FOUNDATIONS OF SPECIAL AND INCLUSIVE the needs of the majority of people

EDUCATION REVIEWER who are not disabled.

● Disability is understood as an unequal
WEEK 1: DISABILITY relationship within a society in which
the needs of people with impairments
MEDICAL MODEL OF DISABILITY (Personal are often given little or no
Tragedy Model) consideration.
● Disability: the disadvantage or
restriction of activity caused by a
contemporary social organization which
takes little or no account of people who
have physical impairments and thus
● The individual is the problem. excludes them from participation in the
● The individual needs to change. mainstream of social activities. (Union
● inability to see, walk or hear is of the Physically Impaired against
understood as their disability Segregation)
CONCEPTS (World Health Organization)
● Disability is any restriction or lack of, WEEK 2: Historical & Legal Foundations
resulting from an impairment, of ability
to perform any activity in the manner or PAST AND PRESENT PERCEPTIONS TOWARDS
within the range considered normal for DISABILITY (Dr. Custodio’s Vlog)
a human being.
● Impairment: any loss or abnormality of 1. Ancient Times (Era of Extermination)-
psychological, physiological or 400 BC
anatomical structure or function. ● PWDs way of living were brutal
● Handicap: a disadvantage for a given ● Ancient times in China, they
individual, resulting from an practiced infanticide (crime of
killing a child within a year of
impairment or disability, that prevents
birth)
the fulfillment of a role that is normal
● Ancient Greece and Rome, they
depending on age, sex, social and
valued physical and mental
cultural factors for that individual. perfection.
SOCIAL MODEL OF DISABILITY ● Other PWDs were kept as a
jester or clown for nobility in
Roman court.
● Aristotle believed that men
were the highly evolved being
while women were just a giant
● The denial of opportunities, the evolutionary step below along
restriction of choice and with those who have deformity
self-determination and the lack of or disability.
control over the support systems in
their lives 2. Medieval Period (Era of Ridicule)- 14th
● It is the society that disables people, Century
through designing everything to meet
 ● Rise of Christianity which led to larger schools are provided for
more humane practices toward that.
people with disability. ● Disability is a disease that needs
● Orphanages, hospitals, homes, to be cured.
charitable facilities and more ● PWDs are now seen as clients
were provided to those have and subjects that are to be
illness, elders and PWDs treated.
● Infanticide discontinued. ● Early 20th century, many public
● PWDs were not killed but exiled officials believed that PWDs are
and are treated as a sub-human a threat to the nation’s health.
category that are not given ● The beginning of Special
human rights. Education
● John Calvin preached the ● Philippine Inclusive Education
“Notion of Predestination” started on 1907 (establishment
stating that God has already of the Insular School for the
chosen those people who will Deaf and Blind)
be saved and he mentioned ● PWDs were given greater
that PWDs were not among acceptance.
those who were chosen. ● Development of IDEA
● Disability is a sin. (Individuals with Disabilities
● Others see disability as a Education Act), IEP
punishment but some see it as (Individualized Education
a blessing from God. They Program), EHA (Education for all
perceived that disability is holy Handicapped Children Act),
that provides a certain divine FAPE (Free Appropriate Public
purpose for the family. Education for PWD)
● Jean Marc Gaspard-Itard (One
3. Renaissance Period (Era of Asylum)- of the earliest teachers to argue
17th Century that special teaching methods
● Due to the advancements and could be effective in educating
medicines, PWDs are regarded disabled children. Victor’s
as an issue that needs medical teacher)
assistance. ● Eduard Seguin (focused on
● PWDs are treated as a subject, teaching individuals with ID
client or object to be (sensory and motor training))
experimented on who are ● Maria Montessori (self-
locked down on a certain construction of the child and
facility.
“prepared environment”)
● PWDs need to be cured
otherwise, they will be treated
5. Modern Period- 20th to 21st Century
as a social problem and public
(PPT)
burden.
● Insular School for the Deaf and
Blind (1907)
4. Industrial Period (Era of Education)-
19th Century ● Undersecretary of Education
● PWDs are now regarded as the and Culture for Non-formal
