Shepherdville College

Talojongon tigaon camarines sur

S/Y 2021-2022

Foundations of Special
and Inclusive Education

Prepared by:

ROBERTO L. BAYONITO
College Instructor

I. TITLE: (MODULE 6- 6 hours )

TYPES, CHARACTERISTICS, AND IDENTIFICATION OF LEARNERS WITH
DIFFICULTY SEEING, HEARING, AND COMMUNICATING
II. OBJECTIVES:

discuss the various types of learners with difficulty seeing, hearing, and
communicating
identify the types of learners with difficulty seeing, hearing, and communicating
Understand the relevance of identifying the learners with difficulty in seeing,
hearing and communicating

III. MOTIVATION:

Learning disabilities cannot be cured, but they can be treated successfully and children with learning
disabilities can go on to live happy, successful lives. –Anne Ford-

IV. INTRODUCTION:

Learning disabilities or learning disorders are umbrella terms for a wide variety of learning
problems. A learning disability is not a problem with intelligence and kids with learning disabilities
aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired
differently-and this difference affects hoy they receive and process information.

V. PRESENTATION OF THE CONTENT

LEARNERS WITH DIFFICULTY IN

SEEING (HEWARD 2017)

 Visual acuity refers to the ability to distinguish forms

or discriminate among details. It is usually measured
by reading letters, numbers, or other symbols from the
Snell Eye Chart. When one is said to have a vision of
20/20 this means that at distance of 20 feet, one can
see what a normally seeing eye sees at that distance.
 Legal Blindness refers to having a visual acuity of
20/200 or less in the better eye with use of corrective lens. When one's field of vision is
restricted to an area no greater than 20 degrees, one can be considered legally blind.
 Partially sighted individuals are those whose visual acuity in the better eye after correction falls
between 20/70 and 20/200.
 Tunnel vision is a condition of having a perception of viewing the world through a narrow tube.
In this case, central vision may be good, but the peripheral vision is poor at the outer ranges of
the visual field.

Visual Impairment, from educational perspective, that means having impairment in vision that,
even with correction, adversely affects a learner's educational performance. This includes both partial
sight and blindness.
Total Blindness refers to perceiving no useful information through the sense for all learning. In this
case, a learner uses tactile and auditory senses for all learning.

Functional blindness means having so tactile vision that one learns primarily through the tactile and
auditory senses.

CHARACTERSITICS OF LEARNERS WITH DIFFICULTY SEEING

1. Cognition and Language – Learners with
difficulty seeing usually perform more poorly
compared to those with normal vision in terms of
cognitive tasks that require comprehension or
relating various kinds of information.
2. Motor Development and Mobility – Blindness
may also result to delays and deficits in motor
development.
3. Social Adjustment and Interaction – Children with
visual impairment may engage in less play, which could affect their social skills
development.

TYPES AND CAUSES OF VISUAL IMPAIRMENT

Condition Definition and Cause Remarks and Implications

Amblyopia Reduction in or loss in the weaker close work may result in eye
eye from lack of use; caused by fatigue, loss of place, or poor
strabismus not in equal focus concentration; seating should
favor the functional eye

Astigmatism Distorted or blurred vision caused loss of accommodation when

by irregularities in the cornea or objects are brought close to the
other surfaces of the eye that face; avoid long periods of
produce images on retina reading or close tasks that cause
discomfort

Cortical Visual Impaired vision caused by Visual malfunctioning may

Impairment(CVI) damage to or malfunction of the fluctuate depending on lighting
visual cortex or optic nerve conditions and attention; vision
usually does not deteriorate

Hyperopia Difficulty seeing near objects Loss of accommodations when

(farsightedness) clearly but able to focus on objects are brought close to the
distant objects; cause by shorter face ; avoid long periods of
normal eye that prevent lights reading or close tasks that cause
rays from converging on the
retina

Muscular Degeneration Central area of the retina Tasks such as reading and
gradually deteriorates, causing writing are difficult; prescribed
loss of clear vision in the center low-vision aid or close-circuit
of the visual field, common in TVB ; provide good
older adults but fairly rare in ilIumination; avoid glare
children

Myopia Distant objects are blurred or not Encourage child to wear

(nearsightedness) seen at all but near objects are prescribed glasses or contact
seen clearly; caused by an lens; for near tasks, child may be
elongated eye that focuses images more comfortable working
in front of the retina(refractive without glasses and bringing
 error) work close to face

