing.
 Model tolerance and acceptance.
 Provide opportunities for learners to assume responsibilities,
such as distributing papers.
 Teach other learners to ignore inappropriate attention-seeking
behaviors.
 Have other learners (who demonstrate appropriate behavior)
serve as peer tutors.
 Be aware that some learners may work better alone.
 Carefully consider and monitor seating arrangements in the
classroom.
 If learner is motivated by adult or peer attention, find ways to
recognize positive contributions.
 Model desired behaviors, and clearly identify what behaviors
you expect in the classroom.
 Use behavior contracts or token economies if necessary.
 Ensure consistency of rules and routine.
 Reinforce desirable behaviors that serve as alternatives to
inappropriate behaviors.
 Ensure that the learner knows the day's schedule at the start of
each day and can refer to their schedule throughout day.
 Have a "hands to yourself" rule to respect personal space of all
learners.
 Ensure understanding of all assignments and tasks (and
materials needed).
 Ensure consistency of expectations among all staff.
 Create a structured environment with predictable routines.
 Create a visual / picture schedule with daily routine.
 Allow learners opportunities to move during instruction.
 Use visual organizers to help the learner evaluate appropriate
alternatives to maladaptive behavior.
 Create a “calming area” or a “sensory area.”
 Explicitly teach and practice coping, calming strategies.
 When dealing with conflict, explain what happened in as few
words as possible and use a calm, not-angry voice.
 Point out consequences of the learner’s behavior.
 Brainstorm better choice(s) with learners.
 Use language to describe feelings and experiences.
 Explain your reasons for limits and rules in language that
learners can understand.
 Model the benefits involved in cooperating.
 Use natural consequences when possible to reinforce cause and
effect involved in a rule, request, or limit.

o Activity of Daily living (ADL)/ Self-Care Development

Chaining- the process of breaking a task into its small steps and
teaching them in a sequential manner. It is usually used to teach
daily living skills and life skills. For example, we first teach a learner
to hold his pants with two hands, and then we teach him to hold it
and bring it down to his legs. Next we teach him to hold it, bring it
down to his legs, and put one leg inside. This process is called
forward chaining. Backward chaining is when you teach the learner
the last step first. We do the activity of the child and let the learner
do the last step on his own. Then we do the activity till the second
last step. In this way the learner does more and more of the activity
and we do less till the learner can do the whole activity on his own.

Other Practical Strategies

 Break down / task-analyze skills into steps.
 Model targeted skills and provide opportunities.
 Use visual schedules with pictures/icons to demonstrate each
step.
 Systematically fade prompts to promote independence.
 Teach occupational awareness and exploration, as appropriate.
 Teach material in relevant contexts.
  Reinforce learners for generalizing information across material
or settings.
 Provide many opportunities for learners to apply information
they have learned.
 Explicitly teach life skills related to daily living and self-care.
 Plan experiences that are relevant to the learner's world.
 Find ways to apply skills to other settings (field trips).
 Minimize distractions and the possibility for over-stimulation.
 Teach and model personal hygiene habits such as washing
hands, covering mouth and nose when sneezing or coughing,
and dental care.
 Arrange the environment so learners have many opportunities
to practice personal care and self-help skills.
 Teach and model rules and practices for bus safety, safety
outside, staying with the group, and safety in the classroom.
 Teach learners to provide personal identification information
when asked.
 Teach and model procedures for dealing with potentially
dangerous situations, including fire, severe weather, and
strangers.

3. Motor and Perceptual Development

Hands-on learning is the process of using activities and other hands-
on tasks to teach skills. All learners and especially learners with
intellectual disability or difficulty in remembering/concentrating
learn best through this process. An example would be to do Science
experiments to learn Science concepts. Another idea is to use play
dough and make letter shapes to learn letters. Hands-on learning is
also a great way to learn Math.

4. Cognitive Learning and Academic Development

Baby Steps-Learners with intellectual disabilities or difficulty in
remembering/concentrating need to learn through baby steps. Every
task, skill, or activity needs to be broken down into small baby steps.
The learner is taught one small step at a time. Slowly, he or she learns
to combine these baby steps to learn a bigger concept.

Other Practical Strategies

 Use short and simple sentences to ensure understanding.
 Repeat instructions or directions frequently.
 Ask learner if further clarification is necessary.
 Keep distractions and transitions to a minimum.
 Teach specific skills whenever necessary.
 Provide an encouraging and supportive learning environment.
 Use alternative instructional strategies and alternative assessment
methods.
 Explicitly teach organizational skills.
 Keep conversations as normal as possible for inclusion with peers.
 Teach the difference between literal and figurative languages.
 Direct learner’s attention to critical differences when teaching
concepts.
 Remove distractions that may keep learner from attending.
 Increase difficulty of tasks over time.
 Teach student decision-making rules for discriminating important
from unimportant details.
 Use strategies for remembering such as elaborative rehearsal and
clustering information together.
 Use strategies such as chunking, backward shaping (teach the last
part of a skill first), forward shaping, and role modeling.
 Use mnemonics (words, sentences, pictures, devices, or techniques
for improving or strengthening memory).
 Intermix high probability tasks (easier tasks) with lower probability
tasks (more difficult tasks).
 Use concrete items and examples to explain new concepts.
 Do not overwhelm a learner with multiple or complex instructions.
 Be explicit about what it is you want the learner to do.
 Do not assume that the learner will perform the same way today as
he did yesterday.
 Ask learner for input about how they learn best, and help them to
be in control of their learning.
 Put all skills in context so there is a purpose for learning certain
tasks.
 Involve families and significant others in learning activities.
 Develop a procedure for the learner to ask for help (e.g. cue card,
raising hand).
 When it appears that a learner needs help, discretely ask if you can
help.
 Be aware that a learner may be treated with medications that could
affect performance and processing speed.
 Maintain high yet realistic expectations to encourage social and
educational potential.
 Proceed in small ordered steps and review each frequently.
 Emphasize the learner’s successes.
 Consider alternate activities that would be less difficult for the
learner, while maintaining the same or similar learning objectives.
 Provide direct instruction in reading skills.
 Offer "standard" print and electronic texts.
 Provide specific and immediate corrective feedback.
 Encourage learners to use relaxation and other stress reducing
techniques during exams.
 Allow more time for examinations, tests, and quizzes.
 Show what you mean rather than just giving verbal directions.
 Use visual supports when relating new information verbally.
 Provide the learner with hands-on materials and experiences.
 Break longer, new tasks into small steps.
 Demonstrate the steps in a task and have learner perform the
steps one at a time.
 Address the learner and use a tone of voice consistent with their
age.
 Speak directly to the learner.
 Avoid long, complex words, technical words, or jargon.
 Ask one question at a time and provide adequate time for learner to
reply.
 Use heavy visual cues (e.g. objects, pictures, models, or diagrams)
to promote understanding.
 Target functional academics that will best prepare learner for
independent living and vocational context.

5. Language/ Communication Development

 Ensure that the learner has a way to appropriately express their
wants and needs.
 If the learner is non-verbal, identify and establish an
appropriate functional communication system (e.g. sign
language, Picture Exchange Communication System (PECS),
voice output, etc.).
 Understand that picture schedules and functional
communication systems are NOT the same thing; they do not
serve the same purpose.
 Develop a functional communication system that is easy and
portable.
 If the learner is non-verbal, ensure that the learner has access
to his/her communication system across all contexts, all of the
time.
 Reinforce communication attempts (e.g. gestures, partial
verbalizations) when the learner is non-verbal or emerging
verbal.
 Paraphrase back what the learner has said or indicated.
 Label areas in the room with words and pictures.
  Use sequencing cards to teach the order of events.
 If you do not understand what the learner is saying, ask them to
repeat what they have just said.
 Ask learner to show you how they say “yes” and “no” – and then
ask yes/no questions.
 Engage learner in role-plays to target reciprocal conversation
skills.
 Program for generalization of communication skills across all
contexts.
 Use large clear pictures to reinforce what you are saying.
 Speak clearly and deliberately.
 Clarify types of communication methods the learner may use.
 Provide puppets/pictures as props when using finger plays and
songs.
 Develop a procedure for the learner to ask for help (e.g. raising
hand, signal cards).
 Speak directly to the learner.
 Model clear speech and correct grammar.
 Establish easy and good interactive communication in
classroom.
 Consult a speech language pathologist concerning your class.
 Be aware that some learners may require another form of
communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Use gestures that support understanding.
 Be patient when the learner is speaking, since rushing may
result in frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into conversational
exchanges.
 Use storybook sharing in which a story is read to the learner
and responses are elicited (praise is given for appropriate
comments about the content).

6. Creative and Aesthetic Development

 Emphasize visual learning-learn better by seeing actual objects
or
 Pictures of concepts rather than hearing someone talking about
those concepts.
 Use hands – on activities-learners who are concrete learners learn
by manipulating objects and working out solutions with hands-
on activities.
 Provide structured learning with flexibility-concrete learners are
more comfortable with having a schedule and following it
faithfully.
 Make learning relevant to the real world-It is important that you
weave the skills you are teaching in different areas into the other
parts of the academic day and into real-life settings.
 Focus the learner’s attention-getting the learner’s attention may
be difficult for several different reasons. If he is young, he is at
the stage where he should be exploring and going from an activity
to activity.
 Provide non distracting written work-written material should not
distract from the purpose of the activity.
 Minimize Fine Motor Demands- Fine motor problems can make it
harder and more tiring for learners with intellectual disability or
difficulty in remembering/concentrating to hold a pencil and
form numbers. You should minimize the amount of copying you
ask the learner to do. Whenever possible, it is preferable for an
adult to copy down the problems or to use photocopied pages that
the learner can write on.
 Give simple, clear homework-homework should always be
something that the learner has already learned.
 Expect and work toward appropriate behavior-learner’s behavior
keeps him from learning. Appropriate behavior is not an area
where we can give a few tips that will fit all learners who are
concrete thinkers. You need to step back, look at the disturbing
behavior and find out what is causing it.
 Ensure early success in the lesson-success is very important at
every level of teaching for learners with intellectual disability or
difficulty in remembering/concentrating. The steps should be
very small and each one should be praised for effort if not
correctness.
 Consider the use of peer assistant- Peer intervention worked
better than teacher assistance. Learners are striving for more
independence, and being helped by a friend was perceived as
better than being helped by a teacher aide.
 Facilitate short and long – term memory-assist the pupil to
facilitate short and long term memory storage by musical or
rhythmic associations with the concepts, concrete visualizations,
creative practice, and the use of mnemonics.
 Use the calculator early and frequently-the use of calculator,
alongside with traditional Math instruction improved the average
 learner’s ability to do pen and paper calculations to problem solve
(Hembee and Dessart,1986).