responsibility of the state and Education and PD 1139 (1960s)
therefore, training schools and
 ● Law to Enhance Mobility of Multilingual Ed (MLE) DO 74,
PWDs and BP 344 (1983) s.2009 and Magna Carta of
● 1987 Philippine Constitution Women RA 9710 (2009)
● Proclamation 480 declares ● Mainstreaming and
1990-1999 as the “Decade of Institutionalization on
Education for All” (1989) Madrasah Ed Program TO
● World declaration of EFA (1990) Bureau of Elem Ed and Regional
● Magna Carta for the Disabled or and DO (2010)
RA 7277 and Special Protection ● Adopting the National IP
Against Abuse, Exploitation and Education Policy Framework DO
Discrimination Act or RA 7610 62, s. 2011
(1992) ● Kindergarten Act / RA 10157
● Salamanca Statement for the and Revised School-Based
Education of CwD (1994) Management Framework,
● Four Pillars of Learning and Assessment Process and Tool
Report to UNESCO (1996) (APAT) (2012)
● The Indigenous People’s Rights ● Enhanced Basic Education Act
Act or RA 8371 (1997) RA 10533 and Batas
Kasambahay RA 10361 (2013)
CURRENT DEVELOPMENTS (21st Century) ● Open System High School
● The Dakar Framework for System Act RA 10665 (2015)
Action EFA (2000) ● The Individuals with Disabilities
● Governance of Basic Education Education Act (SB 1298) and IE
Act or RA 9155 (ALS) (2001) for Children and Youth with
● Bureau of Non-Formal Ed TO Special Needs Act (SB 996)
Bureau of ALS or EO 356 and (2016)
Standard Curriculum for Elem ● Philippine Professional
Public Schools and Private Standards for Teachers DO 42, s.
Madaris or DO 51, series of 2017 and PSGs for BEEd, BSEd,
2004 BECEd, BSNEd requiring prof ed
● UN Convention of the Rights of course on Foundation of Special
PWDs, The Philippine Education and Inclusive Education (2017)
for All (EFA) 2015 National ● DO 21 Policy Guidelines on the
Action Plan and Juvenile Justice K to 12 Basic Education (2019)
and Welfare Act RA 9344 (2006) ● An Act Instituting Services for
● UN Declaration on the Rights of LWDs in Support of IE (2020)
IP and Magna Carta for Disabled
Persons RA 9442 (2007) SPECIAL EDUCATION
● Pantawid Pamilyang Pilipino ● Defined as classes or instruction
Program (4Ps) (2008) designed for learners with disabilities,
● Inclusive Education as a and gifted and talented learners or
Strategy for Increasing LDGTL (UNESCO, 2017).
Participation Rate of Children ● Mainstreaming – the practice of
DO 72, s.2009, Institutionalizing educating students with learning
Mother tongue-based challenges in regular classes during
 specific time-periods based on their physical, intellectual, psycho-social and
skills (UNESCO, 2017). cultural needs of learners, which shall
● Integration – LDGTL are placed in include, but shall not be limited to,
mainstream education (UNESCO, 2017). Programs for Learners with Disabilities,
INCLUSIVE EDUCATION Programs for Learners under Difficult
● A process intended to respond to Circumstances, Madrasah Program,
students’ diversity by increasing their Indigenous Peoples Education Program,
participation and reducing exclusion and Programs for the Gifted and
within and from education (UNESCO, Talented (DO 21, s. 2019,section 8).
2009) ● Accommodations and modifications are
● Exclusion: students with disabilities are only done when there is disclosure of
denied access to education in any form. disability
● Segregation: education of students with ● Modifications are usually done for
disabilities is provided in separate gifted students and for those with
environments designed for specific, and moderate to severe disabilities who are
in isolation from students without recommended for inclusion for
disabilities. socialization purposes
● Integration: placing students with
disabilities in mainstream educational Differentiated Instruction (Tomlinson)
institutions without adaptation and ● Classes are diverse
requiring the student to fit in. ● Focuses on the individual
● Inclusion: education environments that ● Dynamic assessment
adapt the design and physical
structures, teaching methods, and Universal Design for Learning
curriculum as well as the culture, policy
and practice of education environments • Multiple means of representation
● Accommodations – change how the •
learners with disabilities, giftedness and
talents learn the same material and
meet the same expectations as their • Multiple means of action and
age peers (Examples: Presentation, expression
Response, Setting, Timing, Schedule,
Organization Accommodations)
● Modifications – changes what a Multiple means of engagement
student is taught or expected to learn