Nystagmus Rapid, involuntarily, back-and- Close task for extended period

forth movement of the eyes, can lead to fatigue; some
which makes it difficult to focus children turn or tilt head to
on objects; when the two eyes obtain the best focus; do not
cannot focus simultaneously, the criticize this
brain avoids a double image by
suppressing the visual input from
one eye

Strabismus Inability to focus on the same Classroom seating should favour

with both eyes because of an students stronger eye; some
inward or outward deviation of students may use one eye for
one or both eyes; caused by distance task and the other eye
muscle imbalance; secondary to for near task
other visual impairments

Identifying Learners with Difficulty Seeing

There are a number of indicators of visual impairments that parents and teachers need to be
aware of. These indicators may be observed from the students eye appearance and complaints when
using eyes during desk work. These are also behavioral signs such as deficits in eye teaming
abilities, eye-hand coordination, visual form perception , as well as refractive status indicating visual
impairment.

In terms of eye appearance, turning of one eye in or out at any time, reddening of etes or lids,
excessive tearing of eyes, having encrusted eyelids, or frequently developing styes on lids could be
signs of developing styes on lids could be signs of developing eye and visual problems. Students
frequently complaining when doing desk work, especially of headaches in forehead or temples,
burning or itching of eyes after reading or desk work; feeling nauseous or dizzy; blurring vision after
reading for a short time could also be signs of visual impairments which parents and teachers need to
take note of and seek medical attention for.

There are also behavioral signs indicating visual problems. For instance, deficits in eye
movements abilities ( ocular motility) could signal visual impairment. Behavior manifestations of
this include; turning of head as one reads across the page; frequent losing place during reading;
needing the use of finger or marker just to keep place when reading; having short attention span
when reading or copying. Behavior signs that could indicate repeating of letters within words;
omission of letters, numbers or phrases, misalignment digits in number columns, or the need to close
or cover one eye to see better; extreme tilting of head during desk work, and consistent gross postural
deviationwhen doing desk work.

Problems with refractive status (e.g. nearsightedness, farsightedness, and focus problems) may
also be inferred from behavioral indicators of visual problems. These include diminished
comprehension as one continues to read and losing interest too quickly; mispronouncing similar
words as one continues reading; and excessive blinking when doing desk work and/or reading, but
not in other situations. Other signs are holding book too closely; avoiding all possible near-centered
tasks; complaints about tasks that demand visual interpretations as being too uncomfortable.
Furthermore, a student with visual impairment may also make frequent errors when copying notes
from books; squinting to see the board or requesting to move closer; constant rubbing of eyes when
doing visual activities; and easily being fatigued when doing visual activities.

 The Snellen Chart is used to test visual acuity. It consist of rows letters , with each row
corresponding to the distance that a normally sighted person could discriminate letters.
 Table 6.1 The Snellen Chart
 The Vision Services Severity Rating Scale (VSSRS). It was developed by the Michigan
Department of Education (2013) in order to assist the Teacher Consultant for the Visually
Impaired (TCVI) or Teacher of the Visually Impaired (TVI) in making recommendations for
services to students who are blind or visually impaired. The VSSRS is intended for use with
students in general educational settings and may be applicable for some students with
additional blind impairments.

LEARNERS WITH DIFFICULTY HEARING

Table 6.2: The

Decibel Scale

There are a number of

important terms related to
learners with difficulty hearing.
Deafness is defined as severe
hearing loss in that the learner is
impaired in processing linguistic
information through hearing, with
or without amplification, and
which negatively affects a
learner’s educational
performance. Hearing loss
pertains to loss in hearing, whether permanent or fluctuating that negatively affects a learner’s
educational performance, other those qualify as deafness. Residual hearing refers to some sounds
perceived by most deaf people. However those who are deaf still use vision as their primary mode of
learning and communication. Individuals who are hard of hearing are those who can use their
hearing to understand speech, generally with the help of hearing aid. While person-first language is
the appropriate way to refer to individuals with disabilities, People who identify with the deaf
culture prefer termssuch as Teacher of the Deaf, School of the Deaf, and Deaf Person.

