th

SOUTHERN PENINSULA COLLEGE

Corner Padre Zamora – Labiano Streets
Gil Sanchez, Labason, Zamboanga del Norte

FACILITATING
LEARNER-CENTERED
TEACHING

Name of Student: __________________________________________________________________________

Course/Year/Section: _______________________________________________________________________
Contact Number/email/messenger account______________________________________________________
______________________________________________________________________

MARIFE P. CABALES
Instructor
Contact #: 09275430448
 PRETEST
Give your idea to the following question: (5 points)

1. What is metacognition?

2. What are the 14 learner-centered principles in the teaching-learning process?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
 Lesson 1: METACOGNITION
LEARNINGI OUTCOMES:
• Explain metacognition in your own words
• Apply metacognitive strategies in your own quest for learning as a novice or an expert learner

CONTENT
What is metacognition? This appears to be such a high-sounding word that some people are
confused about even before they actually spend time to find out what it really means. It is not at all that
complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you
are experiencing some difficulty with a topic you are studying, and you try out different strategies to learn
better, you are practicing metacognition. The word maybe long, seems to be so intangible but it is worth
focusing on because it can help you to be a more successful learner. When you become a teacher, it can
also help your students to learn more efficiently and effectively.
The term ‘metacognition’ was coined by John Flavell. According to Flavell (1979, 1987),
metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation.
Metacognition, simply put, is “thinking about thinking” or “learning how to learn”. It refers to higher order
thinking which involves active awareness and control over the cognitive processes engaged in learning.
Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can
be used to control cognitive processes. Flavell further divides metacognitive knowledge into three
categories: knowledge of person variables, task variables and strategy variables.
• Person Variables. This includes how one views himself as a learner and thinker. Knowledge
of person variables refers to knowledge about how human beings learn and process information,
as well as individual knowledge of one’s own learning processes. For example, you may be aware
that you study more effectively if you study very early in the morning than late in the evening,
and that you work better in a quiet library than at home where there are a lot of things that make
it hard for you to focus and concentrate.
• Task Variables. Knowledge of task variables include knowledge about the nature of the
task as well as the type of processing demands that it will place upon the individual. It is about
knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of
effort it will demand from you. For example, you may be aware that it takes more time for you to
read and comprehend a book in educational philosophy than it is for you to read and comprehend
a novel.
• Strategy Variables. Knowledge of strategy variables involves awareness of the strategy you
are using to learn a topic and evaluating whether this strategy is effective. If you think your
strategy is not working, then you may think of various strategies and try out one to see if it will
help you learn better. Terms like meta-attention and meta-memory are related to strategy
variables. Meta-attention is the awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand. Meta-memory is your awareness of memory
strategies that work best for you.

These three variables all interact as you learn and apply metacognition. Omrod includes the following
in the practice of metacognition:
 o Knowing the limits of one’s own learning and memory capacities
o Knowing what learning tasks one can realistically accomplish within a certain amount of time
o Knowing which learning strategies are effective and which are not
o Planning an approach to learning task that is likely to be successful
o Using effective learning strategies to process and learn new material
o Monitoring one’s own knowledge and comprehension. In other words, knowing when
information has been successfully learned when it’s not
o Using effective strategies for retrieval of previously stored information
o Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure
that a goal is met.