WEEK 3: Differentiated Instruction (DI) and

Universal Design for Learning (UDL) WEEK 4: Learners with Emotional and
Behavioral Disorders (Common Disorders,
● RA 10533 otherwise known as The ADHD, ASD)
Enhanced Basic Education Act of 2013, ● Temple Grandin (She was diagnosed
and its implementing IRR, define the with autism as a child.)
inclusiveness of enhanced basic
education through the implementation DEFINITION
of programs designed to address the
 ● is defined by IDEA as a condition that Attention Deficit Hyperactivity Disorder
manifests to an observable degree, one (ADHD)
or more of the following specific • ADHD is one of the most prevalent
characteristics over a long period of neurodevelopmental/mental health
time and adversely affects educational conditions in childhood characterized
performance: by: (1) developmentally inappropriate
1. An inability to learn that cannot be explained levels of inattention, (2) distractibility
by intellectual, sensory, and health factors; and/or hyper-activity and impulsivity
2. An inability to build or maintain satisfactory that cause impairment
interpersonal relationships with peers and Autism Spectrum Disorder (ASD)
teachers; • Autism is a developmental disability
3. Inappropriate kinds of behavior or feelings affecting verbal and nonverbal
under normal circumstances; communication and social interaction,
4. A general pervasive mood of unhappiness or generally evident before age three, that
depression; adversely affects a child’s educational
5. A tendency to develop physical symptoms or performance. (IDEA)
fears associated with personal or school Other characteristics:
problems. • engagement in repetitive activities and
stereotyped movements,
CHARACTERISTICS • resistance to environmental change or
A. Externalizing Behaviors or change in daily routines
Anti-social behaviors • unusual responses to sensory
• Noncompliance experiences.
• Aggression Categories of ASD
- verbal abuse 1. Autistic disorder – most severe
- destructiveness 2. Asperger’s disorder – mildest form
- physical attack on others 3. Pervasive developmental disorder not
● Delinquent behaviors otherwise specified (PDD-NOS)
B. Internalizing Behaviors EDUCATIONAL APPROACHES
• Anxiety disorder Identification and Assessment
- Phobias, Obsessive Compulsive • Screening tests
Disorder • Direct Observation and Measurement
• Mood Disorders of Behavior
- Depression, Bipolar Disorder • Functional Behavior Assessment
CAUSES • Indirect Functional Behavior
Biological Factors Assessment
• brain disorders • Descriptive Functional Behavior
• genetics Assessment
• temperament • Functional Analysis
Environmental Factors (Trauma)
• Home Research-based Strategies for learners with
• School emotional or behavioral disorder:
• Community 1. Teacher praise (reinforcement)
2. High rates of active student response (ASR)
3. Explicit instructional practices, including
 direct instruction learning. Albert Einstein falls under this
4. Schoolwide positive behaviour support, category.
functional assessment-based individual 2. Academically Gifted
plans, and self-management. • This group comprised most of the
outstanding learners in the classrooms.
ASD They generally excel in particular areas.
• Behavioral Approaches and Social Skills They learn best if given advanced
Training lessons or ideas on their area of
• Education About ASD and Emotional interest. This could be through training
Support for Families from authority in the field of interest,
• Medication attendance to workshops, being part of
ADHD co-curricular or extra-curricular groups.
• Behavioral Counseling and Social Skill Mark Zuckerberg is academically
Intervention gifted.
• Education About ADHD and Emotional 3. Creatively Gifted
Support for Families • The creatively gifted are able to invent
• Pharmacological Treatment or develop new things. They think
outside the box and always find
WEEK 5: Gifted and Talented Learners fascination in novelty and in challenges.
Hamzah Marbella They likewise find humor in a lot of
• A child prodigy who started painting at things. Robbin Williams was a
2 years old creatively gifted person.
DEFINITION 4. Giftedness in Leadership Ability
• Possessing certain learning • Some gifted learners are born leaders.
characteristics such as superior They automatically know how to handle
memory, observational powers, a group. They initiate activities to do
curiosity, creativity and the ability to and confidently handle a task at hand.
learn school related subject matters Because of their strong initiative,
rapidly and accurately with the people tend to judge them to be
minimum drill and repetition; thus, show-offs. Many presidents or leaders
having the right to an education that is of nations are gifted in leadership
differentiated according to those ability. They know what needs to be
characteristics. (Piirto, J., 1999) done and are able to bring their nations
CATEGORIES to the accomplishment of the task.
1. Cognitively Gifted 5. Giftedness through Visual and
• refers to those who show passion and Performing Arts Ability
curiosity over a lot of things or over • The visual, print, performing artists fall
their area of interest. They find puzzles under this category. They show passion
and solving problems enjoyable. They to their craft and are happiest when
want to know a lot and they ask a lot of doing what they love. They manifest
questions. They show consistent excellent masterpieces that evoke
motivation in learning everything about admiration and inspiration to others.
the subject of their interest. Gifted Most of those under this category
learners under this category tend to be started learning about their craft on
loners who are always in the pursuit of their own. One example is Amadeus
 Mozart who, at age 6 has already 1. The Successful
composed numerous sonatas and • comprise up to 90% of identified
other musical pieces. gifted students in school programs
are this type.
DEFINITION OF TALENT 2. The Challenging
• Superlative skills, aptitude, or • divergently gifted, often not
accomplishments usually in fine arts, or identified in schools. Questions
performing arts. These skills may not authority.
always correlate with high scores on 3. The Underground
general intelligence tests. (Piirto, J.) • want to hide their giftedness to
better fit in with their peers.
PERSONAL ATTRIBUTES OF TALENTED 4. The Dropouts
LEARNERS • angry, feels rejected, needs have
• Drive, passion, self-discipline, intuition, not been met, or have been
creativity, curiosity ignored. May act out &/or be
• Openness (naiveté), imagination, defensive, or may be depressed and
risk-taking, perception, insight, withdrawn.
tolerance for ambiguity 5. The Double Labelled
• Perfectionism, volition, resilience, • typically, either ignored because
androgyny perceived as average or referred for
• Persistence, over- excitabilities remedial assistance
(intensities), intellectual, emotional, 6. The Autonomous Learner
imaginational, sensual, psychomotor • creates new opportunities in the
environment he/she is in. A leader
RENZULLI’S THREE-RING CONCEPT OF both in school and in the
GIFTEDNESS community. Has a great sense of
independence and personal power.

EDUCATIONAL APPROACHES
• Identification and Assessment
involve both subjective and
objective measures

1. Multi-dimensional Screen:
• Nomination
• Teacher report of student’s abilities
• Family history and student’s
background
• Peer identification
✔ General and Specific abilities • Inventory of student’s interests and
✔ Motivation turned into Action achievements
✔ Fluency, flexibility, and Originality of • Variety of tests
Thought 2. Development of Profile
3. Coordinator (decision to refer to
TYPES OF GIFTED LEARNERS committee)
 4. Parent consent
5. Committee
6. Meeting for Consideration
7. Parent decision
8. Placement in Appropriate
Gifted/Talented Program

Acceleration - modifying the pace at which the

student moves through the curriculum.
• Early entrance
• Grade skipping
• Self-paced instruction
• Subject-matter acceleration
• Combined classes
• Curriculum compacting
• Telescoping curriculum
• Mentorship
• Extracurricular programs
• Concurrent enrolment
• Advanced placement
• Credit by examination
• Correspondence/Online courses
• Early entrance into junior high school or
college

Enrichment - probing or
studying a subject at a greater depth than
would occur in the regular curriculum.
• Adding more to the traditional subject
matter content
• let students investigate topics of
interest in greater detail that is
ordinarily possible with the standard
school curriculum.
• Project-based activities that have
real-life connections, direction, and
specified outcomes.
• Co-curricular and extra-curricular
activities
• International Experiences
• Summer Programs
 1. Limitations in present functioning
WEEK 6 2. Valid assessment
LEARNERS WITH INTELLECTUAL 3. Limitations often coexist with
DISABILITY strengths
4. Develop a profile of needed supports
5. Appropriate personalized support
I. DEFINITION