 Make your interactions enjoyable- Make your teaching fun and

indicate your pleasure in working with them.
 Use the computer-Most computer programs are not designed to
teach Math but instead provide practice for concepts that have
already been learned.
 Break tasks into smaller chunks (task analysis) - breakdown the
goals and tasks into small steps that can be mastered easily.

THEMATIC APPROACH IN TEACHING LEARNERS WITH

DIFFICULTY IN REMEMBERING/CONCENTRATING

1. Breakdown learning tasks into smaller steps and introduce each

learning task, one step at a time, to avoid overwhelming the learner.
a. Demonstrate the steps
b. Provide assistance if necessary
c. Once mastered, the next step is introduced
7. Be as concrete as possible.
a. Demonstrate what you mean rather than just giving
verbal directions.
b. Most of the learners are kinesthetic (learn best by
performing a task “hands-on”, rather than by
thinking about in the abstract).
8. Give immediate feedback in order to make a connection between
their answers, behaviors, or questions, and the teacher’s responses
9. Teach the learner life skills such as daily living, social skills, and
occupational awareness and exploration, as appropriate.
10. Work together with the learners’ parents and other school
personnel to create and implement an educational plan tailored to
meet the learners’ needs

ACTIVITIES FOR LEARNERS WITH DIFFICULTY IN

REMEMBERING/ CONCENTRATING

The following are some activities that could be used to enhance

learning of learners with intellectual disability or difficulty in
remembering/concentrating

Socio-Emotional and Behavioral

4. Practice greeting (routine)
 5. Grooming & hygiene (demonstration)
6. Toileting (observation)

Activity of Daily Living

1. Recognizing Stranger
*Role Playing
2. Identifying community helpers
*Showing pictures
*Touring
Motor and Perceptual Skills
1. Play dough (make shapes, letters, numbers)
2. Using pegs
3. Cutting and pasting
4. Bunching things with rubber bands
5. Packing up activities
6. Fixing materials used after the activities
7. Playing toys and games with puppets
8. Dancing and exercise with rhythm of music
9. Typing, basic computer operations
10. Numerical Template
11. Walking (going up and going down, with alternating foot)
12. Putting up chairs
13. How to Use a shovel
Cognitive Learning and Academics
1. Telling/reading time and directions
2. Counting numbers/money for fare
3. Perform work/ task based on Directions/Process/Steps
4. Taking messages/information to and from another
class/office
Communication Development
1. Practice greeting (routine)
2. Reading important signages, warnings and directions
(community tour)

Creative and Aesthetic

1. Plan menus/meal (cooking)
2. Make a grocery list (mall / grocery
3. Singing Bottles

VII. DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Introduction
 Learners with difficulty in performing adaptive skills represent a
wide range of specific conditions, other forms of incapacity will typically
share deficits in five distinct areas of development: intellectual
functioning, motor skills, sensory functioning, communication skills
and adaptive skills which are the practical, everyday skills needed to
function and meet the demands of one’s environment including skills
to effectively and independently take care of oneself and to interact to
other people (Reynolds,2007).These deficits occur for many reasons
namely: Attention Deficit Hyperactivity Disorder (ADHD), Autism
Spectrum Disorder ( ASD), Tourette Syndrome (TS) and Deaf Blindness
(DF).

CHARACTERISTICS

Learners with difficulty in performing adaptive skills may exhibit

a wide range of characteristics, depending on the combination and
severity of disabilities and the person’s age. These are, however, some
traits may share, including:

1. Psychological
- May feel ostracized
- Tendency to withdraw from society
- Learners with multiple disabilities tend to become
fearful, and upset in the face of forced or unexpected
changes.
-May execute self-injurious behavior

2. Behavioral
- May display an immature behavior inconsistent with
chronological age
- May exhibit an impulsive behavior and low frustration
level
- May encounter difficulty in his/her
interpersonal relationships
- May have limited self-care skills and independent
community living skills

3. Physical/Health
- A variety of medical problems may accompany severe
disabilities Examples include seizures, sensory loss,
hydrocephalus and scoliosis.
- May be physically clumsy and awkward
- May be unsuccessful in games involving motor skills

The Table (1) below presents the following characteristics in one

or more area of difficulty with corresponding accommodation, strategies
and suggested teaching activities when the learner is not diagnosed.
 DIFFICULTY IN PERFORMING ADAPTIVE SKILLS
Table 1
CATEGORY
Basic Skill Difficulties DEAF/BLIND CP/OD ASD ADHD TOURETTE
4. Conceptual
Skills
 Reading / / / / /
 Numbers / / / / /
 Money / / / /
 Time / / / /
 Communication / / / / /
Sills
5. Social Skills
 Getting along / / / / /
with others
 Understanding / / / / /
and following
social rules &
customs
 Obeying Rules / / / / /
and Policies
 Detecting the / / / /
motivation of
others to avoid
victimization &
deception
6. Practical Life
Skills
 Daily living / / / /
skills
 Occupational / / / /
skills
 Navigational / / / /
skills

Note: Column under category with check (/) indicates the manifested
difficulty of the learner. There are suggested accommodations and
activities below depending on the expressed difficulty.

ADAPTIVE ACCOMMODATIONS SUGGESTED

SKILL ACTIVITIES
DIFFICULTIES
4. Conceptual
Difficulty
 Reading  Adaptations and  Mnemonics for
modifications of phonics. Teach
method of the child
instructions. (attn. mnemonics that
p.20). provide
 Incorporate a great reminders
deal of multisensory about hard-to-
techniques and learn phonics
developmentally rules (e.g.,
appropriate activities tongue twister,
 Use materials that are “when two
fun and engaging like vowels go
using colorful activity walking, the
sheets (picture-word first does the
association). talking”)
 Relate story or (Scruggs &
reading materials on Mastropieri,
personal experience 2000).
and background  Picture-letter
knowledge. charts. Use
 Generate interest and these for
increase learners children who
background know sounds
knowledge and frame but do not know
of reference before the letters that
reading. go with them.
 Modify worksheets by  Word
eliminating families. Teach
distractions and too the child to
much information on recognize and
a page read word
 Work for fewer items families that
per page or line illustrate
and/or materials in a particular
larger print size phonetic
(morin) concepts (e.g.,
“ph” sounds,
 Let the learner sit
“at-bat-cat”).
comfortably
 Let learners
 Allow learner to follow
apply what they
along with the finger
have learned
or use a bookmark
by using charts
 Tapes or reader for
and fish bone
textbooks
graphic
 Read out loud in a organizer.
tape recorder to listen  Learners will
for improvement be asked some
 Read questions first simple
before reading story questions
 Use headphones to related to story
block out noise theme.
 Numbers  Provide
many kinds
of
manipulative
(cubes,
chips, tiles,
beans, base –
ten blocks,
number line)
to help
students
visualize in
counting and
work out
math
problems.
 Introduce
mathematica
l concepts
with
demonstratio
ns using
real, actual
 Modify the amount of objects and
work to be completed motivating
situations.
 Money  Vary activities by  Money
alternating between bank. Establish
individual or group a bank (box) in
activities. the classroom,
and provide
 Allow the use of a opportunity or
calculator without learners to
penalty draw-out
compare the
 Have a table of math money they got
facts available from the box to
the one in the
 Break story problems money chart.
into shorter segments This will
familiarize the
 Use graph paper or learner with the
notebook paper appearance and
turned sideways to amount of
keep work in columns money.

 Real-life
examples of
money
skills. Provide
 the child with
real-life
opportunities to
practice target
money skills.
For example,
ask the child to
calculate his or
her change
when paying for
lunch in the
school cafeteria,
or set up a class
store where
children can
practice
calculating
change.

 Time • Instruct one task at a  Time

time. sequenced
• Consider alternative movements:
methods of physical and
completing tasks or verbal
testing knowledge conversation
(oral, visual or hand al
on projects).  Sequencing a
narrative
story,
procedure:
before,
during and
after.
 Communic Language Problems  Ask probing
ation Skills  Provide visual input questions.
- Speech as well as auditory Give
whenever possible. opportunity to
- Language The pupil could demonstrate
receive written and express
directions as well as their opinion
oral ones, or have a about the
copy of a lecture activity and how
outline to follow while they arrived at
listening to their solution or
instructions. Pictures answer.
and graphs that
illustrate the text are “Story Walk”
usually quite (Asking and
effective. answering WH-
questions)
  Give directions one or
two steps at a time.
Ask the pupil to
repeat the
instructions. Then
have the complete
one or two items and
check with you to see
that they have been
done properly.
 If you notice a learner
mumbling while
working, suggest a
seat where he will not
disturb others.
Sometimes quietly
"reauditorizing"
instructions or
information to himself
can help a student
grasp and remember
the assignment.
5. Social
Difficulty
 Getting Classroom Behaviors:  Use
along with  Let the learner sit cooperative
others next to a responsible learning
seatmate to limit strategies
distraction (Be careful such as
that this does not Think-Pair-
negatively affect the Share where
other learner) teachers ask
 Reward forgetful students to
learners for think about
remembering rather a topic, pair
than punish them for with a
forgetting. partner to
 Ignore behaviors that discuss it,
are minimally and share
disruptive. ideas with
 Provide modifications the group.
for behaviors that are (Slavin,
disturbing (e.g. foam 2002).
on desk if they tap  “ Embrace
they tap their pencil, Me “
tennis balls on chair  Build a
legs). positive
 Have a code or private climate
signal to use for the class
learner when his/her  Arrange
 behavior is learner’s
unacceptable seat for
 Provide structure, inclusion
consistency and  Build
predictable situations opportuni
 Support the learner ties for
to participate in the friendshi
classroom with p.
private, discreet cues  Give
to stay on task and explicit
advance warning that instructio
he will be called upon ns and
shortly. accessibl
e
Attention Problems equipmen
 Let the learner sit in t and
front of the teacher materials
for clearer  Supply
instructions and the
directions. learner
 Let the learner sit with
away from windows, standard
doors, or other books
sources of distraction. and
 Pair the LSEN with equipmen
other fast learners t
whom he/she feels  Involve
more comfortable. the
 Provide the learner a learner in
quiet workplace. all class
 Let the learner work activities
in short intense
period with breaks.
 Different subtasks
introduce in every
learning activity.
 Set agreed rules with
the learner in
accomplishing every
activity.