Metacognitive Strategies to Facilitate Learning

Metacognition involves knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition: (Work hard in applying
these strategies now in your role as a student. It will surely be a rewarding learning experience for you.)
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
TQLR - This can be taught to younger students (primary grades). It is a
metacognitive strategy before listening to a story or presentation.
o T is for Tune In. it is first important for the learner himself to be aware that he is
paying attention, and that he is ready to learn.
o Q is for Question. The learner is given questions or he thinks of questions about
what he will soon learn.
o L is for Listen. The learner then intentionally exerts effort to listen. He becomes
aware if he is momentarily detracted and goes back to listen again.
o R is for Remember. The learner uses ways or strategies to remember what was
learned.
PQ4R - This is usually for older students in the intermediate levels and onwards.
This strategy is used to study a unit or chapter.
o P – Preview. Scan the whole chapter before delving on each paragraph. Check
out the objectives. Look for outlines or advance organizers that will give you an
idea about the important topics and ideas in the chapter. Read the summary of
the chapter first. (But please don’t stop at the summary alone. No. No. No. This is
not a good idea at all. Read the whole chapter!)
o Q- Question. Read the guide questions provided, or think of your own
questions about the topic.
o R – Read. Check out subheading as you read. Pay attention on words that
are printed in bold or italicized. Find out the meaning of words that are not clear
for you. Use a marker or colored pencil to highlight important words or phrases.
(Do not highlight the whole paragraph.)
o R – Recite. Work on answering the questions you had earlier.
 o R – Review. Pinpoint topics you may need to go back to and read in order to
understand better.
o R – Reflect. Think about what you read. Is everything clear to you? What are
the main points you learned? How is this relevant or useful to you?

3. Have students make predictions about information to be presented next based on what they have
read.
4. Have students relate ideas to existing knowledge structures. (It is important to have relevant
knowledge structures well learned.)
5. Have students develop questions; ask questions of themselves, about what’s going on around
them (Have you asked a good question today?)
6. Help students to know when to ask for help. (He/She must be able to self-monitor; require
students to show how they have attempted to deal with the problem of their own.)
7. Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks.

NOVICE and EXPERT LEARNERS

Differences Between Novice and Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Have limited knowledge in the have deeper knowledge in different subject
subject areas different subject areas areas because they look for
interrelationships in the things they learn
Problem solving Satisfied at just scratching the First try to understand the problem, look for
surface; hurriedly gives a boundaries, and create a mental picture of
solution to the problem the problem.
Learning/Thinking Employ rigid strategies that Design new strategies that would be
Strategies may not be appropriate to the appropriate to the task at hand
task at hand
Selectivity in Attempt to process all Select important information to process;
Processing information they receive able to breakdown information to
manageable chunks
Production of output Do not examine the quality of Check their errors and redirect their efforts
their work, nor stop to make to maintain quality output.
revisions

ACTIVITY

Conduct a metacognitive observation based on the procedures below: (Source: Prof. Joanna M. Grymes,
PhD. Of Arkansas University)
Metacognitive Observation
1. Interview 3 different children: one age 4-6, one age 7-9, one age 10 and older.
 Develop a list of 10 UNRELATED but common words. Take a familiar story (like a fairy tale or fable)
and rewrite it so it is OUT OF ORDER. (It may help to actually write out the story so that you do
tell it out of order.)

LESSON 2: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

LEARNING OUTCOME/S:
• Explain the 14 principles

CONTENT
The following 14 Psychological Principles pertain to the learner and the learning process. The 14 principles
have the following aspects:
• They focus on psychological factors that are primarily internal to and under the control of the
learner rather than conditioned habits or physiological factors. However, the principles also
attempt to acknowledge external environment or contextual factors that interact with these
internal factors.
• The principles are intended to deal holistically with learners in the context of real-world learning
situations. Thus, they are best understood as an organized set of principles; no principle should
be viewed in isolation.
• The 14 principles are divided into those referring to (1) cognitive and metacognitive, (2)
motivational and affective, (3) developmental and social, and (4) individual differences factors
influencing learners and learning.
• Finally, the principles are intended to apply to all learners – from children, to teachers, to
administrators, to parents, and to community members involved in our educational system.

COGNITIVE and METACOGNITIVE FACTORS

1. Nature of the learning process
The learning of a complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.
2. Goals of the learning process
The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in meaningful
ways.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology and
instructional practices.

MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation. Motivation to
learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and
goals, and habits of thinking.
8. Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners’ motivation to learn, the willingness to exert effort is unlikely
without coercion.
DEVELOPMENTAL AND SOCIAL FACTORS
10. Developmental influences on learning
 As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional and social domains is considered.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations and communication
with others.