Classifications:
The Individuals with Disabilities
Education Act or IDEA
● Intellectual functioning is assessed
- significantly subaverage general
with an exam by a doctor and
intellectual functioning
through standardized testing
- Occurs when deficits in adaptive
● Standardized testing is used as part
behavior is present during child’s
of diagnosing the condition
early years
● A full scale IQ score (70-75)
indicates a significant limitation in
Specifies three criteria for a diagnosis
intellectual functioning
1. Significantly subaverage intellectual
functioning [Score of 2 or more
Intellectual disabilities and people
standard deviation below the mean
diagnosed were classified by their degree
on a standardized intelligence test
(IQ score) of intellectual impairment—
(70 or less)]
1. Mild - 50-55 to 70
2. Significant difficulty with tasks of
2. Moderate - 35-40 to 50-55
everyday living (or called adaptive
3. Severe - 20-25 to 35-40
behavior)
4. Profound - Below 20-25
3. The deficits in intellectual functioning
and adaptive behavior must occur
II. CAUSES
during the developmental period
- More than 350 risk factors
associated with ID.
The American Association on Intellectual
and Developmental Disabilities (AAIDD)
Approximately 35% of cases have a genetic
cause, another third involve external trauma
- significant limitations in both
or toxins, and etiology remains unknown for
intellectual functioning and adaptive
another third of cases (Heikua et al., 2005;
functioning and stipulates that the
Szymanski & King, 1999).
disability originates before the age
of 18 years.
Etiologic factors associated with
intellectual disabilities that the AAIDD
Five assumptions that are essential to
categorizes
the understanding and applying the
1. Prenatal (before birth)
definition for diagnosis and
2. Perinatal (during or shortly after birth)
classification:
3. Postnatal (after birth)
 - Each of these etiologic factors can - environmental influences such as
be classified further as biomedical or poverty, minimal opportunities to
environmental (social, behavioral, develop early language, child abuse
educational). and neglect, or chronic social or
A. BIOMEDICAL CAUSES (genetic) sensory deprivation.
- two-thirds of individuals with more
severe levels of intellectual III. EDUCATIONAL APPROACHES
disabilities - Curriculum should focus on
- Down and fragile X syndrome are functional skills that will help
most common genetic causes of ID students succeed in self-care,
vocational, domestic, community,
PRENATAL CONDITIONS and leisure domains.
1. Down syndrome - chromosomal
abnormality; 21st set of A. Learning Characteristics:
chromosomes is triplet rather than
pair. ● LEARNING RATE - CWID acquire
2. Fetal Alcohol Spectrum Disorder new knowledge and skills is well
(FASD) - Mother’s excessive alcohol below that of typical child
use during pregnancy has toxic ● MEMORY - CWID has difficulty
effects (highest risk during the first remembering information.
trimester of pregnancy) ● ATTENTION – CWID is typically
3. Fragile X syndrome - A triplet, slower to attend to relevant features
repeat mutation on the X of a learning task than typical
chromosome interferes with students
production of the FMR-1 protein ● GENERALIZATION AND
4. Phenylketonuria (PKU) - child is MAINTENANCE - CWID in
born without an important enzyme particular, fail to transfer, or
needed to break down an amino generalize, newly learned
acid knowledge and skills to settings or
5. Prader-willi syndrome - Caused by situations that differ from the
deletion of a portion of chromosome conditions where they learned those
15; hypotonia (floppy muscles) and skills.
may have to be tube fed. ● MOTIVATION - CWID exhibit an
6. Williams syndrome - Caused by apparent lack of interest in learning
deletion of material on the seventh or in problem-solving tasks
chromosome; cognitive functioning
ranges from normal to moderate ➢ Adaptive Behavior
levels of intellectual disability.
● SELF-CARE AND DAILY LIVING
B. ENVIRONMENTAL CAUSES SKILLS - dressing, eating, and
- 85% to 90% of all people with hygiene. Direct instruction and
intellectual disabilities environmental support such as
added prompts and simplified
 routines are necessary to ensure - Intelligence is a hypothetical
that deficits in these adaptive areas construct
do not seriously limit quality of life. - An IQ test measures only how a
● SOCIAL RELATIONSHIPS - child performs at one point in time
friendships and personal on the items included on the test
relationships present significant - IQ scores can change significantly
challenges for many CWID. Poor - Intelligence testing is not an exact
communication skills, inability to science
recognize the emotional state of - Intelligence tests can be culturally
others, and unusual or inappropriate biased
behaviors when interacting with - An IQ score should never be used
others can lead to social isolation as the sole basis for making a
(Matheson, Olsen, & Weisner, diagnosis of intellectual disability or
2007). a decision to provide or deny special
education services
B. Identification and Assessment - An IQ score should not be used to
determine IEP objectives.
The uses of assessment:
➢ Assessing Adaptive Behavior
- both individual students and the - Collection of conceptual, social, and
effectiveness of the special practical skills
programs.
- Student assessment is designed to Three frequently used instruments for
capture the strengths and assessing adaptive behavior:
weaknesses of individual students 1. Conceptual—using language for
and to determine whether the speaking, reading, writing; using
student is eligible for special number concepts such as those
education services involved in counting and telling time
2. Social—getting along with others,
being a responsible group member,
solving social problems, following
rules and obeying laws, avoiding
being victimized
3. Practical skills—daily living
activities such as dressing, toileting,
● Theoretically, about 2.3% of the and food preparation; job skills;
population falls 2 or more standard healthcare, traveling in the
deviations below the mean, which community, following schedules,
the AAIDD calls “significantly maintaining one’s health and safety,
subaverage.” making purchases; and using the
● IQ of 75 or higher - with ID phone (adapted from AAIDD, 2015a)

➢ Intellectual Functioning ➢ Adaptive Behavior Scale-School

 - Part 1 contains 10 domains related
to independent functioning and daily
living skills (e.g., eating, toilet use,
money handling, numbers, time);
- Part 2 assesses the individual’s level
of maladaptive (inappropriate)
behavior in seven areas (e.g.,
trustworthiness, self-abusive
behavior, social engagement).
➢ AAIDD Diagnostic Adaptive
Behavior Scale (DABS)
- Use with individuals from 4-21 y.o to
have significant limitations in
adaptive behavior