Here are some important terms related to sound. Decibels (Db) refer to the intensity or loudness
of sound. Zero hearing threshold level is the smallest sound a person with normal hearing can
perceive; also caleed the audiometric zero. Hertz (Hz).

Characteristics of Learners with Difficulty Hearing

The following are characteristics of learners with difficulty hearing (Heward, 2017)

 Literacy
Learners with hearing loss are at a great disadvantage of acquiring language skills. Most
of what we learn in terms of vocabulary and knowledge of grammar, word order, idiomatic
expressions, fine shades of meaning and other aspects of language are acquired through
listening. Thus, learners with difficulty hearing have smaller vocabularies compared to those
with normal hearing.
 Speaking
It is common for children who are deaf or hard of hearing to have atypical speech.
Aside from having difficulty learning a lamguage, they also could not hear their own speech,
which makes it difficult to assess and monitor it. There is a tendency for them to speak too
loudly or not loudly enough, or have problems in terms of having abnormally high pitch, or
improper stress or inflection.
 Academic Achievement
Students with difficulty hearing usually perform poorly than their peers with normal
hearing. It is important to note that academic performance is not equated with intelligence.
Although an individual is deaf, it does not mean that one has less cognitive abilities. Indeed,
some students with difficulty hearing excel in their studies.
 Social Functioning
Hearing loss may result to feelings of isolation, having no friends, and unhappiness in
school, as this limits socialization with peers. Learners with hearing loss are more likely to
have behavioral difficulties in school and socal situations than those with normal hearing.
Thus, they may experience feelings of depression, withdrawal, and isolation.

TYPES AND CAUSES OF HEARING LOSS

1. Conductive Hearing Impairment. It involves a problem with the conduction transmission of
sound vibrations to the inner ear.
2. Sensory Hearing Impairment. this refers to the damage to the cochlea
3. Neutral Hearing Impairment. This refers to the abnormality of the auditory pathway.
4. Mixed Hearing Loss. This refers to any combination of conductive, sensory and neutral hearing
loss.
5. Unilateral Hearing Loss. hearing loss in one ear
6. Bilateral Hearing loss. hearing loss in both ears
7. Congenital Hearing Loss. hearing loss present at birth
8. Acquired Hearing Loss. hearing loss that develops after birth
9. Pre-lingual Hearing Loss. hearing loss before development of spoken language
10. Post-lingual Hearing Loss. hearing loss happened after the development spoken language.

Possible Causes of Hearing Loss

Congenital Acquired

 Genetic Factors – e.g., Autosomal  Otitis media - A temporary,

 dominant hearing loss, when one recurrent infection of the middle ear
parent passes on a dominant gene for  Meningitis – A bacterial or viral
hearing loss to a child; autosomal infections of the central nervous
recessive hearing loss, system and is the leading cause of
 Maternal Rubella- When pregnant post-lingual hearing loss
woman contracted rubella, which  Meniere's Disease - Sudden and
could cause deafness in the unpredictable attacks of vertigo,
developing child. fluctuations in hearing, and tinnitus
 Congenital Cytomegalovirus-When (perception of sound when no outside
a woman contracts cytomegalovirus, sound is present)
which risks deafness in the  Noise Exposure- Repeated exposure
developing child to loud sounds
 Prematurity

Identifying Learners with Difficulty Hearing

Identifying learners with hearing problems may be challenging for parents and teachers. It
can be mistaken as another problem and maybe misdiagnosed ( e.g. attention deficit disorder (ADD),
especially if hearing loss is unilateral, or it can go undiagnosed, and thus, may affect a student’s
learning. A number of indicators that may signify hearing difficulties, which teachers and parents
need to pay attention to, have been identified. The following table describes the signs that indicate
child has hearing problems.

Table 6.6: Signs that a Child has Hearing Problems

Speech Problems

Some of the speech problems which can be due to hearing difficulty are inability to say words correctly, delays
in language learning and communication, and opting to use non-verbal gestures over verbal communication. Because a
child with hearing difficulty cannot hear what another person is saying properly, or cannot process sounds properly, speech
learning can also be affected. However, a lisp, which is a common speech disorder, is usually not an indicator of hearing
problems.

Inattentiveness

When a child does not respond when being called, it could be a sign of hearing difficulty. In order to
differentiate selective hearing (i.e. deliberately not responding, which is common among children) from a genuine hearing
problem, we have to look at the consistency. If it happens repeatedly, and the child looks confused, is slow to answer,
answers incorrectly, and asks things to be repeated, it could be indicators of hearing difficulty.