INDIVIDUAL DIFFERENCES
12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural and social
backgrounds are considered.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as well
as learning progress – including diagnostic process and outcome assessment – are
integral parts of the learning process.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge based. One’s existing knowledge serves as the foundation of all future learning.
2. Strategic processing and control. Learners can develop skills to reflect and regulate their
thoughts and behaviors in order to learn more effectively (metacognition).
3. Motivation and affect. Factors such as intrinsic motivation (from within), reasons for
wanting to learn, personal goals and enjoyment of learning task all have a crucial role in the
learning process.
4. Development and Individual Differences. Learning is a unique journey for each person
because each learner has his own unique combination of genetic and environmental factors that
influences him.
5. Situations or context. Learning happens in the context of a society as well as within an
individual.
 Lesson 3: REVIEW OF THEORIES RELATED TO THE LEARMERS’ DEVELOPMENT

LEARNING OUTCOMES”
• Explain the salient concepts and principles of the major development theories
• Apply these theories to teaching-learning situation

CONTENT

The ideas of the theorists that remain to be fundamental in the teacher’s understanding of the
learner’s development:
1. Lev Vygotsky
“The teacher must orient his work not on yesterday’s development in the child but on
tomorrow’s.”
• Emphasized the role of social interaction in learning and development.
• Scaffolding is the systematic manner of aiding the learner.
• He believed that guidance from a more knowledgeable other (MKO) would lead a learner
to a higher level of performance than if he were alone.
• His concept of zone of proximal development (ZDP) illustrates this.
2. Erik Erikson
“Healthy children will not fear life if their elders have integrity enough not to fear death.”
• Presented a very comprehensive framework of eight psycho-social stages of
development.
3. Lawrence Kohlberg
“Right actions tend to be defined in terms of general individual rights and standards that
have been critically examined and agreed upon by the whole society.”
• Proposed three levels of moral development (pre-conventional, conventional, and post-
conventional).
4. Jean Piaget
“The principal goal of education in the schools should be creating men and women who
are capable of doing new things, not simply repeating what other generations have
done.”
• Centered on the stages of cognitive development, namely the sensory-motor, pre-
operational, concrete-operational, and formal operational stages
5. Sigmund Freud
“The mind is like an iceberg, it floats with one-seventh of its bulk above water.”
• Emphasized the three components that make up one’s personality, the id (pleasure-
centered); ego (reality-centered) and superego (ego-ideal or conscience).
• Believed that an individual goes through the psychosexual stages of development: ORAL,
ANAL, PHALLIC, LATENCY and GENITAL stages.
6. Urie Bronfenbrenne
“We as a nation need to be reeducated about the necessary and sufficient conditions for
making human beings human. We need to be reeducated not as parents – but as workers,
 neighbors, and friends, and as members of the organizations, committees, boards – and,
especially, the informal networks that control our social institutions and thereby
determine the conditions of life for our families and their children.”
• Presented a model known as Bioecological Systems Theory – presents child development
within the context of relationship systems that comprise the child’s environment. The
model is comprised of microsystem, mesosystem, esosystem, macrosystem, and the
chronosystem.

ACTIVITY!
INSTRUCTIONS: Read more about the different theories related to learners’ development and
write a 5-minute non-stop reflection about it. Start your reflection with the statement below.

From the review of theories related to learners’ development I realized that…

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 Lesson 4: INDIVIDUAL DIFFERENCES

LEARNING OUTCOMES:
• Identify the different factors that bring about diversity in the classroom
• Demonstrate a positive attitude towards diversity as an enriching element in the
learning development
• Come up with teaching strategies that consider student diversity

CONTENT

Factors that bring about student diversity

1. Socioeconomic Status - The millionaire’s lifestyle differs from that of the middle income
or lower group.
2. Thinking / learning style - Some of you learn better by seeing something; others by
just listening; and still others by manipulating something.
3. Exceptionalities - in class there maybe one who has difficulty in spoken
language comprehension or in seeing, etc.