➢ Vineland Adaptive Behavior

Scales (VABS)
- Use with children ages 3-12

➢ Developing the Individual

Education Program
- emerged from concerns about what
was happening in the newly formed IV. CURRICULUM GOALS
special classes for children with
disabilities. Although these students ● Academic Curriculum - Functional
had been removed from the Academics or the “most useful parts”
inappropriate regular classroom of reading, writing, arithmetic, and
curriculum, concerns arose about science (Browder & Spooner, 2006)
what they were getting in its stead in ● Functional Curriculum - Practical
the special classroom. skills

B. Assessment for Educational ➢ Individualized Education Program

Placement Transitions The individualized education
program (IEP) - written document
● EARLY INTERVENTION that is developed for each eligible
(Individualized Family Service Plan) child with a disability. It includes
● K-12 (Individualized Educational - A statement of the child’s present
Plan) levels of academic achievement and
● TRANSITION PROGRAM TO functional performance, including:
COMMUNITY LIVING/ - How the child’s disability affects the
VOCATIONAL EDUCATIONAL child’s involvement and progress in
(Individual Transition Plan) the general education curriculum
(i.e., the same curriculum given to
 nondisabled children) or for
preschool children

V. STRATEGIES AND INSTRUCTIONAL

METHODS

- Assess each student’s present

levels of performance to identify and
prioritize the most important
instructional targets.
- Define and task-analyze the new
knowledge or skills to be learned.
- Design instructional materials and
activities so the student has frequent
opportunities to respond in the form
of guided and independent practice.
- Provide and then fade prompts and
cues so the student can respond to
naturally occurring stimuli.
- Provide systematic consequences
for student performance in the form
of contingent reinforcement,
instructional feedback, and error
correction.
- Incorporate fluency-building
activities into lessons.
- Use strategies to promote the
generalization and maintenance of
newly learned skills.
- Conduct direct and frequent
measurements of student
performance and use those data to
inform instructional decisions.

VI. TEACHING APPROACHES

1. Task analysis
2. Active Student Response
3. Accomodation
4. Modification
5. Differentiated Instruction
6. UDL
WEEK 7

Differentiated instruction
Universal Design for Learning
- Teaching the same material to all
students using a variety of instructional - is a design framework that focuses on
strategies or may require the teacher to supporting student success for all students with
deliver lessons at varying levels of diverse learning and life needs, not just those
difficulty based on the ability of each with exceptional abilities or who need special
student. help.

4 areas to differentiate instruction Reduce barriers or impediments in the

1. Content - what the student needs to classroom to access of entry for everyone
learn or how the student will get access Increase access so that all students have greater
to the information opportunity to succeed.
2. Process- activities in which the student
engages in order to make sense of or UDL strategies may reduce the need for some
master the content accommodations for students with certain
3. Product- culminating projects that ask disabilities but will not eliminate the need for
the student to rehearse, apply, and all accommodations. UDL center the models
extend what he/she has learned in a the for social justice to support all diverse learning
topic needs. It provides structure to rethinking on
4. Learning Environment- classroom how you can effectively design learning in the
works and feels classroom

Three principles of UDL

Learner with Learning Disability ● Engagement- teacher can make an
interesting content to motivate the
- means a disorder in one or more of the basic student to learn.
psychological processes involved in ● Representation- information to the
understanding or in using language, spoken or student as they work to develop
written, that may manifest itself in the disciplinary knowledge. Provide
imperfect ability to listen, think, speak, read, materials and resources formats and
write, spell, or to do mathematical calculations, techniques
including conditions such as perceptual ● Action and Expression- students seek to
disabilities, brain injury, minimal brain demonstrate the knowledge, We can
dysfunction, dyslexia, and developmental assess how students demonstrate their
aphasia. skills and knowledge.
 communication exchanges with their
1. A severe discrepancy between the student’s parents were more likely to show
intellectual ability and academic achievement deficits in vocabulary, language use and
intellectual development before
2. An exclusion criterion—the student’s entering school.
difficulties are not the result of another known -“many children who are labeled
condition that can cause learning problems ‘learning disabled’ exhibit a disability
not because of anything wrong with
3. A need for special education services
their perception, synapses, or memory,
but because they have been seriously
Three Criteria mis taught”

Types of Learning Disability

1.Ability-Achievement Discrepancy- Severe
discrepancy between the expected and actual ➢ Dyslexia (Learning disabilities in
Achievement. reading)
2. Exclusion- SLD are not the “primary result” of - Basic reading problems occur when
other conditions that can impede learning there is difficulty understanding the
3. Need for Special Education- Specific and relationship between sounds, letters
severe learning problems despite standard and words.
educational efforts and therefore need specially -Reading comprehension problems
designed instruction to meet their unique occur when there is an inability to grasp
needs. the meaning of words, phrases, and
paragraphs.
CAUSES -Signs of reading difficulty include
problems with:
● Brain Damage or Dysfunction
- LD are “presumed to be due to central • Letter and word recognition
nervous system dysfunction”
-Don’t place too much emphasis on • Understanding words and ideas
theories linking LD to brain damage or
dysfunction. • Reading speed and fluency
1. Not all children with LD display
medical evidence of brain damage. • General vocabulary skills