Increasing Volume

If a child puts the volume on the television, radio, or computer too high, or if he or she speaks louder than most
children, these could also be indicative of hearing problems. This is usual for children with unilateral hearing loss, which is
more difficult to detect since the hearing ears usually masks but does not compensate the lack of hearing in the problematic
ear.

Not Following Directions

Children with hearing difficulty also have difficulty with language, and thus, may be confused by directions, find it
difficult to follow directions, or consistently ask for instructions to be repeated. Moreover, because of language difficulties
of those with hearing problems, they may also have trouble expressing themselves.

Learning Difficulties

Another sign of hearing problem is when a student experiences learning problems in school. Also,
learners with hearing problems find it more difficult than other children to learn various aspects of verbal
communication such as vocabulary , grammar, word order, and idiomatic expressions.

Social Withdrawal

Individuals with hearing problems tend to avoid social situations, and thus, may not participate in activities such
as sports, parties, or even family gatherings. Their difficulty communicating with others may overwhelm them, and due to
their communication difficulties, they may find it difficult to explain it to others. For young children who grew up with
hearing problem, they may find the situation normal and they may be unaware of their problem, which makes it even more
difficult for them to understand their situation and explain it to others.

Assessment of Hearing Loss

 Assessment to Infants

 Pure Tone Audiometry. It is used to assess the hearing of older children and adults by
determining how loud sounds at various frequencies must be for one to hera them. An
audiometer is used, which is an electronic devise that generates pure tones at different levels
of intensity and frequency. The results are plotted in an audiogram.
 Speech Reception Test. It tests a person’s detection and understanding of speech sounds.
Phonetically balanced one-and-two syllable words are presented at different decibel levels,
and the speech reception threshold, or the lowest decibel level at which one can repeat half of
the words listened to, is measured and recorded for each ear.
 Alternative Audiometric Techniques. It includes play audiometry, in which the child is
taught to perform simple but distinct activities whenever one hears the signal speech or pure
tone; operant conditioning audiometry, in which the child receives tokens when a button is
pushed in the presence of a light paired with the sound; and behavior observation
audiometry, which is a passive assessment procedure in which the child’s reactions to sounds
is observed.

LEARNERS WITH DIFFICULTY COMMUNICATING

Communication refers to all aspects which

make up any exchange of meaning, including
speech, language, voice, fluency , and nonverbal
and pragmatic communication behaviour. It is
interactive exchange of information, ideas,
feelings, needs, and desires

Elements of Communication

1. a message
2. a sender, or the one who expresses the
message
3. a receiver, or the one who response to the message
Language is a formalized code used by a group of people in order to communicate with one another.
It has five dimensions:

1. Phonology or the linguistic rules governing a language sound system

2. Morphology or the language basic units of meaning and how these units are combined into
words
3. Syntax or the system of rules that govern the meaningful arrangement of words
4. Semantics or the meaning of words and combination of words
5. Pragmatics or the social use of language

Speech refers to the oral production of language (Fergusion & Armstrong, 2009)

 Communication disorder refers to impairment in the ability to receive, send, process, and
comprehend concepts or verbal, nonverbal, and graphic symbol systems.
 Speech or language impairment refers to communication disorder, including stuttering,
impaired articulation, language impairment, or voice impairment that negatively affects one's
educational performance. Speech impairment pertains to deviations so far from the speech of
other people that it calls attention to itself; interferes with communication; or provokes distress
in the speaker or listener.
 Language disorder refers to impaired comprehension and/or use of spoken, written, and/or other
symbol systems.
 Receptive language disorder is the lack of ability to make sense of or identity sounds and
words. It is also called auditory processing disorder.
 Expressive language disorder is the difficulty in expressing language, e.g., Aphasia- in which
one has difficulty forming and relaying phrases and thoughts, even though hearing and auditory
processing are intact.
 Fluency disorder refers to difficulty forming sounds words, and phrases because of neurological
reasons. This includes cluttering or shuttering; while speech sound disorder pertains to difficulty
in making specific sound even though there is no physical reason for it.
 Oral muscular disorders are physically disorders where is the muscles controlling speech are
impaired, injured, or developmentally abnormal.
Dysarthria refers to the lack of inability to execute movements involved in speech, which
in a motor planning disorder
Apraxia is the inability to coordinate speech movement;
Mutism is the inability to produce speech wherein muscles are unable to move
 Delayed Language- pertains to the language to the language of a child who is slow to
develop language skills, in the context od typical development of motor and other cognitive
skills.
 Specific language impairment – pertains to the language of a child who is developing skills
in a different pattern, but typically in terms of mother and other cognitive skills.
 Phonological Disorder- is the difficulty with phonological rules that govern the patterns of
speech production.
 Developmental articulation disorder- pertains to the difficulty with particular sounds that
may relate to structural differences such as cleft palate, or learned movements, such as lisp.