 Understandin Classroom Environment Make use of

g and following  Use seat chart as a “Social Stories”
social rules & guide for any like Behaving in
customs misbehavior. the
 Eliminate all classroom,Parti
unnecessary items cipating in class
 from the learner’s activities and
desk making friends.
 Provide another
textbook for learners

 Obeying Rules Organization:  Construct a

and Policies  Establish a daily schedule
routine inside the (chart) for
class daily
 Teach the learner on activities
simple organization
and self-management
skills
 Engage learner in
“Time-on-task”
activities
 Highlight important
ideas in teacher’s
worksheets
 Be organized/ using
color coding
 Detecting the  Maintain a warm and  Values
motivation of accepting school Formation
others to avoid environment  Role
victimization modeling
& deception  Inclusion
during
school
activities

6. Practical Life
Skills
 Daily living  Provide ideal  Housekeepin
skills Classhome /Home g
Economics Room for  Cooking
skills training  Laundry
 Proper
grooming
and hygiene
 Personal
Safety
 Eating
etiquettes
 Occupational  Grant specialized  Flower
skills skills trainings making
depending on the  Arts and
individual’s strength Crafts
 Marketing
  Safety
Precautions
 Retail Trade
 Massage
 Beauty Care
 Dressmakin
g
 Baking &
Pastry
 Fruit Juice
Making

 Navigational  Teach clear directions  Visit places

Skills through pairing in the school
 Friendly outdoor setting and
with guided/sighted community
adult. including
school and
community
helpers

DIFFICULTY IN PERFORMING SELF-CARE, MOVEMENTS,

COORDINATION AND COMMUNICATION SKILLS

Children who have difficulty in performing self- care, movements,

coordination and communication maybe considered to have a brain
disorder caused by the abnormalities during its development, it may be
also due to the injury or malformation that occurs while the child’s
brain is under development. It affects body movement, muscle control,
muscle coordination, muscle tone, reflex, posture and balance.
Brain abnormalities associated with this disorder may also
contribute to other related problems like autism and intellectual
impairment. It also affects fine and gross motor skills and other health
and sensory problems such as, seizure, visual or hearing impairment.
Moreover, dysfunctions noted are problems in comprehension or the
receptive and expressive use of language skills, and other cognitive
skills as cited in the Educational Guide for Children with Severe
Cerebral Palsy by UNESCO.

While motor disabilities are important factors with regard to the

potential development towards leading a meaningful, independent life,
locomotion is but one single consideration. Ability to communicate and
mastery of daily living, including transportation, which is essential to
personal independence and obtaining employment, are probably more
important to the outcome. In order to understand more completely the
function of this people, it is not enough to identify the effect of isolated
additional dysfunctions; the interaction of multiple dysfunctions in
each individual person’s mastery and adjustment must be appreciated.
 Characteristics:

14. Movement and coordination problems may include:

variations in muscle tone, (either too stiff or too floppy)
15. Stiff muscles and exaggerated reflexes (Spasticity)
16. Stiff muscles with normal reflexes (Rigidity)
17. Lack of muscle coordination (Ataxicity)
18. Tremors or involuntary movement
19. Slow, writhing (twisting of the body from side to side)
movements (Athetoxoid)
20. Delays in reaching motor skills such as pulling up of
arms, sitting up alone or crawling
21. Favors one side of the body such as reading with only one
hand or dragging a leg while crawling
22. Difficulty in walking such as on toes, a crouched gait,
assessors-like gait with knees crossing, a wide gait or an
asymmetrical gait
23. Difficulty in sucking or eating
24. Delayed speech development or difficulty speaking
25. Difficulty with precise motion such as speaking up of crayon or
spoon.
26. Seizures

Accommodations Teaching Strategies Activities

& Modifications
 Keep learners involved by
7. Note taker or talking less and asking the
use of a scribe learners more.
 Talk with them in a direct
way.
 Explicitly teach attending
behaviors and strategies.
 Give eye contact focusing
on a spot near the
speaker’s eyes.
 Using an acronym to help
self-regulate SAFE (Seek
Assistance From Elders)
Activities for Motor Skills
1. Play dough (make shapes,
letters, numbers)
2. Using pegs
3. Cutting
4. Packing up activities,
bunching things with rubber
bands
5. Playing with puppets
6. Typing
7. Sports
8. Use body language,
pantomime and natural
gestures
9. Finger spelling

 Use group work

approaches to allow
8. Adjustable interaction and activity Activities for Independence
tables  Incorporate learning 1. Life skills training
preferences and multiple - Flower making
- Housekeeping
- Cooking
 intelligences especially the
kinesthetic
 Choose multi-sensory
activities
 Be visible
 Teach routines, practice
9. Laboratory role play
equipment  Use buddies to help with
within reach routines
 Break tasks into smaller
chunks and list on
checklist- teach the
learner to make lists
 Use prompts as needed
10. Classrooms  Use backwards chaining
in accessible 
Use a multi-sensory
locations
Approach such
4 as
(gestures, actions, facial
expression, practical
demonstration and written
examples and verbal
explanations)
 Use rewards and
11. Additional reinforcements
time and  Develop an intervention
separate space plan for dealing with
in the unexpected issues
classroom for  Be aware of the learner’s
test taking legitimate need to move
and program for breaks- a
run, energizer, exercise,
games will enable learners
to benefit from this.
 Use real things in the
child’s experience to help
connect learning
 Use favorite things for the
same purpose
 Keep the child active in
tasks rather than listening
and answering
 Use repetition
-lots of active practice
- Laundry
- Arts and Crafts
- Marketing
- Safety Precautions
- Retail Trade
- Massage
- Beauty Care
- Dressmaking
- Baking & Pastry
- Fruit Juice Making
2. Give responsibility and then
record child’s efforts.
-Putting up the chairs
at the end of the day
-Giving out equipment
-Taking messages to
another class
3. Positive behavioral
interventions
- Giving of Rewards and
Reinforcement
- Token System
- Applied Behavioral
Analysis (refer to SPED
teacher)
* Make charts to show
progress, achievement and
rewards. Initiate cooperative
rewards- the learner
completing their schedule
earns rewards within the whole
class.
* Encourage social skills
development and class team
building by getting everyone to
“catch” the positive behaviors
 - say the same thing in a of classmates. When someone
different way reports catch a classmate,
- say the same thing with his/her name is drop in a
gestures container. At the end of the
- say the same thing and day/week, a name is randomly
show a visual cue drawn and that learner
- one thing at a time chooses a class activity for
 Model what to do everyone to do.
- give practical
demonstrations
- talk as you show
- Let the learner copy
alongside you, then repeat
what you did with verbal
coaching
- Stick to a routine way of
closing things, even use the
same language
- show what the finished
products look like
- demonstrate how to deal
with mistakes tool
- teach and practice self-
talk

Activities for
Speech/Language and
 talk through routines as Communication
you go
- repeat and practice Training of motor skills is
internally the things that necessary for speech. This can
need to be learnt only be initiated when the child
- prompt to help is able to:
internalize 1.Imitate mouth movements
 Give help when it is and sounds
needed 2.The child learns the basic
- set up for success movements and functions:
- give a choice of two
answers
- quietly put a marker
under/near needed text
- start a sentence for the
learner to finish
- tell the answer as if you
knew they were about to say
it and re ask in a few
moments ex. ”Yes, Riza was
on her way home.”….”Where
did you say she was going?”
 - use guided movement

 IDEAS recommend to
communicate regularly a. Bite Swallow Spit Smell
with the learner’s parents Exercises
through a communication -involving these
diary or notebook. movements and
functions must be
carried out daily, prior to
the sound production
stimulation. The
training may become
more meaningful for the
child and gives better
results.
 VISUAL SUPPORTS
suggested to put a range b. Dribbling.
of visual supports in the -The following exercises
class like- have an active restraining
- labels and signs effect on dribbling, while
- Tape a cross on the speech is encouraged
floor where the learner will b.1.Exercises for
set for some activities smelling
- Provide proformas to b.2. Teach closing
help the learner organize of mouth
work b.3. Breathing
- Seat or place the through nose
learners in a position with full b.4. Practice the
visual access to the teachers retracting muscular
movements of the
tongue.
o Speak face to face with
the learner in a slow
and clear manner.
o Make use of residual
hearing by using
amplification.
o Get the learner’s
attention before
commencing talking
o Reduce classroom noise
levels with wall
hangings, mats and
curtains. c. Swallowing Activities
o Make sure the light, 1.Smiling/Pouting -
natural or artificial, falls Make the following sounds: O
-I-E
 on the teacher’s face 2. Sounds make the lips
rather than behind. more flexible and encourage a
firm closing of the mouth.
o Repeat a new word 3.Biting makes the
numerous times (25 following sounds: H - B - P - D
times). - T - L.
4. Spitting makes the
following sounds: S - F - T.
5. Blowing Strengthens
the ability to make firm
lips, prolongs the
expiration phase of the
breathing and increases
lung capacity. Results
in clear, and
pronounced vowels.

d. Sucking and drinking

with a straw
1. Closing of mouth
exercise (see also a., c., d. and
h.).
2. In order to suck, the
child must be able to close
his/her mouth.
3. The child must also
learn to breathe through the
nose.
4.Children with CP have
a tendency to fix lips in a
permanent “grin” due to
reflexes and spasms.
5. It is necessary to
counteract this by direct
massage around the mouth.
6.If the child bites the
straw instead of sucking,
assist him in loosening the
teeth by pressing the cheeks
with the thumb and index
finger.
7. You must always be
very careful when handling
the child’s face, mouth and
throat.

e. Good preparation for a

pleasant meal.
1. Encourage the child
to chew with mouth closed.
 2. Strengthening the
mouth’s motor functions;
3. Let the child hold a
wooden spatula (or other
suitable object) between the
lips for a period of time;
4. Increase the length of
the period progressively. (find
counting valuable in this
context, to show the child that
he/she is getting better in
each exercise.)

f. Cleaning up game on the

table.
1.Use small and light
objects (pencil, bottle top,
cotton bobbin, lump of sugar,
lego block, etc.)
2. Ask the child to clear
the table by putting each
object into a basket or box
using the lips only.
3.(Pretend to be a dog or
cat) a. Insert a thin elastic
object in a
four-hole button;
b. The child sticks the
button in his mouth and tries
to hold it there (with closed
lips); and
c. Pull with increasing
strength the thin elastic object
until the child let it goes.
(Motivation: Use stop
watch to record how long the
child can resist the pressure
without letting go.) Children
above the age of 7 may be
verbally stimulated and
reminded to swallow the
saliva. It is very important to
remind them to swallow, as
this function does not come
naturally to them as it does to
other children.