2. It could be a built-in excuse for ➢ Dysgraphia (Learning disabilities in

providing ineffective instruction. writing)
-Learning disabilities in writing can
3. It will not alter the form or intensity involve the physical act of writing or the
of instructional interventions. mental activity of comprehending and
synthesizing information. Basic writing
● Heredity disorder refers to physical difficulty
-Genetics may account for some family forming words and letters. Expressive
links with reading disabilities. writing disability indicates a struggle to
● Environmental Factors
-Children who received infrequent
 organize thoughts on paper. and spell. An inability to distinguish
subtle differences in sound, or hearing
sounds at the wrong speed make it
-Symptoms of a written language difficult to sound out words and
learning disability revolve around the understand the basic concepts of
act of writing. They include problems reading and writing.
with: -Problems in visual perception include
missing subtle differences in shapes,
• Neatness and consistency of writing reversing letters or numbers, skipping
words, skipping lines, misperceiving
• Accurately copying letters and words
depth or distance, or having problems
• Spelling consistency with eye–hand coordination.
➢ ADHD – Attention deficit hyperactivity
• Writing organization and coherence disorder (ADHD)
- Children with ADHD often have
➢ Dyscalculia (Learning disabilities in problems sitting still, staying focused,
math) following instructions, staying
-A child with a math-based learning organized, and completing homework.
disorder may struggle with
memorization and organization of Educational Approaches
numbers, operation signs, and number
“facts”. ➢ Reading
-Children with math learning disorders -It is characterized by difficulties with
might also have trouble with counting accurate and/or fluent word recognition
principles (such as counting by twos or and by poor spelling and decoding
counting by fives) or have difficulty abilities.
telling time. ➢ Criterion- referenced tests
➢ Dyspraxia (Learning disabilities in ➢ Curriculum-based measurement (CBM)
motor skills) ➢ Direct and Daily Measurement
-Motor difficulty refers to problems ➢ READING COMPREHENSION
with movement and coordination -Evidence-based practices for teaching
whether it is with fine motor skills reading comprehension include
(cutting, writing) or gross motor skills answering questions, using
(running, jumping). self-questioning to monitor
➢ Aphasia/Dysphasia (Learning comprehension, completing graphic
disabilities in language) organizers, examining text structure,
-Language and communication learning and summarizing
disabilities involve the ability to ➢ Writing
understand or produce spoken -Compared with their peers without
language. disabilities, students with learning
➢ Auditory and Visual Processing disabilities produce written passages
Problems (Auditory processing that are much shorter, less detailed, and
disorder) lacking focus
-The ability to hear things correctly ➢ Criterion- referenced tests
greatly impacts the ability to read, write ➢ Curriculum-based measurement (CBM)
➢ Direct and Daily Measurement Identification and Assessment
➢ Explicit Instruction
-Students can learn to self-monitor their ● Intelligence and Achievement Tests
writing and correct errors. Teachers can -Standardized IQ tests and individual
create individualized self-monitoring achievement tests are typically
checklists that target specific editing administered during the referral process
skills. to determine eligibility for special
➢ Math education services under the learning
➢ -Numerical reasoning and calculation disabilities category.
pose major problems for many students ● Criterion-referenced Tests
with learning disabilities; they perform -The pre-test assesses the student’s
lower than typically achieving students entry level to determine which aspects
on every type of math problem at every of the program she is ready to learn; the
grade level post-test evaluates the effectiveness of
➢ Criterion- referenced tests the program. Criterion-referenced tests
➢ Curriculum-based measurement (CBM) can be, and often are, informally
➢ Direct and Daily Measurement developed by classroom teachers.
➢ Content Area Instruction ● Curriculum-Based Measurement
-A combination of poor reading, -CBM is a formative assessment method
listening, note-taking, and study skills, in that it provides information on
compounded by a limited store of student learning as instruction takes
background knowledge, makes place over time. By contrast, the results
obtaining needed information from of a summative assessment cannot be
reading, lectures, and homework used to inform instruction because it is
assignments a daunting task for conducted after instruction has been
students with learning disabilities. completed (e.g., at the end of a grading
➢ Curriculum-based measurement (CBM) period or school year).
➢ Direct and Daily Measurement
WEEK 9
HEARING IMPAIRMENT

I. DEFINITION
Individual with Disabilities Education Act
(IDEA) definition:

● HEARING LOSS - means a loss in

hearing, whether permanent or
fluctuating
● DEAFNESS - A hearing loss that is
so severe that the child is impaired
in processing linguistic information
through hearing.
● RESIDUAL HEARING - ability to
hear some sounds even if a hearing
loss exists.
- sensorineural hearing loss -
can't hear sound of a certain
frequency (aid: hearing aids /
surgery)

THREE QUALIFICATIONS:

● Receive special education because

of hearing loss comprise an
extremely heterogeneous group
● The effects of hearing loss on a
child’s communication and language
skills, academic achievement, and
social and emotional functioning
● Generalizations about how deaf
people are supposed to act and feel
must be viewed with extreme
caution.

CHARACTERISTICS:

● ENGLISH LITERACY - A child with

a hearing loss—especially a
prelingual loss of 90 dB or
greater—is at a significant
disadvantage in acquiring English
language skills. (e.g. Smaller
vocabularies as per American
 Speech-Language-Hearing sex chromosome and passes it on to male
Association [ASHA], 2015c) offspring (about 2% to 3% of hereditary
● SPEAKING - difficult to understand hearing loss)
because they omit quiet speech
sounds they cannot hear (e.g. /s/, B. MATERNAL RUBELLA (German
/sh/, /f/, /t/, & /k/.) measles) - Relatively mild symptoms but
● ACADEMIC ACHIEVEMENT - lag can cause deafness (aid: vaccine)
behind their general education peers
in academic achievement (e.g. C. CONGENITAL CYTOMEGALOVIRUS -
reading and math) viral infection; •Approximately 1 in 150
children are born with congenital CMV, and
10% to 20% of those may later develop
Note: Academic performance must not be hearing loss
equated with intelligence. Deafness
imposes no limitations on the cognitive D. PREMATURITY - Early delivery and low
capabilities of individuals, and some deaf birth weight
students read very well and excel
academically (Karchmer & Mitchell, 2011; III. CAUSES OF ACQUIRED HEARING
Williams & Finnegan, 2003). LOSS