Figure 6.3: Communication Disorders

 Characteristics of leaners with Difficulty Communicating (Heward, 2017;
Loncke, 2011)
 Speech-sound Errors – This could include the following: distortions, when speech sounds
like the intended phoneme other than another speech sound but is conspicuously wrong;
substitutions, when one sound is used as substitute for another omissions, when certain
sounds are omitted; and additions, when extra sounds are added.
 Articulation Disorder- When one is not able to produce a given sound physically because
that sound is not in one’s repertoire.
 Phonological Disorder – when one has the ability to produce a given sound but does so
inconsistently.
 Stuttering- when there is rapid-free repetitions of consonants or vowel sounds, especially at
the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks.
 Cluttering- when there is excessive speech rate, repetitions, extra sounds, mispronounced
sounds, and poor or absent use of pauses.
 Voice Disorder- It is characterized by having abnormal production and/or absences or voice
quality, pitch, loudness, resonance, and/or duration that is inappropriate for one’s age and/or
sex. It could involve phonation disorder, which causes the voice to sound breathly, hoarse,
husky, or strained, or resonance disorder, in which too many sounds came out through the
air passages of the nose, or not enough resonance of the nasal passages.
 Language Disorders- When there are problems with one or more of the five dimensions of
language (i.e. phonology, morphology, syntax, semantics, or pragmatics).
 Psychological and Behavioural Characteristics- Limitations in communication skills could
have an effect on other developmental domains including social, cognitive, and academic
development.

Types of Communication Disorders

1. Language Disorder. It refers to the persistent difficulties in the acquisition and use of language
across various modalities, including spoken, written, sign language, or others, as a result of
deficits in comprehending or producing language.
2. Speech Sound Disorder. This involves having persistent difficulty with speech sound
production that interfere with the understandability of speech or prevents verbal communication
of messages.
3. Childhood-Onset Fluency Disorder (Stuttering). Involves disturbances in the normal fluency
and time patterning of speech that are inappropriate from what expected of one's age and
language skills, and endures over time.
4. Social (Pragmatic) Communication Disorder. This refers to difficulties in the social use of
verbal and nonverbal communication.
5. Unspecified Communication Disorder. This pertains to having that are characteristics of
communication disorder that cause significant distress to an individual in social, occupational, or
other areas of functioning but not meet the full criteria of the abovementioned disorders.

Causes of Communication Disorders

1. Aphasia - The loss of the ability ti process and use speech. This could be due a cardiovascular
event among adults, or head injury among children.
2. Genetics – Phonological disorders and stuttering could be linked to generic cause
3. Environmental Factors- For instance, when children are punished for talking, gesturing, or
trying to communicate, or lack of simulation and motivation and participation in communication
or interact with others at home.

Identifying Learners with Difficulty Communicating

The following areas can be looked into in order to identify learners with difficulty
(Heward, 2017).
 Case History and Physical Examination- The child’s case history is documented.
Biographical information, as well as milestones of child’s development is asked from
parents, and the specialist does the a physical examination of the child’s mouth in order to
find whether there are any irregularities in the tongue, lips, teeth, palate, or other structures
that could affect speech production.
 Articulation- The specialist assesses speech errors and records sounds that are produced
incorrectly, types of mispronunciation, and number of errors.
 Hearing- The child’s hearing is evaluated in order to identify whether it is a child’s hearing
problem that is causing the communication disorder.
  Phonological Awareness and Processing- When children lack phonological awareness and
processing skills, they could have problems with receptive and expressive spoken language,
as well as difficulties in learning to read.
 Overall Language Development and Vocabulary- Tests that measure a child’s vocabulary
(e.g. Peabody Picture Vocabulary Test-4 (Dunn & Dunn, 2006) as an indicator of language
competence can be administered.
 Assessment of Language Function- This includes the identification of a learner’s strengths
and weaknesses in various language functions, then comparing them to language and
communication skills of typically developing children.
 Language Samples- Samples of child’s expressive speech and language are taken and
examined.
 Observation in Natural Settings- Childre’s use of language are observed as they engage in
everyday activities.