Specific Speech Training

activity:
1.Imitation of mouth
movements by encouraging
the child to watch and follow
the teacher’s mouth
2.Make faces- Grumpy
mouth/Happy mouth
3.Tongue from one comer of
the mouth to the other licking
upper lip
4.Make bump on the cheeks
with the tip of the tongue
“Cleaning house” –
in this context. the inside of
the mouth - licking walls,
ceiling, floor
5.Make clicking sounds with
the tongue. Make sucking
noises (ah - ah with the vocal
chords)

a. How to teach spitting

1.Stick the tongue out
and blow air first, then say T.
with the tongue out.
2.Finally, spit (saying T)
with the tip of the tongue
behind the front teeth,
smacking lips - (tip of the
tongue),

b. Play - (lift the rear part of

the tongue)
1.Make engine noises -
(let the lips vibrate),
2.Fire engine - o - i – ba
- bu.
3.Imitation with sounds
4.The child must still be
watching the teacher’s
lips
5.Occasionally by both
of them looking in a
mirror
12. Let the child imitate the
vowels one by one and
keep the sound for as long
as possible (“Vowel song” with
fixed melody).
Note: Vowels are very
important in all speech.
8.Time each vowel as a
competition between them for
the motivation of the child.
9. Imitation of similar,
meaningless monosyllables:
ma-ma- ma, da-da- &, ga-ga-
ga, la-la-la, etc. (May be sung
to a well-known melody and
with varied rhythms.)

c. Imitation of dissimilar,
meaningless monosyllables:
La- le-li. ga-ge- gi, la-ga-le,
etc.
1. Make many different
animal sounds.
2. Imitation of
meaningful words. It is
important that when the child
makes an attempt, hopefully
with an increasing frequency,
you should never correct his
articulation! Everything is
acceptable! Give praise and
encouragement. Corrections
will be made later. It is also
important to remember that at
this stage the training is
aimed at exercising the speech
organs and encouraging the
need to speak, and the joy of
talking!

Activities on Articulation
Development
(When the child’s imitations
improve, and it uses the
words spontaneously to a
greater extent in everyday
situations, it’s time to
check/correct the words
uttered by the child).
1. The teacher should prepare
a list of the sounds that are
still missing, and choose one
sound at a time for practice
during a specific period.
2. The lip-produced sounds
are the easiest to learn: M - P
- B.
3. Practice volume through
blowing exercises. T - D - N - L
- R which demand lifting of
the tongue tip, are also
difficult to master.
4. In order to overcome these
problems, an intensive licking
training is advisable:

A. Licking Activities:
1. Licking with the tongue,
the upper lip (put some
chocolate there) is necessary.
2. Licking a saucer (ice
cream. etc.) can also be
included in the training.
3. Previous experience has
revealed that the sounds S - F
- V are difficult to express for
children with CP, these
sounds can be articulated
later. With paralysis of the
pharynx the sounds K and G
are normally the last to be
learned.
Suggestions for the teacher:
Ideally, the teacher should
place himself/herself in front
of a mirror and watch closely
how his/her mouth forms the
sounds.
4. The teacher shall now
show the child how to form
the mouth and produce the
sound.
5. Explore which sounds the
child can manage at the
moment.
6. Combine the sound which
is being practiced, with a
vowel and imitate meaningless
syllables.
7. Practice ma-me-mi-mo.
8. Then switch the letters
around: am - em - im - om.
 9. Continue with some simple
words, with the sound as the
first letter: man - mammy.
10. If the exercise was
successfully performed, you
can reward the child by
putting a nice picture in the
child’s note book that follow
his/her speech training
sessions.
11. Write the word
underneath the picture.
12. Repeat in the next speech
training period, the words
written in the book.
13. Do this after the warm up
part containing motor training
of the mouth.
14. Perform automatic
counting from 1 – 15.

DIFFICULTY IN SEEING and HEARING

- It is a condition in which the child experiences a combination
of hearing and vision loss. Learners with this condition commonly
demonstrate problem behavior (e.g. self-injury)(Purvis,2012).
Characteristics:
- The child with deaf-blindness requires considerable
modifications to teaching content and different teaching strategies. He
cannot learn from what he sees like the deaf child does. He cannot learn
from listening like the blind child does. He learns only by what he does.
- The child may also have problems experiencing new things. He
maybe withdrawn or passive, content to stay in one place and let the
world come to him.
- The range of sensory impairments included in the term “deaf-
blindness” is great.
- More than 90% of children who are deaf-blind have one or more
additional impairments or health problems.

- Young children who have both hearing and vision loss learn
the same way with those in the regular but in a different manner.

Accommodations & Teaching Activities

Modifications Strategies
 Access 11. Language – Teaching Skills that
- Communication is a Tactile facilitate hand
systems Sign way of development and
- Sensory communication expressiveness in
accommodation for learners learners who are deaf-
s and with both sight blind.
adaptations and hearing
impairment
and deaf-
blindness.

 Participation How to do
- Trustful Tactile Sign
relationships Language 14. Watch and/
- Cues and  The deaf-blind or touch the
prompts learner puts learner’s hands
- Consistent his/ her hands and learn to read
Routines over the them.
- Calendar signer’s hands 15. Think of
System to feel the hands as
shape, initiators of topics
movement and in conversational
location of the interactions,
signs. Some particularly with
signs and young children
facial who do not yet
expressions use words.
may need to be 16. Use under
modified (e.g, hand touch
signing” not through
understand” exploration,
instead of initiation of topics
signing and expression of
 Support “understand” feelings.
- Team approach by shaking 17. Make your
- Training and one’s head. hands available
technical Spelling “dog” for the child to
assistance rather than use as he/ she
specific to deaf- signing “dog”) wishes.
blindness  Learners can 18. Imitate the
use one or two- child’s own hand
handed tactile actions while
sign language. your hands are
 Those who under the child’s
have acquired hand.
hearing 19. Play
impairment interactive hand
and loss of games frequently
vision, prefer (Guessing game
tactile on identifying
common fruits).
fingerspelling 20. Make
for they find environmental
sign language provisions to
difficult. encourage hand
activity,
- Conversatio appropriate to the
n can be developmental
done by level of the child
setting next (trees, flowering
to the child plants etc.)
or tapping, 21. Encourage
touching energetic
gently. throwing in an
appropriate
settings and
developmental
times.
(manipulative
balls to the
basket and or
against the wall).
22. Invite
access of your
own hands while
they are engaged
in a wide variety
of activities.
23. Invite deaf-
blind learners to
have a frequent
tactual access to
the environment.

24. Demonstrat
e whatever hand
skills you wish
the learner to
acquire and allow
him/ her tactual
access to it.
25. Make
language
accessible to the
hands of the
learner who is
deaf-blind.
26. Be aware of
your hands as
carriers of
feelings and
 pragmatic
functions.

3. Anticipation
or Calendar
System
• Access 9. The child and the
- Communication – provide a teacher go to the
systems structured way accessible
- Sensory in which to location where
accommodations and refer events in the calendar box
adaptations a child’s day. is stored and find
- Environmental Sometimes the first object on
• Participation called the left.
- Trustful “anticipation 10. Together
relationships boxes” or they identify the
- Cues and object item and its
prompts calendars. significance,
- Consistent - a series of using appropriate
Routines meaningful speech and sign
- symbols are language.
arranged in 11. For
sequential example, they
order to let the might pick up an
child know umbrella and
what happens say/sign:
next. "Umbrella!”.
“Today is a
- It also rainy/sunny
provides a day.”
way to 12. The teacher
make the and the learners
beginning, can then carry
middle and the item to the
end of an place where the
activity, as activity will occur
well as time (in this case they
concept will go outside the
such as classroom) and
before, continue to
during, and touch/look at the
Anticipation/Calenda after of umbrella.
r System symbols 13. Through
• Support representing this activity the
- Team approach different learners begin to
- Training and activities take on the
technical assistance meaning of
specific to deaf- umbrella.
blindness 14. Similarly,
a cup, spoon,
glass, and plate
 - Anticipation can represent the
schedules activities which
provide will give meaning
activities to the said
that are utensils.
represented 15. Once the
by symbols, activity has been
time completed, the
concepts learners and the
from past to teacher carry the
future, object back and
direction place it in a
from left to special box to the
right (e.g. right of the other
Daily boxes, saying and
schedules, signing "finished.
Weekly, Then take the
monthly, next object out
annual from the next
schedules). box and repeat
the process.
Note: (Picture of 16. As learners
a calendar with begin to associate
different the objects with
activities) certain activities,
they can already
form concepts.
Access 4. Cues and
- Communication Prompts
systems  Touch cues Parts of the body
- Sensory –specific identification using
accommodations and signals that touch cues:
adaptations are
- Environmental executed on 4. Ask the learner
• Participation the learners’ using touch cues
- Trustful body to touch different
relationships parts of her/his
- Cues and - Touch cues body like nose,
prompts should eyes, ears, etc.
- Consistent reduce 5. Give her a cue
Routines startling, like tapping his/
help develop her shoulders if
anticipatory she/he responses
responses correctly
and provide 6. The teacher can
Anticipation/Calenda clearer target another
r System information lesson using
• Support about your touch cues.
- Team approach expectation
- Training and
technical assistance
specific to deaf- Activities using object
blindness cues: Deaf-blind leaners
 Object cues could participate in
- everyday various activities in
objects that different goals with
are other learners.
presented to
the learner Recess Time
as cues and
that may be 3. Direct the children
touched on to “pull” the deaf
the body blind learner to the
chair.
- Presented to 4. Let the learner
child as practice pulling with
cues for the help of the
particular classmate during
activities play time.
- Provide
information
or directives
- Allows child
to get ready
- Consistent
and
predictable
- Facilitates
developmen
t of
expectations Role Play
and 10. Teacher will
anticipation present different
common toy animals
found in the farm.
Types of 11. Learner touch
object cues each toy animal.
4. Actual 12. Let him/her
object (e.g. explore each toy
real spoon animal through
and fork to touching.
indicate 13. Slowly teach
time to eat) him/her the name of
5. Partial or each toy animal.
associated 14. Once the learner
object (e.g. can identify already,
plastic 15. Incorporate role
spoon and playing.
triangular 16. Teacher will ask
placemat to the class if they have
eat) been to a farm.
 6. Arbitrary 17. Let them share
object (e.g. their experiences
paper plate when they were in
in different the farm.
shape with 18. Let them pretend
triangular to be animals, while
placemat) deaf blind could
“rub” and “pat”
them, as if he/she is
the farmer who come
for attention. (The
deafblind learner will
be given
differentiated -
instructions by the
teacher).