A. OTITIS MEDIA - A temporary, recurrent

infection of the middle ear. Can result in a
● SOCIAL FUNCTIONING - Children buildup of fluid and a ruptured eardrum,
with hearing loss are more likely to which causes permanent conductive
have behavioral difficulties in school hearing loss.
and social situations. These social
problems appear to be more B. MENINGITIS - leading cause of post
frequent in children with mild or lingual hearing loss; bacterial or viral
moderate hearing loss than in infection of the central nervous system
those with severe to profound losses
(ASHA, 2015c). C. MÉNIÈRE’S DISEASE - A disorder of
the inner ear; characterized by sudden and
unpredictable attacks of vertigo (dizziness)
II. CAUSES OF CONGENITAL HEARING
LOSS
D. NOISE EXPOSURE - Noise-induced
hearing loss- (NIHL) (all emitting sounds
A. GENETIC FACTORS
from 120 dB to 150 dB. Prolonged or
repeated exposure to noise above 85 dB
1. Autosomal dominant hearing loss -
can cause hearing loss.)
one parent passess the gene (50%
probability)
2. Autosomal recessive hearing loss -
both parents typically have normal hearing
and carry a recessive gene. (Approximately
80% of inherited hearing loss is caused by
ARHL; 25% probability)
3. X-linked hearing loss - mother carries
the recessive trait for hearing loss on the
HOW DO WE HEAR?
IV. TYPES OF HEARING LOSS Described in terms of:
● Unilateral - HL in one ear; learn
1. Conductive hearing impairment - speech and language
problem with the conduction, or ● Bilateral - HL in both ears;
transmission, of sound vibrations to the hard-of-hearing
inner ear
2. Sensorineural hearing loss (SNHL) - Age of onset
caused by damage to the inner ear ● Congenital - present at birth
(cochlea) ● Acquired or Delayed - sometime
a. Sensory HL - damage to the later in life (after age 2 years)
cochlea ● Prelingual - HL occurred before
b. Neural HL - abnormality of the development of spoken-language
auditory nerve pathway ● Postlingual - HL occured after
3. Mixed hearing loss - problems in the development of spoken-language
outer ear, as well as in the middle or inner
ear

V. EDUCATIONAL APPROACHES

A. Oral / aural approach

1. Auditory learning - teaching
awareness of sound. Child to learn
to listen/learn by listening.
2. Speechreading - process of
understanding a spoken message by
observing the speaker’s lip
movements, facial expressions, eye
movements, and body gestures.
3. Cued speech - helps students
identify syllabic and phonetic
features of speech that cannot be
distinguished through
speechreading.

B. Total communication
1. Fingerspelling - used to spell out
proper names for which no signs
exist and to clarify meanings
2. Manually coded english - refers to
several educationally oriented sign
systems, such as Signing Essential
English (commonly known as SEE
3. American Sign Language and the
Bilingual-Bicultural Approach -
 ASL is a visual-spatial language in audiometers deliver tones in 5-dB
which the shape, location, and increments from 0 to 120 dB, with
movement pattern of the hands; the each decibel level presented in
intensity of motions; and the signer’s various frequencies, usually starting
facial expressions all communicate at 125 Hz and increasing in octave
meaning and content. intervals (doubling in frequency) to
8,000 Hz.
VI. ASSESSMENT 3. Speech reception test - the lowest
- Auditory brain-stem response and
decibel level at which the individual
otoacoustic emission are two
can repeat half of the words, is
methods of screening for hearing
measured and recorded for each ear
loss in infants.
4. Alternative audiometric
- A formal hearing test generates an
techniques - Behavior observation
audiogram, which graphically shows
audiometry is a passive assessment
the intensity of the faintest sound an
procedure in which the child’s
individual can hear 50% of the time
reactions to sounds are observed. A
at various frequencies
sound is presented at an increasing
- Hearing loss is classified as slight,
level of intensity until a response,
mild, moderate, severe, or profound,
such as head turning, eye blinking,
depending on the degree of hearing
or cessation of play, is reliably
loss.
observed.

1. Assessment of infants - The Joint

Committee on Infant Hearing (2013)
recommends that all infants be
screened by 1 month of age. Today
a “1-3-6” model of Early Hearing
Detection and Intervention programs
in most states is working toward the
goal of having all babies being
screened by 1 month, diagnosed by
3 months, and enrolled in early
intervention programs no later than 6
months of age.
2. Pure tone audiometry - used to
assess the hearing of older children
and adults.
- The test determines how loud
sounds at various frequencies must
be for the child to hear them. The
examiner uses an audiometer, an
electronic device that generates
pure tones at different levels of
intensity and frequency. Most
 visual information with tactile and auditory
input.

Characteristics

Cognition and Language

-Perform more poorly than sighted
WEEK 10 children do on cognitive tasks that
need comprehension, or relating
Visual Impairment different items of information.
-Impairment or absence of vision
makes it difficult to see the
-is the functional limitation of the eye or connections between experiences.
eyes or the vision system that even with -Abstract concepts, analogies, and
correction idiomatic expressions can be quite
- It is a general term for a visual loss or a difficult for children who cannot see.
continuum of loss of sight
Motor Development and Mobility
Blindness -Blindness or severe visual
-Legal blindness is defined as visual acuity impairment often leads to delays or
of 20/200 or less in the better eye with the deficits in motor development.
use of a corrective lens -The absence of sight or clear vision,
reduces the motivation to move
-A person whose field of vision is restricted .-Vision plays four important
to an area no greater than 20 degrees is functions in the acquisition of motor
considered legally blind. (Social Security skills:
Administration, 2015) -Motivation
-Spatial Awareness
Blindness & Low Vision -Protection
-Feedback
-One who is totally blind receives no useful
information through the sense of vision and Social Adjustment and Interaction
uses tactile and auditory senses for all
learning. -Children with visual impairments play and
interact less during free time and are often
-One who is functionally blind has so little delayed in the development of social skills
vision that s/he learns primarily through the - Visual impairment gives the inability to see
tactile and auditory senses, yet may be able and respond to the social signals of others
to use limited vision to supplement the that it reduces opportunities for reciprocal
information received from the other senses interactions.
and to assist with certain tasks (e.g., moving
about the classroom). Causes

-A person with low vision uses vision as a -Congenital or present at birth

primary means of learning but supplements -Adventitious or acquired
Note: Most visual impairments of -The eye is shorter than normal, preventing
school-age children are congenital. the light rays from converging on the retina.