LEARNERS WITH AUTISM SPECTRUM DISORDER

Autism is a developmental disability that affects one's verbal and nonverbal communication and
social interaction. This is usually evident before child turns three, and it negatively affects a
child's educational performance.
Autism spectrum disorder (ASD) refers to persistent deficits in social communication and
social interaction across various contexts. This is manifested through problems with social-
emotional reciprocity, lack of use understanding of nonverbal communicative behaviours, and
difficulties in developing and maintaining relationships.

Characteristics of Learners with Autism Spectrum Disorder(Pratt, Hopf, &

Larrib-Quest, 2017)
Domain Characteristics
1. Social Communication Social difficulties include:
Impairment  demonstrating appropriate play skills
 some may reject or ignore the social approaches
 using and interpreting body language
 taking other people’s perspective
2. Speech/ Language Impairment For those who are nonverbal
 Delay in, or lack of, spoken speech/language
 Lack of an effective way to communicate
For those who are verbal
 Delayed or immediate echolalia
 stereotyped or repetitive use of non-echolatic routines
 Use of idiosyncratic speech
 Immature grammatical structure
 Abnormal use of pitch, intonation, rhythm or stress
For both verbal and nonverbal
 Delayed vocabulary development
 Difficulty following directions
 Difficulty understanding abstract concepts
 Difficulty interpreting social language
3. Restricted Repetitive and  Stereotyped or repetitive motor movements such as
Stereotyped Patterns of hand flapping or finger licking
Behaviour, Interest, and  excessive adheres to routines and sameness
Activities  ritualized pattern of behavior
 highly restricted, fixated interests that are abnormal in
intensity or focus
4. Sensory Differences  Visual Input sensitivities- starting at spinning objects,
being bothered by fluorescent
 auditory input sensitivities- covering ears during loud
noises, preferring loud music or none at all in the car
 Tactile input sensitivities-disliking getting hands or
feet messy, avoiding/preferring certain surfaces,
textures and fabrics
 Taste/ smell sensitivities- not eating certain foods,
licking or tasting non-food items
 Proprioceptive input sensitivities- difficulties
interpreting sensations from muscles, joints, ligaments,
 and tendons
 Vestibular input sensitivities- over or under
sensitivities to balance and movement sensations
5. Executive Function Impairments  difficulty with executive functioning task such as
sequencing the order in which to dress oneself,
completing a homework assignment
 rigid, inflexible thinking
6. Common learning characteristics  demonstrate exceptional rote memory skills
 being better able to process information when
presented visually
 difficulty with unstructured time or extensive waiting
 difficulty generalizing learned skills from one setting
to another
 difficulty with organization of materials and activities
 highly achieving in some specific areas and doing
poorly in the rest

Causes of Autism Spectrum Disorder

 Environmental – Risk factor include the parental age, low birth weight, or exposure to
substances such as valproate
 Genetic and Physiological – is heritable to some extent, and having a family member with ASD
increases the risk of developing it.
However, there are no clear medical or physiological markers of autism. Most of the cases
are idiopathic, that is, the cause is unknown. (Heward, 2017)

Identifying Learners with Autism Spectrum Disorder

The following are some of the instruments used in the assessment of ASD. Some are
checklists completed by parents or caregivers, while others are interviews administered by trained
examiners.

 Social Communication Questionnaire (SCQ) – a 40-item scale accomplished by a parent

or primary caregiver.
 Autism Spectrum Screening Questionnaire (AASQ)- a 27-item scale accomplished by
parents and teachers. It is used for screening high functioning ASDs in children.
 Autism Diagnostic Interview (ADI) Revised (ADI-R) and Autism Diagnostic
Observation Schedule (ADOS)- ADI-R is a semi-structured interview of the primary
caregiver of the child or adult suspected of having autism administered by a trained examiner.
ADOS is a supplement to ADI-R wherein the child is prescribed with a set of interactions
designed to evoke behaviors that indicate autism.