HOW STUDENT DIVERSITY ENRICHES THE LEARNING ENVIRONMENT

Read on to discover the benefits and learning opportunities that student diversity can bring to
your classroom.
1. Students’ self-awareness is enhanced by diversity. Exposing students to others with diverse
backgrounds and experiences also serves to help students focus on their awareness of
themselves.
2. Student diversity contributes to cognitive development. The opportunity to gain access to the
perspectives of peers and to learn from other students, rather than the instructor only, may be
especially important for promoting the cognitive development of learners.
3. Student diversity prepares learners for their rule as responsible members of society. Suzanne
Morse stresses one competency that has strong implications for instructional strategies that
capitalize on diversity: “The capacity to imagine situations or problems from all perspectives and
to appreciate all aspects of diversity.”
4. Student diversity can promote harmony. When student diversity is integrated into the classroom
teaching and learning process, it can become a vehicle for promoting harmonious race relations.

SOME TIPS ON STUDENT DIVERSITY

1. Encourage learners to share their personal history and experiences.
2. Integrate learning experiences and activities which promote students’ multicultural and cross-
cultural awareness.
3. Aside from highlighting diversity, identify patterns of unity that transcend group differences.
4. Communicate high expectations to students from all subgroups.
5. Use varied instructional methods to accommodate student diversity in learning styles.
6. Vary the examples you use to illustrate concepts in order to provide multiple contexts that are
relevant to students from diverse backgrounds.
7. Adapt to the students’ diverse backgrounds and learning styles by allowing them personal
choice and decision-making opportunities concerning what they will learn and how they will
learn it.
8. Diversify your methods of assessing and evaluating student learning.
9. Purposely, form small-discussion groups of students from diverse backgrounds. You can form
groups of students with different learning styles, different cultural background, etc.

ACTIVITY
Cite teaching strategies and explain how these teaching strategies consider student diversity.

-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------
 Lesson 5: LEARNING / THINKING STYLES AND MULTIPLE INTELLIGENCES

LEARNING OUTCOMES:
• Describe the different learning / thinking styles and multiple intelligences
• Pinpoint your own learning / thinking style/s and multiple intelligences
• Plan learning activities that match learners’ learning / thinking stiles and multiple intelligences

CONTENT

LEARNIG / THINKING STYLES

- Refer to the preferred way of an individual processes information.
- There are several perspectives about learning-thinking style. We focus on sensory
preferences and the global-analytic continuum.

SENSORY PREFERENCES. Individual tend to gravitate toward one or two types of sensory input and
maintain a dominance in one of the following types:
A. Visual Learners. These learners must see their teacher’s actions and facial
expressions to fully understand the content of a lesson. They tend to prefer sitting in front so no
one would block.
Rj Charde further breaks down visual learners into:
• Visual-iconic. - Those who prefer this form of input are more interested in visual
imagery such as film, graphic displays, or pictures in order to solidify learning.
• Visual-symbolic - those who prefer this form of input feel comfortable with
abstract symbolism such as mathematical formulae or the written word.
B. Auditory Learners. They learn best through verbal lectures, discussions, talking things
through and listening to what others have to say.
Auditory learners fall into two categories:
• The “Listeners”. This is the more common type. “Listeners” most likely do well in school.
• The “Talkers”. They are the ones who prefer to talk and discuss. They often find
themselves talking to those around them.
C. Tactile / Kinesthetic Learners. Persons benefit much from a hands-on approach, actively
exploring the physical world around them. They may find it hard to sit still for long periods. They
tend to prefer “learning by doing,” preferring the use of psychomotor skills to, say, abstract
thinking skills. They tend to have good motor memory and motor coordination.

GLOBAL-ANALYTIC CONTINUUM. Several theorists have tied the global-analytic continuum to the
left-brain/right-brain continuum. In accord with Roger Sperry’s model, the left-brain dominant individual
is portrayed as the linear (analytic), verbal, mathematical thinker while the right-brained person is one
who is viewed as global, non-linear and holistic in thought preferences.
s
 A. Analytic. Analytic thinkers tend toward the linear, step-by-step processes or learning. They
tend to see finite elements of patterns rather than the whole; they are the “tree seers”. They are
more comfortable in a world of details and hierarchies of information.
B. Global. Global thinkers learn towards non-linear thought and tend to see the whole
pattern rather than the particle elements. They are the “forest seers” who give attention only to
the overall structure and sometimes ignore details.

LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)

Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal 1. Visual
2. Responds to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Processes information linearly 4. Processes information in varied order
5. Responds to logic 5. Responds to emotion
6. Plans ahead 6. Impulsive
7. Recalls people’s names 7. Recall’s people’s faces
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less punctual
10. Prefers formal study design 10. Prefers sound/music background while studying
11. Prefers bright lights while studying 11. Prefers frequent mobility while studying

MULTIPLE INTELLIGENCES
The theory of multiple intelligences (MI) was first described by Howard Gardner in Frames
of Mind (1983). Gardner defines “intelligence” as “an ability or set of abilities that allows a person to solve
a problem or fashion a product that is valued in one or more cultures”.
His most current research indicates that there are nine distinct form of intelligences. The
nine kinds are:
1. Visual / Spatial intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing
concepts in action in order to understand them. The ability to ‘see’ things in one’s mind in planning
to create a product or solve a problem.
2. Verbal / Linguistic (Word Smart) – learning through the spoken and written word. This intelligence
is always valued in the traditional classroom and in traditional assessments of intelligence and
achievement.
3. Mathematical / Logical (Number Smart/Logic Smart) – learning through reasoning and problem
solving. Also, highly valued in the traditional classroom where students are asked to adapt to
logically sequenced delivery of instruction.
4. Bodily / Kinesthetic (Body Smart) learning through interaction with one’s environment. This
intelligence is the domain of “overly active” learners. It promotes understanding through concrete
experience.
5. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only
auditory learning but also the identification of patterns through all the senses.
 6. Intrapersonal (Self Smart) - learning through feelings, values and attitudes. This is a decidedly
affective component of learning through which students place value in what they learn and take
ownership for their learning.
7. Interpersonal (People Smart) – learning through interactions with others. Not the domain of
children who are simply “talkative” or “overly social.” This intelligence promotes collaboration
and working cooperatively with others.
8. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The
naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of
nature; it can be used in all areas of study.
9. Existential (Spirit Smart) – learning by seeing the “big picture”. “Why are we here?” “What is my
role in the world?” “What is my place in my family, school and community?” This intelligence
seeks connections to real world understanding and application of new learning.

Teaching Strategies Guided by Thinking / Learning Styles and Multiple Intelligence

1. Use questions of all types to stimulate various levels of thinking from recalling factual information
to drawing implications and making value judgments.
2. Provide a general overview of material to be learned, i.e., structured overviews, advance
organizers, etc., so that students’ past experiences will be associated with the new ideas.
3. Allow sufficient time for information to be processed and then integrate using both the right-and
left-brain hemisphere.
4. Set clear purposed before ant listening, viewing or reading experiences.
5. Warm up before the lesson development by using brainstorming, set induction, etc.
6. Use multisensory means for both processing and retrieving information.
7. Use a variety of review and reflection strategies to bring closure to learning.
8. Use descriptive feedback rather than simply praising.

ACTIVITY

What is/are your thinking / learning styles? What are your dominant multiple intelligences?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 Lesson 6: LEARNERS WITH EXCEPTIONALITIES

LEARNING OUTCOMES:
• Describe the basic categories of exceptional learners
• Define and distinguish the terms disability and handicap
• Demonstrate “people first” language when referring to exceptional learners and advocate for
its use.

CONTENT
As a future teacher, you would probably encounter learners with special needs, more so if
special education is your major. It is therefore necessary that you have both the right information and
proper attitude in dealing with special learners. Let us begin by differentiating the words disability and
handicap.

DISABILITY. It is a measurable impairment or limitation that “interferes with a person’s ability, for
example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or mental condition”
(Schiefelbusch Institute, 1996). The word disability has become the most accepted term, having replaced
the word handicap in federal laws in the US, one of which is the Individuals with Disabilities Education Act
(IDEA). IDEA is the law that provides comprehensive service and support for exceptional learners. Our very
own 1987 Philippine Constitution, Article XIV, Sec 2, uses the word ‘disabled’ in paragraph (5) “Provide
adult citizens, the disables, and out-of-school youth with training…

HANDOCAP. The word does not have the same meaning as disability. A handicap is a disadvantage that
occurs as a result of a disability or impairment. The degree of disadvantage (or the extent of the handicap)
is often dependent on the adjustment made by both the person and his environment.