n. Touch cues 4. Introduce every

for personal child in the class
identifiers with personal
 Unique identifier.( e.g.
personal cue to bracelet for
identify Emma, pencil for
yourself the teacher,
(e. g. ribbon handkerchief for
for Luz, Jay-ar, or etc.)
feather for 5. The personal
mother, identifiers should
chain for be arranged on
father, the board with
string for label which is
brother, easy for the deaf-
pencil for blind to access.
teacher, 6. The learner will
etc.) choose among the
personal
identifiers whom
 Needed by she wants or
everyone in needs to.
regular contact
with the child
 Use each time
you greet and
leave
 Familiar
trusted
individuals
should
introduce
someone new
 Note:(pictures
with
corresponding
personal Other suggested
identifiers: activities that deaf-
e.g bracelet blind learners are
Emma, pencil- capable of doing
teacher,
handkerchief Jay- Arts
ar, etc) Deaf-blind learner
can “pat” or “pull” a
modelling clay to
help a classmate
form different shape
Science:
6. Deaf-blind can use
his vision to find
objects in the sand
box.
7. “Open” and “close”
the door, zippers in
bags, buttons in
/out blouses and
etc.
8. Can “pour” sand in
the toy animals.
9. “Pull” the shovel out
of the sand.
10. Arrange the
shapes in the box.

DIFFICULTY IN HEARING WITH OTHER DISABILITIES

A chronic or acute health problem leading to inability of an
individual to comprehend verbal language due to its inability to hear.
Most individual suffering from hearing impairment also suffers health
issues due to asthma, attention deficit disorder or attention deficit with
hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle
cell anemia, and Tourette syndrome which adversely affects their
educational performance.

Characteristics
21. Weak during health impairment occurrence
22. Shows strained expression when listening
23. Difficulty following verbal directions
24. Often follows and rarely leads
25. Will usually exhibit some form of articulation difficulty
 26. Can become easily frustrated if their needs are not met —
which may lead to some behavioral difficulties
27. Less responsive to noise, voice or music
28. Watches faces of the speaker especially the mouth and
lips.
29. Delayed or non-responsive to questions asked
30. Makes use of natural gestures, signs and movements
31. Often fails to give close attention to details or makes careless
mistakes in schoolwork or with other activities.
32. Often does not seem to listen when spoken to directly.
33. Often does not follow through on instructions and fails to
finish school work and chores (e.g., loses focus, side-tracked).
34. Often has trouble organizing tasks and activities.
35. Often avoids, dislikes, or is reluctant to do tasks that require
mental effort over a long period of time (such as schoolwork or
homework).
36. Often loses things necessary for tasks and activities (e.g.
school materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
37. Is often easily distracted
38. Is often forgetful in daily activities.
39. Often fidgets with or taps hands or feet, or squirms in seat.
40. Often leaves seat in situations when remaining seated is
expected.
21. Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to feeling
restless).

Accommodations & Teaching Activities

Modifications Strategies
23. Note taker or use 1. Visual 7. Dactylology
of a scribe Strategy (Fingerspelling)
a. Teacher b. Teacher spells
24. Interpreter accommodates the words using
learner’s needs her fingers.
by writing all
25. Flexible assignments, 8. Pretend Play
attendance class instructions c. Let learners pick
requirement and procedural up dolls, talk to
changes on the them and play
board. Providing with them.
26. Additional time a visual cue d. Learners with
for test and other eliminates sign language
classroom activities confusion on the use signs when
hearing impaired talking.
27. Many students learners.
with hearing * If the child is not
disabilities will have b. Arrange desks doing it on his/her
some form of in a circular own, teacher
specialized pattern if demonstrates and
 equipment possible so involves the child till
recommended by an hearing impaired he/she learns.
audiologist. Help th learners can see
e child to feel other learners.
comfortable with This is especially 9. Classroom
his/her hearing important if they Responsibilities
device and promote need to read lips.
understanding and c. Consider using c. Teacher will
acceptance with a talking stick for give the
other children in the group learners tasks
class. discussions since such as
this can help the putting their
28. Remember that hearing impaired chairs back to
devices DO NOT learners know where they
return the child's who is speaking. are properly
hearing to normal. placed and
d. If possible, keeping things
29. Noisy give printed from their
environment will copies of the tables.
cause grief to the notes about their d. Learners can
child with a hearing lesson so that also be tasked
device and noise they can focus on to open the
around the child discussions and windows in
should be kept to a questions while the morning
minimum. the teacher is and closing
30. Check the device teaching. them in the
often to ensure it is afternoon.
working. e. Utilize visual
aids such as 10. Music
31. When using posters, charts, b. Teacher can
videos — make sure flash cards, let the
you use the 'closed pictures, learners
captioning' feature. manipulatives, utilize drums
32. Shut classroom graphic and other
doors/windows to organizers or any vibrating
help eliminate noise. visual items to instruments
33. Cushion chair illustrate during
bottoms concepts instruction so
34. Use visual whenever you that they can
approaches can since vision appreciate
whenever possible becomes a music even if
35. Establish hearing impaired they miss out
predictable routines student’s primary hearing it.
for this child. means for
36. Provide older receiving
students with visual information. 11. Story Time
outlines/graphic Note: ( for the d. Teacher retells
organizers and different a short story
clarification. suggested to the learners
37. Use a activities, real using
home/school objects are pictures.
 communication needed, or Teacher sees
book teachers may to it that each
38. Enunciate words make page contains
clearly using lip modifications, few words for
movement to assist targeting the them to grasp
the child to lip read. same skills to the concept
39. Keep close develop) clearly.
proximity to the Contextualize
student. d stories are
40. Provide small suggested.
group work when e. Let the
possible. learners do
41. Make some signs
assessment with you
accommodations to during the
enable a clear story.
picture of f. Use the story
demonstrated to talk about
academic growth. other things
42. Provide visual related to the
materials and story.
demos whenever
possible. 12. Paired Activities
43. Provide visual b. Teacher can
materials and pair a hearing
demos whenever impaired with
possible. health
44. Classroom floors impairment
should have rubber learner with
mats his/her
classmate to
do arts and
crafts activity
and in getting
materials
around the
school for
utilization
during their
activity in the
different
subjects.
2.Communicatio
n Strategy
a. Look directly 1.Train the learners
at the student how to order food in a
and face him or fast food chain
her when
communicating
or teaching.
o. Consider
teaching
specific social
skills such as
joining into
games or
conversations.
p. Use facial
expressions,
gestures and
body language
to help convey
your message,
but don’t
overdo it.
q. Do not
exaggerate
your lip
movements,
but slowing
down a little
may help
some
students.
r. Say the
student’s
name or
signal their
attention in
some way
before
speaking.
s. Speak
naturally and
clearly.
Remember
speaking
louder won’t
help.
t. Male teachers
should keep
mustaches
well groomed.
u. Ensure good
lighting on
your face. The
glare of strong
lighting (such
as a window)
behind the
speaker
 makes lip
reading
difficult.

v. Speak clearly
but naturally;
exaggeration
or shouting
can make it
more difficult
for the child to
understand
speech.
w. Try to remain
in one area
while talking.
It's difficult to
lip read
someone
moving about
a lot.
x. Don't talk
while your
back is turned
to the child
(e.g. writing
on
blackboard).
y. Try to use as
many visual
aids as
possible.
z. When reading
aloud, try not
to let the book
cover your
face.

Teaching Language and Communication for learners with hearing

impairment with other disabilities
Accommodations & Teaching Activities
Modifications Strategies
Accommodations Gestures and Sign Teaching skills for
 Access language is the aid gestures and sign
- Communication suited to language for learners
systems replace/assist who have hearing
 Participation speech for all problems.
children with
 - Consistent use speech Facial Signs
of language impediments. Game is a great
game to practice
facial expression.
How to do the
 Support Gesture Sign How to do the
- Team approach Language: game:
- Training and - The hands are
technical at all times 8. Learners will
assistance available to the form a circle.
specific to deaf- child, and the 9. Everyone
blindness use of signs should get
may in itself, into the circle
gesture and and chooses
sign language their favorite
can be of good sign.
help for 10. Then the
children with leader says a
language feeling, like
problems. sad, happy,
- If the child excited,
can manage the scared, etc.
motor skills, let 11. Everyone
him learn the in the circle
signs or then sign
gestures you while showing
are using. this feeling.
- Use your hands 12. Teacher
in helping the child should sign
to make the proper something
signs for the that is funny
individual letter and yet she/
and number he sign it with
. a very sad
- You must also expression of
inform your her/ his face.
colleagues and (like the
other staff as teacher sign
new signs are “ice cream”).
introduced. 13. Observe
Informing how the
parents and learners
siblings is react, they
particularly should be
important, and laughing.
they should 14. Teacher
also learn the will process
signs for use at their
home. If the reactions.
child has
difficulties
 moving a body
part,
manipulating it
may get the
child started.
- This is quite
difficult with
actions of
the mouth.
With the
fingers.
however, it is
much easier
to achieve
voluntary
movement
- We can
train the
fingers by
moving
them,
bending and
stretching
them.

