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Department of Education
1. Eye
2. Nose
3. Ear
4. Hair
5. Shape of a face
6. Eyebrow
7. Eye

Session Guide
Department of Education
Objectives:

After the session, the participants will be able to:

• Identify the common characteristics of learners with

difficulty in performing adaptive skills in terms of
conceptual, social and practical life skills.

• Apply appropriate accommodation based on the

needs of learners with difficulty in performing
adaptive skills.

Department
LEARNERS WITH DIFFICULTY of Education ADAPT IVE SKILLSc
IN PERFORMING
Objectives:

After the session, the participants will be able to:

• Demonstrate instructional strategies in teaching

learners with difficulty in performing adaptive
skills.

Department ofGuide
Session
LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLSc
IN PERFORMING
 5
Department of Education
 Characteristics
• Difficulty in mixing with other children

• Acts as deaf

• Resists learning

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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
 Characteristics

• No fear of real dangers

• Resists change in routine

• Indicates need by gesture

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
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 Characteristics

• Inappropriate laughing and giggling

• Not cuddly

• Marked physical overactivity

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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
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 Characteristics

• No eye contact

• Inappropriate attachments to objects

• Spins objects

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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
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 Characteristics

• Sustained odd play

• Standoffish manner

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
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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

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Inattention

• 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

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Inattention
• 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
Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Inattention

• 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

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Inattention

• Difficulty sustaining level of alertness to tasks

that are dull; sluggish or may fall asleep easily
in class

• Difficulty completing work; performance is

inconsistent

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Hyperactivity

• Highly energetic; Almost nonstop motion;

Always “on the go”

• Leaves seat and roams around the classroom;

Can’t sit still

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Hyperactivity

• 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

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

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
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics

Impulsitivity

• 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

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Characteristics
Impulsitivity
• 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

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
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Characteristics

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

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
I CAN!
1. Group yourselves in to three.
2. Study the characteristics of learners written on the
given meta cards.
3. Following the classification chart below, group the
meta cards according to conceptual, social and
practical skills.

Conceptual Skills Social Skills Practical Skills

Department ofGuide
Session
LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLSc
IN PERFORMING
I CAN…

What characteristics of learners have you

encountered in your class?

How will you address the learning needs of

these kind of learners?

Department ofGuide
Session
LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLSc
IN PERFORMING
Accommodations

• Learner will be seated near the teacher for

easy monitoring but away from the windows
and doors.

• Provide prominent area where to post

calendar of activities, daily schedules, and
assignments.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• If possible provide an area for reading/study

and free activity .

• Clearly label in pictures or written words the

areas or things to make it easy for learners to
access materials.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• Color-code materials, notebooks for

each subject.
• Provide lesson outline.
• Provide daily written schedules for
routines.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• Incorporate a great deal of multisensory

techniques and developmentally
appropriate activities.
• Use materials that are fun and engaging
like using colorful activity sheets.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• Provide activities that allow for some physical

movements (indoor and outdoor activities).
• Pair or seat the child near a student role
model.
• Teacher will stand near the learner when
teaching and once in awhile make eye
contact .

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• Prompt/make signal cues to get the

learner engaged and focused on task.

• Lower your voice and resist raising your

voice to get LSEN’s attention.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• Allow appropriate response time to process

information.
• Allow time for transition from one activity to
another.
• Provide worksheets with fewer questions and
problems.

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
Accommodations

• 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.
Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
 TEST TAKING ACCOMODATIONS
BEFORE TESTING DURING TESTING AFTER TESTING
• Allow time to • Avoid • Interpret the
review directly having him test carefully as
before test transfer he have rushed
answers from through the
one sheet to test, answered
another. impulsively or
may have
been
distracted.

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
 TEST TAKING ACCOMODATIONS
BEFORE TESTING DURING TESTING AFTER TESTING
• Allow ample • Read test to • Score content
space for him if rather than
student needed. mechanics
responses such
punctuation,
capitalization
and grammar.

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
1. If you have these kinds of learners in your
classroom, what do you usually do?

2. What practical activities/materials do you

think can help develop the adaptive skills
of these kind of learners?

Department ofGuide
Session
LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLSc
IN PERFORMING
1.
A. “Nip in the bud” (That’s enough.)
B. “Working through” (Let’s do it!)
C. Ignoring
D. Redirecting
E. Rewards
F. Desensitization

Department
LEARNERS WITH DIFFICULTY IN of Education ADAPT IVE SKILLS
PERFORMING
 Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
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Sentence Starter

Department
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
3.
Aspects of structure:
• Physical environment
• Schedules
• Proactive routines
• Visual structure

Department
LEARNERS WITH DIFFICULTY IN of Education ADAPT IVE SKILLS
PERFORMING
 Sample of a Physical Structure

Board
COMPUTER
Exit
AREA

B
S
O
N
O
T A
K FREE
A C
TIME/ K
S B
SOCIALI-
H L
ZATION A
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AREA R
L
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F
A

Entrance
MIRROR FEMALE CR MALE CR

Department of Education
 Sample of a Physical Structure

Exit B
White Board Media U
I
table L
TABLES T
For Group Activities
table I
N

table C
Table A
For 2 B
Table Table
I
N
Book Shelf Book Shelf
E
T
Holding Area
MIRROR
Entrance
FEMALE CR MALE CR
Department of Education
Sample Job Works with Visual Cues

Department of Education
Department of Education
Department of Education
Department of Education
Department of Education
Divide into 3 groups:
https://www.youtube.com/watch?v=S6tRQ
GXKJUU

Session Guide
Department of Education
FOCUS QUESTIONS:

1. What characteristics of learners with

difficulty in adaptive skills were shown
in the video?

2. List down the accommodations shown

in the video.
(Take note of the teaching strategies to
address their needs.)

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
CHECK IT OUT!

1. Choose one characteristic for each adaptive skill.

2. Think of two practical activities that may help
modify the behavior of the learner below.
3. Write your answers on the chart below.

Adaptive Skills Characteristics Practical

Activities

Department ofGuide
Session
LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLSc
IN PERFORMING
CHALLENGE…

 – Role play the distinct characteristics

of learners with difficulty in adaptive skills.

 – Demonstrate the accommodations

to support learners with difficulty in adaptive
skills.

 – Act out teaching strategies and

activities for learners with difficulty in adaptive
skills.

Department
IN of
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LEARNERS WITH DIFFICULTY Education ADAPT IVE SKILLS
Guide
PERFORMING
“Every child has a different learning
style and pace. Each child is unique,
not only capable of learning but also
capable of succeeding.”
- Robert John Meehan

Session Guide
Department of Education
 Let us continue to be good stewards of our
Learners with Special Educational Needs…

Department
LEARNERS WITH DIFFICULTY IN of Education ADAPT IVE SKILLS
PERFORMING