CATEGORIES OF EXCEPTIONALITIES

Specific Cognitive or Academic Difficulties

• Learning Disabilities. Learning disabilities involve difficulties in specific cognitive processes like
perception, language, memory or metacognition that are not due to other disabilities like mental
retardation, emotional or behavioral disorders, or sensory impairments. Examples or learning
disabilities include dyslexia (reading), dyscalcula (number operations) and dysgraphia (writing).
• Attention-Deficit Hyperactivity Disorder. ADHD is manifested in either or both of these: (1)
difficulty in focusing and maintaining attention and (2) recurrent hyperactive and impulsive
behavior.
• Speech and Communication Disorders. There is difficulty in spoken language including voice
disorders, inability to produce the sounds…correctly, stuttering, difficulty in spoken language
comprehension that significantly hamper classroom performance.
Social / Emotional and Behavioral Difficulties
• Autism. Autism is a condition manifested by different levels of impaired social interaction
and communication, repetitive behaviors and limited interests. Individuals with autism usually
have an intense need for routine and a predictable environment.
• Mental Retardation. Mental retardation refers to significant sub-average intelligence and
deficits in adaptive behavior. There is difficulty in managing activities of daily living and in
conducting themselves appropriately in social situations.
• Emotional / Conduct Disorders. This involves the presence of emotional states like depression
and aggression over a considerable amount of time that they notably disturb learning and
performance in school.

Physical Disabilities and Health Impairments

• Physical and health impairments. This involves physical or medical conditions (usually long-
term) including one or more of these: (1) limited energy and strength, (2) reduced mental
alertness, and/or (3) little muscle control.
• Severe and Multiple Disabilities. This refers to the presence of two or more different types
of disability, at times at a profound level. The combination of disabilities makes It necessary to
make specific adaptations and have more specialized educational programs.
• Sensory Impairments. These are conditions when there is malfunction of the eyes or optic
nerves that prevent normal vision even with corrective lenses.
• Hearing Impairments. These involve malfunction of the ear or auditory nerves that hinders
perception of sounds within the frequency range of normal speech.
• Giftedness. This involves a significantly high level of cognitive development. There is
unusually high ability or aptitude in one or more of these aspects: intellectual ability, aptitude in
academic subjects, creativity, visual or performing arts or leadership.

PEOPLE-FIRST LANGUAGE
What s People-First Language? Just as the term would imply, this language trend involves
putting the person first, not the disability (e.g., a person with a disability, not a disabled person). Thus,
people-first language tells us what conditions people have, not what they are (schiefelbusch Institute,
1996). This is similar to saying “person with AIDS, rather than ‘AIDS victim’”. Other suggestions for
referring to those with disabilities include:
• Avoiding generic labels (people with mental retardation is preferable to the mentally retarded);
• Emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to confined to
a wheelchair);
• Avoiding euphemisms (such as physically-challenged) which are regarded as condescending and
avoid the real issues that result from a disability; and
• Avoiding implying illness or suffering (had polio is preferable to is a polio victim, and has multiple
sclerosis is preferable to suffer from multiple sclerosis0 9Department of Physical Medicine and
Rehabilitation, 2000; Schiefelbusch institute, 1996).
ACTIVITY
Your 5-minute non-stop writing begins NOW!
From this Module on Learners with Exceptionalities, I realized that…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 POST TEST

A. Give your idea on the statements below: (5 points each)

1. You have a blind girl in your class. Revise the statement to adhere to the people-first language
and the other guidelines in the Module.

B. Watch any of the following films and answer the questions that follow:
• The Rain Man
• I am Sam
• Son-rise a Miracle of Love
• The Life of Helen Keller

1. Describe the main character in the movie you watched.

2. What was his/her exceptionality? Describe.

3. What problems/difficulties did the main character experience?

4. Who provides support? What support did he /she get from his/her environment?