Note: Flashcards
of numbers and Teaching numbers
letters with and alphabets
corresponding through sign
pictures with language.
names) 12. The
teacher prepares
flashcards of
letters and
numbers with
corresponding
pictures.
13. The
teacher should
choose at least
2-3 letters or
numbers as
targets for a day.
14. Let the
teacher present
each target letter
in a manner that
catches the
interest of the
learners.
15. The
teacher will show
the letter
through a
flashcard and
fingerspell it.
16. Let the
child imitate.
17. When the
child can imitate
correctly, let him
imitate the lips
position when
giving the name
and sound of the
letter.
18. Present the
picture with its
name that
initialized the
letter presented.
19. Let the
child imitate the
lips formation
when giving the
name of the
picture.
20. Give the
sign language of
that picture and
let the learner
imitate.
21. This
activity can be
use also when
introducing
numbers.
22. Proceed to
the next level of
the lesson as
soon as mastery
of identifying and
signing letters
and numbers is
evident.
 DIFFICULTY IN COMMUNICATING
(Learners with Attention Deficit Hyperactivity Disorder)

DEFINITION

ADHD (Attention Deficit Hyperactivity Disorder) is a

neurobiologically-based developmental disability in children and adults
with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful
in daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant to
engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are dull;
sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
 Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the

go”
 Leaves seat and roams around the classroom; Can’t sit still
 High degree of unnecessary movements like pacing,
tapping feet, drumming fingers
  Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects
to play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with own
boundaries
 Difficulty “settling down” or calming self

Impulsitivity

 Talks excessively; blurts out answers before questions;

making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called; wants
things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins
tasks without waiting for directions; hurries through tasks;
does not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things

Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

Other Sign and Symptoms:

 Acts without thinking.

 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.
Components Strategies for
Accommodations
 learner will be seated near
the teacher for easy 1. Introducing lessons
monitoring but away from
the windows and doors.
 Fix shelves, tables and
children’s portfolio / art
Classroom set-up materials in a manner that
is accessible to children
and where there is leeway
for movement.
 Provide prominent area
where to post calendar of
activities, daily schedules,
and assignments.
 Where possible reserve an
area for reading/study
and free activity
 Remove decorations or
postings on wall that are
not essential and may only
create distractions.
 Clearly label in pictures or
written words the areas or
things to make it easy for
learners to access
materials.
 Adaptations and
Class Standing
modifications of method o
(performance and instructions. (attn. p.20)
written works)
 Color-code materials,
notebooks for each
subject.
 Provide lesson outline
 Provide daily written
schedules for routines.
 Incorporate a great deal of
multisensory techniques
and developmentally
appropriate activities
 Use materials that are fun
and engaging like using
colorful activity sheets,
 Provide activities that
allow for some physical
movements (indoor and
outdoor activities).
Instructional Procedures
f. Provide an advance
organizer. Prepare
students for the day's
lesson by quickly
summarizing the order of
various activities
planned.
g. Review previous
lessons. For example,
remind children that
yesterday's lesson
focused on learning how
to regroup in
subtraction. Review
several problems before
describing the current
lesson.
h. Set learning
expectations.
State what students are
expected to learn during
the lesson.
i. Set behavioral
expectations.
Describe how students
are expected to behave
during the lesson
j. State needed materials.
crayons, scissors, and
colored paper for an art
project.
d. lesson (particularly for
seatwork and group
projects) how much time
remains.
e. Check
seatworks/assignments
.
Check completed
assignments for at least
some students. Review
what they have learned
  Pair or seat the child near during the lesson to get a
a student role model. sense of how ready the
 Teacher will stand near class was for the lesson
the ADHD learner when and how to plan the next
teaching and once in while lesson.
make eye contact f. Preview the next
 Prompt/make signal cues lesson.
to get the learner engaged Instruct students on how
and focused on task to begin preparing for the
 Lower your voice and next lesson. For example,
resist rising you voice to inform children that they
get LSEN’s attention need to put away their
 Allow appropriate textbooks and come to
response time to process the front of the room for
information a large-group spelling
 Allow time for transition lesson.
from one activity to
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next.
 Split lengthy test into
several parts. Schedule
the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..

.
 Make a journal of learner’s
Improving behavior and monitor
behavior and significant positive
increasing self- negative/ changes
esteem,  Don’t compare the
performance of the
learner/s with ADHD with
other learners in the class.
 Provide opportunity to
make LSEN to participate
in school activities that
 showcase the LSEN’s
areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and the
ability to stay calm (not
react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
 If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
can have your lunch. If
not, you will stay with me.
 Let me know when you’re
ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”

Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in
front of the classroom how much time remains in the lesson of
which the child can see how much time remains. Short-term
prompts can also be used.
 Light. Turning the lights on and off prompts that the noise level
is in the classroom is too high and should be quiet. It can be also
a signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child
with ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:

 Silent reading time. Establish a fixed time each day for silent
reading (e.g., D.E.A.R.: Drop Everything and Read and Sustained
Silent Reading).
 Follow-along reading. Ask the child to read a story silently while
listening to other students or the teacher read the story aloud to
the entire class.
 Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners take
turns reading orally and listening to each other.
  Storyboards. Ask the child to make storyboards that illustrate
the sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can
role-play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-
read” sight-vocabulary words.
 Board games for reading comprehension. Play board games
that provide practice with target reading-comprehension skills or
sight-vocabulary words.
 Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with sight
vocabulary words.
 Recorded books. These materials, available from many libraries,
can stimulate interest in traditional reading and can be used to
reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students
a second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two vowels
go walking, the first does the talking”) (Scruggs & Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-
bat-cat”).
 Board games for phonics. Have students play board games, such
as bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds but
do not know the letters that go with them.

3. WRITING

In composing stories or other writing assignments, children with ADHD

benefit from the following practices:

 Standards for writing assignments. Identify and teach the child

classroom standards for acceptable written work, such as format
and style.
 Recognizing parts of a story. Teach the student how to describe
the major parts of a story (e.g., plot, main characters, setting,
 conflict, and resolution). Use a storyboard with parts listed for
this purpose.
 Post office. Establish a post office in the classroom, and provide
students with opportunities to write, mail, and receive letters to
and from their classmates and teacher.
 Visualize compositions. Ask the child to close his or her eyes
and visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a recent
event while the other students close their eyes and visualize what
is being said as a written paragraph.
 Proofread compositions. Require that the child proofread his or
her work before turning in written assignments. Provide the child
with a list of items to check when proofreading his or her own
work.
 Tape recorders. Ask the student to dictate writing assignments
into a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell
“sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a
personal dictionary of frequently misspelled words.
 Partner spelling activities. Pair the child with another student.
Ask the partners to quiz each other on the spelling of new words.
Encourage both students to guess the correct spelling.
 Manipulatives. Use cutout letters or other manipulatives to spell
out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with
spelling lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled
words sorted alphabetically.
 5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his
or her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her finger
to measure how much space to leave between each word in a
written assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
 Structured programs for handwriting. Teach handwriting skills
through a structured program, such as Jan Olsen's Handwriting
Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g.,
the digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add
up to 9).
 Partnering for math activities. Pair a child with ADHD with
another student and provide opportunities for the partners to quiz
each other about basic computation skills.
 Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to add
and that the “minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics
that describe basic steps in computing whole numbers. For example,
“Don't Miss Susie's Boat” can be used to help the student recall the
basic steps in long division (i.e., divide, multiply, subtract, and bring
down).
 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the
child to calculate his or her change when paying for lunch in the
school cafeteria, or set up a class store where children can practice
calculating change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children when
they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing
whole numbers.
 Computer games for basic computation. Schedule computer time
for the child to drill and practice basic computations, using
appropriate games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and have
children track their own performance.

 Solving word problems

To help children with ADHD improve their skill in solving word

problems in mathematics, try the following:

 Reread the problem. Teach the child to read a word problem two
times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example,
words such as “sum,” “total,” or “all together” may indicate an
addition operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What
is the question asked in the problem? What information do you
need to figure out the answer? What operation should you use
to compute the answer?
 Real-life examples of word problems. Ask the student to create
and solve word problems that provide practice with specific target
operations, such as addition, subtraction, multiplication, or
division. These problems can be based on recent, real-life events
in the child's life.
 Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned
word problems.

 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when
computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
  Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing
whole numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:

 Solicit the support of SpEd Teacher. This SpEd teacher will

help review the student's progress through progress reports
submitted by other teachers and will help act as the liaison
between home and school. Permit the student to meet with the
SpEd teacher on a regular basis (e.g., Monday morning) to plan
and organize for the week and to review progress and problems
from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders
to help organize assignments for different academic subjects (e.g.,
reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to
help record homework and other seatwork in the assignment
notebook and file work sheets and other papers in the proper
folders.
 Clean out desks and book bags. Ask the child to periodically
sort through and clean out his or her desk, book bag, and other
special places where written assignments are stored.
 Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being
learned.
 Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
special materials and practices that help them to improve their
time management skills, including:

 Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.
 Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.
  Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment
into a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of planned
daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can
also use a blank piece of paper to cover the other questions on
the page.
 Venn diagrams. Teach a child how to use Venn diagrams to help
illustrate and organize key concepts in reading, mathematics, or
other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has
learned, perhaps with the use of a program such as Anita
Archer's Skills for School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a
checklist of mistakes that he or she frequently makes in written
assignments (e.g., punctuation or capitalization errors),
mathematics (e.g., addition or subtraction errors), or other
academic subjects. Teach the child how to use this list when
proofreading his or her work at home and school.
 Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for homework
assignments (e.g., books, pencils, and homework assignment
sheets).
 Uncluttered workspace. Teach a child with ADHD how to
prepare an uncluttered workspace to complete assignments. For
example, instruct the child to clear away unnecessary books or
other materials before beginning his or her seatwork.
 Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework. Discuss
and resolve with them and their parents any problems in
completing these assignments. For example, evaluate the
difficulty of the assignments and how long the children spend on
their homework each night. Keep in mind that the quality, rather
than the quantity, of homework assigned is the most important
issue. While doing homework is an important part of developing
study skills, it should be used to reinforce skills and to review
material learned in class, rather than to present, in advance,
large amounts of material that is new to the student.
 DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION

Autism , or autism spectrum disorder, refers to a range of

conditions characterized by challenges with social skills, repetitive
behaviors, speech and non verbal communications, as well as by
unique strengths and differences.

“If a special child is given all the love

he needs, he will be smiling, hugging and
responding positively all the more…. If
given all the trust he needs, he will believe
in himself all the more…. If given all the
opportunities he needs, he will be growing
in skills and values all the more…It is only
when a special child is loved, trusted and
given the opportunities to grow that he
becomes very much a part of living!”
- Edilberto I. Dizon, Ed.D.