Three broad categories of Causes of -A person with hyperopia has difficulty

visual impairments: seeing near objects clearly but can focus
well on more distant objects.

Refractive Errors Cataract

-Refraction is the process of bending light
rays when they pass from one transparent -A cloudiness forms in the lens that blocks
structure into another. The size and shape the light necessary for seeing clearly.
of the eye of some persons prevent the light -It causes blurred, distorted, or incomplete
rays from focusing clearly on the retina. vision
-most often a result of aging but could also
-Structural Impairments be hereditary, caused by injury, malnutrition,
-Poor development of, damage to, or or rubella during pregnancy
malfunction of one or more parts of the
eye’s optical or muscular systems can Glaucoma
cause visual impairments.
-Abnormally high pressure within the eye
-Cortical Visual Impairments caused by disturbances or blockages of the
fluids that normally circulate within the eye
-Reduced visual functioning due to known -vision is impaired or lost entirely when the
or suspected damage to or malfunction of increased pressure damages the retina and
the parts of the brain that interpret visual optic nerve
information can cause visual impairments.
-Causes of cortical visual impairments Nystagmus
include insufficient oxygen at birth (anoxia),
head injury, hydrocephalus, and infections -A rapid, involuntary, back-and-forth
of the central nervous system, movement of the eyes in a lateral, vertical,
or rotary direction that can cause problems
Types of Visual Impairments in focusing and reading.

Myopia (Near-sightedness) Strabismus

-The eye is longer than normal from front to
back, causing the image to fall in front of the -An inability to focus on the same object
retina instead of exactly on it. with both eyes because of the imbalance of
the eye muscles that creates an inward or
-A person with myopia can see near objects outward deviation of one or both eyes.
clearly; but more distant objects are blurred
or not seen at all. Albinism

Hyperopia (Farsightedness) -A hereditary condition characterized by a

lack of pigmentation in the eyes, skin, and
hair which results in moderate to severe
visual impairment by reducing visual acuity -The most common genetic disease of the
and causing nystagmus. eye; it causes gradual degeneration of the
retina
Amblyopia
-First symptom is usually difficulty seeing at
- A reduction in or loss of vision in the night followed by loss of peripheral vision
weaker eye from lack of use; caused by
strabismus, unequal refractive errors, or Educational Approaches
opacity of the lens or cornea
Visual acuity
-Close work may result in eye fatigue, loss
of place, or poor concentration; seating -the ability to clearly distinguish forms or
should favour the functional eye. discriminate among details
-is most often measured by reading letters,
Astigmatism numbers, or other symbols from the Snellen
Eye Chart
-Distorted or blurred vision caused by
irregularities in the cornea or other surfaces Braille
of the eye that produce images on retina not
in equal focus (refractive error) -The primary means of literacy for people
who are blind.
-Loss of accommodation when objects are
brought close to the face that afflicted -It is a tactile system of reading and writing
person may complain of headaches and in which letters, words, numbers, and other
fluctuating vision. systems are made from arrangements of
raised dots.
Diabetic retinopathy
Classroom Modifications and
-A leading cause of blindness in adults, Adaptations for Students with Low
impaired vision is a result of hemorrhages Vision
and the growth of new blood vessels in the
area of the retina due to diabetes. -Ensure proper lighting

Macular Degeneration
-Use desks with adjustable or tilting tops to
-Central area of the retina gradually avoid bending over and casting a shadow
deteriorates, causing loss of clear vision in as they read or write.
the center of the visual field; common in
older adults but fairly rare in children
-Use writing paper with a dull finish to
Retinitis pigmentosa (RP) reduce glare
-Arrange furniture to provide clear traffic -Include hardware and software that
paths, routes or pathways that are safe and magnify screen images and
accessible speech-recognition software that enables
the user to tell the computer what to do and
- do not stack shelves and containers higher software that converts text files to
than shoulder height. synthesized speech

-Have materials in a consistent location. Orientation

-For students with little or no functional - knowing where you are, where you are
vision, use different floor textures going, and how to get there by interpreting
(differentiating between tile and carpeted information from the environment.
areas) to provide extra tactual clues.
Mobility
-Tack or tape down rugs and any electrical
cords. - moving safely and efficiently from one
point to another
Use of Tactile Devices
Cane Skills
Cranmer Abacus
-The long cane the most widely used device
-adapted to assist students who are blind in by adults with severe visual impairments
learning number concepts and making who travel independently. (Kim & Emerson,
calculations. Tactile Experience Books 2014).

Tactile experience Book Guide Dogs

-created by attaching artifacts from actual -Fewer than 2% of people with visual
events experienced by the children to the impairments travel with the aid of a guide
pages of a simple and sturdy book to help dog that wears a special harness and has
them acquire book concepts and early been trained to follow several basic verbal
literacy skills commands and to ensure the traveller's
safety. (Hill & Snook-Hill,1996).
Use of Optical Devices
Sighted Guides
-glasses and contact lenses
-trained persons to assist the blind
-small handheld telescopes,
-The laser beam cane converts infrared light
-magnifiers placed on top of printed pages.
into sound as the light beam strikes objects
in the traveller's path.
Use of Assistive Devices
- a flashlight-sized device that bounces
Computer Technology ultrasound off objects and gives the traveller
information on the distance and location of
obstacles through changes in vibration.

• Navigation Apps using GPS

• Wearable Assistive/Navigation Device