Characteristics of Autism

Each child is unique. The manifestation and severity of a child

with autism varies upon its degree from mild to severe and is usually
occur prior to the age of three.
Traditionally, there are three areas of development which affects
a child with autism: communication, social interaction and behavior.
Some other characteristics depend on other category that affects the
lives of Children With Autism. Despite of these difficulties with
categorization, the following are the characteristics of ASD’s listed
below:

Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD
could not communicate using speech pattern
and others may have very limited speaking
skills, although others are good in vocabularies
and could talk eloquently. This result, somehow affects their
communication skills.
Below are some patterns of language that are common in children with
ASD:
  Delay or lack of speech and language development
• Loss of speech development previously demonstrated
• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability to
engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and over
again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:

Peer social interaction can range from totally absent to inability to

maintain desired relationships.
• Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors (e.g.,
eye contact, facial expression, postures and gesturing) to regulate
social interaction.
• Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with the
ability to respond and participate in social exchange and play.

Behavior

Behaviors among children with ASD are the

most challenging and stressful issues faced by
teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of objects.

• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling, complex
body movements).
• Rigid and repetitive patterns of behaviour, interest and activities.

SYMPTOMS OF AUTISM:
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommodation Teaching Activities

s Strategies
Establishing  Structured “ Staple Me “
proper Learning Teaching  Show a picture of a pupil collating papers
Environment and tell the child the task he/she is doing.
 Show the stapler and collated papers
 Demonstrate procedure on how to staple
them
 Ask the learner to do it himself.
Accommodations  note taking “ Just Do It ! “
for writing buddies  Let the learner copy assignment from the
problems and board
homework  Praise learner for the neatness in writing
partner and for the completion of works
Accommodations  Role “ Role Out ”
on Language Playing and Teach the child to :
Problems group • exchange greetings and farewells
activity • using cordial expressions like “Th
You”,
“Excuse Me “ and “Sorry“
Reply to conversations
appropriately.
Covey a simple message
Accommodations  Behavior “ I AM OBEDIENT”
for Attention Modificatio - Instruct learner to keep his/her things.
Problems ns - Instruct learner to get a new activity
 Applied by physically prompting him/her.
Behavior - Praise learner if he/she could suggest
Analysis in changing activity.

Supporting MI (Multiple “ Embrace Me “

LSEN’s (Learners Intelligences) • Build a positive class climate.
Special Approach • Arrange learner’s seat for inclusion
Educational • Build opportunities for friendship.
Need) in Regular • Give explicit instructions and equipment
Class and materials accessible
• Supply the learner with standard books
and equipment.
• Involve the learner in all class activities.
• Affirm the learner
• Set rules and routines

TEST TAKING ACCOMODATIONS

BEFORE TESTING DURING TESTING AFTER TESTING
• Allow time • Avoid having • Interpret the test carefully as he have
to review him transfer rushed through the test, answered
directly answers impulsively or may have been distracted.
before test from one • Score content rather than mechanics
• Allow ample sheet to such punctuation, capitalization and
space for another. grammar.
student • Read test to
responses him if
• Use needed.
alternative • For essay
forms of formats,
assessment consider
that speak accepting
to the outlines,
student’s lists,
areas of mappings,or
strength. diagrams
• Consider the instead of
use of extra paragraphs and
time. essays.
• Make the • Remind and
first few encourage
items on the him to
test the review his
easiest in work.
order to
instill a
sense of
confidence.
• Teach test
taking skills
strategies

STRATEGIES FOR READING COMPREHENSION

Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to complete filling out
or reading how to charts and graphic organizer.
 materials to paraphrase, • Make connections through relatedwriting
his putting into activities and do futher entension
experience his own activities related to theme and content.
and words the
background main idea
knowledge. and
• Generate significant
interest and detail.
increase • Teach how
students to find
background introductory
knowledge and
and frame of summary
reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
supporting
details from
the text

TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.
• Give out one task at a time.
• Consider alternative methods of completing assignments or testing
knowledge( oral,visual or hand on projects ).
• Use organizers,divided notebook, assignment pads and daily
planners to keep track of assignments.
 • Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed.Try to be cognizant when” enough is
enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more time
to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it involves

breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long strings of

verbal information. Supporting verbal instruction with visual cues and
representation will help children comprehend material and understand
expectations.

Applied Behaviour Analysis (ABA)

This refers to the application of behavioural principles of learning

and motivation to address socially significant problems; to increase skills
and decrease problematic behaviours. Socially,significant behaviours
include such things as academics, reading, social skills, communication
and adaptive living. The focus is on systematically targeting small
measureable units of behaviour (Maurice, Green, and Luce 1996)

INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:

Assistive Description Used to Address

Technology
Portable Word Keyboard with small Poor fine motor or
Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that provide planning, and
speech feedback cognitive
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio decoding, fluency, etc.
format
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues
Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related

Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.” The
principles of structured teaching include:

• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable

Individualized Visual Daily Schedules

Children with ASD need proper scheduling as part of the classroom
structure since it will greatly help in their daily routine, aid in
transitioning independent activities and will make learning sessions more
enjoyable and meaningful one. Besides, giving direction can help children
predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter problems
with sequential memory and time mismanagement. Children with less
initiative lead them to a more difficult learning situation. It will create
anxiety and commit more mistakes once they are not informed of their
daily routine.

Beginning Schedule
Object Schedule

Written Picture Schedule

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change, particularly
for new situations and unfamiliar activities. Visual cues used in
combination with
verbal instructions can help the children to understand what is
expected.

Picture Exchange Communication System (PECS)

PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple, single
words and then building to phrases and sentences and eventually more
complex communication, the individual can effectively communicate
without voice. The emphasis is on helping an individual develop the skills
for initiating communication with other people.

Samples of PECS

Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting witha emotionally.Allowing for some
personal expression even non-verbal ones.
Below are pictures of an Art therapy session with learner with ASD.
SUGGESTED STRATEGIES IN TEACHING CHILDREN WITH AUTISM
 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit positive
reactions (e.g., food, toys, books , tokens ,sticker) or activities (e.g.,
hugs , kisses, praises ).A reinforce is also any object or activity
that is reinforcing to a particular child (e.g., jumping or trampoline
, articles of clothing, wrappers touching of a favourite objects). The
reinforcing value of the object is evaluated by nothing if the child
reaches for it or manipulates it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has. Reinforce
a skill in successive approximation –step by step-until the desired
behaviour is achieved.
 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes. The
child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has 2
objectives:
a. To over correct the environmental effects of a maladaptive
response.
b. To require the disrupting child to practice a correct form of
an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
 The teacher and the child specify and agree on expected behaviour
or task the child ought to exhibit/do for self- improvement.
Afterwards, they agree on rewards the child will get if the
tasks/behaviours are exhibited/done and also “punishments” if
not. The agreement is written on paper for both teacher and child
to sign. A copy is posted on the board to serve as reminder. A
punishment may be in the form of with- holding of things the child
likes or depriving him of privileges.
 Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.
 Stimulus Control
This involves presenting a visual or aural cue with which the child
associates stopping or continuing on with a behaviour. Examples
of visual cues are nodding and smiling to signal letting the child go
on with a behaviour or task. Examples of aural cues are saying No
or stop to stop a behaviour and Go ahead or good to let the child
go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable
behaviour.Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time. Make
the questions really easy—it’s not the content we’re learning, but how to
communicate questions and answers. e.g., give the more advanced
students the more difficult questions. You can make it more fun by
handing out buzzers or bells—the first person to “ring in” gets to answer
the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

Find a television program that is appropriate for your class’ age and
learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking, and
see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple word
and ask the person to your left to say the first (English) word that comes
to mind. Then, the person to his or her left should say the first word that
comes to his or her mind. Be sure to stop every so often to debrief and
define any mysterious words. A variation of this game is to have each
student say a word that begins with the last letter of the previous word,
e.g., word, donkey, yodel, loon.

Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut them
into little slips of paper and put them into a hat or bag. Invite each student
to draw two words from the hat (you can use more for more advanced
students). Give them each a minute to come up with a sentence that uses
those two words, and makes sense. Then invite each of them to share their
sentence with the class. Collect the words and go again. It’s okay to repeat
words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD
 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the brain

and nervous system), characterized by a combination of involuntary
noises and movements called tics. It usually starts during childhood and
continues into adulthood. In many cases Tourette's syndrome runs in
families and it's often associated with
obsessive compulsive disorder (OCD)
or attention deficit hyperactivity disorder
(ADHD).

Tourette Syndrome is one type of Tic

Disorder. Tics are involuntary, repetitive
movements and vocalizations. They are the
defining feature of a group of childhood- https://twitter.com/tourettepics
onset, neurodevelopmental conditions known
collectively as Tic Disorders and individually
as Tourette Syndrome, Chronic Tic Disorder
(Motor or Vocal Type), and Provisional Tic Disorder. The three Tic
Disorders are distinguished by the types of tics present (motor, vocal/
phonic, or both) and by the length of time that the tics have been present.

Individuals with Tourette Syndrome (TS) have had at least two motor
tics and at least one vocal/ phonic tic in some combination over the course
of more than a year. By contrast, individuals with Chronic Tic Disorder
have either motor tics or vocal tics that have been present for more than
a year, and individuals with Provisional Tic Disorder have tics that have
been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples are:
3. Simple
 Motor – eye blinking, head jerking, shoulder shrugging, facial
grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing, grunting,
gulping, sniffing, tongue clicking, etc.
 4. Complex
 Motor – jumping, touching other people and things, twirling
about, repetitive movements of the torso or limbs, pulling at
clothing and self-injurious actions including hitting or biting
oneself
 Vocal – uttering words or phrases, coprolalia (the involuntary
utterance of inappropriate or obscene words), echolalia
(repeating a sound, word or phrase just heard) or palilalia
(repeating one’s own words)

The most important thing to understand about the tics associated

with Tourette Syndrome is they are the result of a neuropsychiatric
condition. The sounds and behaviors are involuntary and are not being
done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in
almost every day or throughout
the period of more than one year
with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social
and occupational skills, or other
important areas which creates
marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a https://elcomunista.net/2016/11/24/sindrome-de-tourette-o-enfermedad-
substance or any general medical de-los-tics/comment-page-1/

condition is not a cause of the

disturbance.
ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom Environment:
Grade  Use seating chart to allow  Provide a safe  Place the
VI for any movement tics place – Some learner away
learners benefit from
 Eliminate all unnecessary from a specific distractions
items from the learner’s place (as well as
desk to prevent a back-up in  Use assistive
distractions case this is not devices like
available), where tape
 Have a duplicate set of a learner may recorders,
text books for the learner release typewriters,
to keep at home. (Great to symptoms. or
use if learner misses computers
school or is having a hard  Give breaks out for oral and
time concentrating) of the writing
classroom, as it problems
 Use a study corral if can be helpful to  Expanding
needed have a change abilities:
in settings; e.g., Developing a
the bathroom, gradually
the drinking broadening
fountain, a real range of skill
or made up areas.
errand.
Handwriting:  School
 Minimize writing for transition:
homework  Modify written Advocating
assignments and
 Have a computer for that professionall
learner  Assign buddy or y supporting
homework the
 Allow the learner to copy partner transition to
another learner’s notes at school, and
home  Gross and fine liaising with
motor skills: teachers, as
 Provide a printed outline Determining the required.
if watching a movie current age level
of a learner’s  Visual cues
 Provide a print out what gross and fine can be used
is written on the motor abilities. to support
blackboard routine and
to introduce
new
 activities, or
 Speech and a change in
Language Problems Language tasks.
 Provide visual input as Assessment
well as auditory whenever  Devise goals:
possible. The pupil could  Conversation Setting
receive written directions skills: functional
as well as oral ones, or Developing and
have a copy of a lecture conversation achievable
outline to follow while skills (e.g. back goals in
listening to instructions. and forth collaboration
Pictures and graphs that exchange, turn with the
illustrate the text are taking) learner,
usually quite effective. parents and
 Give directions one or two  Enhancing teachers so
steps at a time. Ask the verbal and non- that therapy
pupil to repeat the verbal has a
instructions. Then have communication common
the complete one or two including focus
items and check with you natural beneficial to
to see that they have been gestures, everyone
done properly. speech, signs, involved.
pictures and
 If you notice a learner written words.  Educating
mumbling while working, parents,
suggest a seat where he  Video Modelling teachers and
will not disturb others. others
Sometimes quietly  Social stories: involved in
"reauditorizing" Providing ideas the learner’s
instructions or and education care about
information to himself can around social Tourette
help a student grasp and story Syndrome
remember the development. and the age
assignment. appropriate
 Direct skill skills a
 Learner with difficulty in teaching learner
controlling and through a task should be
communicating may based approach. demonstrati
repeat their own words or ng.
those of someone else.
This may sound like  Task
stuttering but it actually engagement:
involves the utterance or Providing
words or whole phrases. alternative
Other learners may ways to
exploit this problem by encourage
whispering inappropriate task
things so that the child engagement.
with difficulty in
 controlling will  Developing
involuntarily repeat them  Behavior underlying
and get into trouble. Be Management skills
alert to this provocation. necessary to
 Concept skills: support
Attention Problems Developing whole body
 Seat the learner in front concept skills, (gross motor)
of the teacher for all especially and hand
instruction and directions abstract dexterity
to minimize the visual concepts, such (fine motor)
distraction of classmates. as time (e.g. skills, such
yesterday, as providing
 Seat the learner away before, after). activities to
from windows, doors, or support:
other sources of  Visuals can be  balance and
distraction, i.e., where used to help coordination
reading groups meet. with  strength and
understanding endurance
 Give the learner an and the child’s  attention
"office," a quiet workplace. ability to and
This could be in a corner, express their alertness
the hall, or the library. needs, wants,  body
This place should not be thoughts and awareness
used as a punishment, ideas.  movement
but rather a place the planning
learner can choose to go  Management
to when focusing becomes strategies:  Speech and
more difficult. Providing language
management assessment
 Have the learner work in strategies/ ideas to help the
short intense periods with to assist the family to
breaks to run an errand child in the understand
or simply wiggle in the home, at school how the
seat. and the child is
community. processing,
 Change tasks frequently. understandi
For example, complete  Communication ng, learning
five math problems, then strategies: and using
do some spelling, etc. Providing the language
family with and
 Contract for work to be strategies and communicati
done in advance. For techniques to on.
example, finish a specific increase and
number of problems by a enhance  Daily
certain reasonable time. communication activities:
Short assignments with with the learner. Helping the
frequent checks are more learner to
effective than two or three understand
sheets of independent the
 work at one time. With environment
younger children, simple , routines
gestures, such as a hand and
on the learner's shoulder, language.
can be a helpful reminder  Field Trip
to focus during listening  Developing  Developing
periods. Conversation language:
Skills Helping the
First Day of School: learner to
 Introduce the learner with  Daily activities: understand
difficulty in controlling Helping the and use
(with permission of the learner to richer
learner and family) to the understand the language
rest of the learners on the environment, and to use
first day routines and language
language. more
 If the learner with spontaneous
difficulty in  Social skills: ly.
controllingfeels Development of
comfortable, he/she can social skills (i.e.  Liaising with
describe the condition to knowing when, educational
the class how to use staff
language in regarding
 Make sure the other social nature of the
learners understand that situations). difficulties
tics will happen during and ways to
the school day and the help the
learner with difficulty in child to
controllingcannot help the access the
tics curriculum.


 Whether or not the

learner with difficulty in
controlling is in the room
at this point is up to the
child and the parents.

 As teachers, do not
encourage the child to
hold tics in; this can
make it much worse

 Make sure the rest of the  Enhancing

class understands that verbal and non-
just because one learner verbal
swears, that does not communication
mean they can swear including
natural
 gestures,
speech, signs,
Material Presentation: pictures and
 Use as few words as written words.
necessary when
explaining  Visual
strategies: Using
 Check for understanding visual
(have the learner repeat information to
directions for a task back help
to you) understand,
organize and
 Present a syllabus for the plan the routine
whole quarter, so the for the day.
learner knows what is
expected of him

 Use phrases like “This is

important” and “Listen
Carefully”

 Avoid lots of visual

distractions in the room
and don’t sit them near
the door or window

 Have a cue (both you and

the learner know) that
can be given if he/she
needs to leave the room.
Provide a certain place
they may go if needed

Tests and Grading:

 Give extra time to finish
test or turn in homework
if necessary

 Reduce amount of work

(e.g.: odd numbers or half
the problems)

 Allow extra time, read the

test to them, allow oral
responses, etc.
 Provide movement breaks
during the test if
necessary

 Part of the grade could be

based on individual effort
or improvement  Behavior
Modification
 Allow learner to retake the
test (rework problems) for  Daily activities:
a passing grade Helping the
learner to
 Avoid ALL timed tests understand the
environment,
Classroom Behaviors: routines and
 Sit the learner with language.
difficulty in
controllingnext to a  Token Economy
responsible learner so
distractions are limited  Reinforcement
(Be careful that this does
not negatively affect the
other learner)

 Reward forgetful learners

for remembering rather
than punish them for
forgetting

 Ignore behaviors that are

minimally disruptive

 Provide modifications for

behaviors that are  Conversation
disturbing (e.g. foam on skills:
desk if they tap they tap Developing
their pencil, tennis balls conversation
on chair legs). skills (e.g. back
and forth
 Have a code or private exchange, turn
signal to use for the taking).
learner when his/her
behavior is unacceptable  Social skills:
Development of
Organization: social skills (i.e.
 Establish a daily routine knowing when,
and remain consistent how to use
language in
 Teach the learner social
organization and self- situations).
management skills  Enhancing
verbal and non-
 Have clearly defined rules verbal
and be consistent communication
enforcing them including
natural
 Write the due date at the gestures,
top of worksheets/ speech, signs,
assignments pictures and
written words.
 Highlight important ideas  Scheduling
so worksheets aren’t
cluttered
 Concept skills:
 Remain very organized, Developing
use color coding, and concept skills,
provide a schedule especially
abstract
concepts, such
as time (e.g.
yesterday,
before, after).
MATH:
 Allow the use of a
calculator without penalty

 Have a table of math facts

available

 Break story problems into

shorter segments

 Use graph paper or

notebook paper turned
sideways to keep work in
columns

 Expanding
READING: abilities:
 Let the learner sit Developing a
comfortably gradually
broadening
 Allow learner to follow range of skill
along with the finger or areas.
use a bookmark  Social stories:
Providing ideas
and education
  Tapes or reader for around social
textbooks story
development.
 Read out loud in a tape
recorder to listen for  Enhancing
improvement verbal and non-
verbal
 Read questions first communication
before reading story including
natural
 Use headphones to block gestures,
out noise speech, signs,
pictures and
written words

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING AND

COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to the

class. Please remember that they are occurring involuntarily, and
do not react with anger or annoyance! This requires patience but
reprimanding a learner with difficulty in controlling and
communicating is like disciplining a pupil with cerebral palsy for
being clumsy. If the teacher is not tolerant, others in the class may
feel free to ridicule the child with difficulty in controlling and
communicating.

 If some aspect of the child's tics affects the privacy or safety of others
(e.g., touching others), it is important to find ways to work around
the problem, but acceptance of the child is critical even when the
behaviors are unacceptable.

 Provide opportunities for short breaks out of the classroom. Time in

a private place to relax and release the tics can often reduce
symptoms in class. Private time may also enhance the learner's
ability to focus on schoolwork, because energy will not be used to
suppress the tics.

 Allow the learner to take tests in a private room, so energy will not
be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation in

front of the class for a while. Oral reports might be tape recorded,
 so those skills can be judged without the added stress of standing
before the class.

 Work with other pupils to help them understand the tics and reduce
ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the child
about difficulty in controlling movements and sounds.
 Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling and
communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the effects of
tics – these treatments may help a person to develop better
awareness and learn to control their tics better. However, the tics
are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling and

communicating can take to help manage their tics:

C. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get their
own.

Banging and tapping

 Try put something softer on the table (e.g. a mouse mat) to avoid
hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

  Visit dentist to request a fitted tooth guard be made
 Chew gum
 Gum shields can help short term (can be purchased from sports
shops)

Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of inactivity,
as you would before exercise
 Stretch muscles regularly
 Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or in
any other public space

Head shaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are using
painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly supported by
a parent or by lying down

Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber
wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
  Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood floors.

Stabbing with sharp objects

 Avoid using sharp objects. Use blunt pencils, plastic knives and
rounded end scissors.

Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they have
time to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

 Try using something thicker (e.g. wool) to avoid cutting into the skin.

D. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the
mouth and out through the nose. Sounds are made by air coming
out over the larynx so reversing the process calms most vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head. Some
people have said that going through a rhyme enables the impulse
for coprolalia to pass.
 Help children with coprolalia to formulate a way of explaining the
symptom to others.

Coughing
 Try to support neck during coughing fits.

High pitched scream

 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to reduce
risk of damage to hearing.