V- ASSESSMENT/ QUIZZES:

Communicate with an individual with difficulty seeing, hearing, or communicating regarding the
challenges this individual experiences and how these challenges are overcome. Then, answer the
following questions. ( 5 points each number )

1. What are the challenges experienced by someone with visual, hearing, or communication
problems?
2. How does the individual overcome these challenges?
3. On your part, while you were communicating with a person with visual, hearing or
communicating problem, what challenges did you experience and what did you do about it?
4. What did you learn from the experience and how will you use it to become a better
communicator?

VI. SUMMARY

As Teachers there are a lot of challenges that we need to face in dealing or handling learners
with special needs. Our knowledge about these disabilities will ultimately help us and guide us in
coping with such as great demand of our job.
 A few students have serious physical, medical, or sensory challenges that interfere with their
learning. Usually, the physical and medical challenges are medical conditions or diseases that require
ongoing medical care. The sensory challenges are usually a loss either in hearing or in vision, or
more rarely in both. Whatever the specific problem, it is serious enough to interfere with activities in
regular classroom programs and to qualify the student for special educational services or programs

Physical challenges that are this serious are relatively infrequent compared to some of the
other special needs discussed in this module, though they are of course important in the lives of the
students and their families, as well as important for teachers to accommodate. Only about one per
cent of students have a hearing loss serious enough to be served by special programs for such
students Only about half that number have visual impairments that lead them to be served by special
programs. For two reasons, though, these figures are a bit misleading. One reason is that many more
students have vision or hearing problems that are too mild (such as wearing eyeglasses for “ordinary”
nearsightedness). Another is that some students with serious sensory impairments may also have
other disabilities and therefore not be counted in statistics about sensory impairments.

VII. TEST:
A. Present a Scenario or an example where speech and language Impairment will lead to
bullying in School. ( 5 points of class standing)
B. How will you cope up or apply the following challenges in teaching learners with speech and
language impairment. ( 5 points of class standing )
1. Communicating effectively with classmates and teachers
2. Understanding and/or giving oral presentations
3. Attending normalcy within a group

VII_ASSIGNMENT

Case study. Answer the questions that follow. ( 10 points of Class Standing )

1. The case of Jimmy: a student with Visual Impairment

Jimmy is a 12-year old student who is in the 6th grade. He lost his vision when he was only 9
months old due to an accident. He was enrolled in an early intervention program, and thus,
has learned to orient himself and move safely about in room. He has also been taught
necessary skills for independent living. He attended school with the assistance of a teacher of
blindness and low vision, and he spend most of his time with a general education class, where
he was able to compensate well with his blindness and has performed well academically. He
has been attending fully inclusive classes and is about to move to Junior high school. Jimmy
is friendly and enjoys interacting with few students. However, most other students are still
finding it difficult to relate to his situation.

ANSWER THE FOLLOWING QUESTIONS

1. What features of the learner are characteristics of visual impairment/hearing

impairment/language disorder/autism disorder?
2. What challenges do these features pose for the learner and what are possible ways to address
these?
3. What are the learner’s strengths and how can they possibly be utilized in an inclusive setting?

References:
Zhanina U. Custodio, PhD & Jenina N. Nalipay, PhD, Foundations of Special and Inclusive
Education , Adriana Publishing House 2021, pp 70-98

https://www.healthyhearing.com/report/52411-Newborn-hearing-loss-from-prevention-to-
intervention
 SHEPHEREDVILLE COLLEGE
(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur
Tel. No. (054) 884-9536
A/Y 2020-2021
FIRST SEMESTER ( Module 6)
Foundations of Special and Inclusive Education

Name: __________________________Course/Year: _______________Date: ________

I- ASSESSMENT/ QUIZZES:
Communicate with an individual with difficulty seeing, hearing, or communicating regarding the
challenges this individual experiences and how these challenges are overcome. Then, answer the
following questions. ( 5 points each number )

1. What are the challenges experienced by someone with visual, hearing, or communication
problems?
2. How does the individual overcome these challenges?
3. On your part, while you were communicating with a person with visual, hearing or
communicating problem, what challenges did you experience and what did you do about it?
4. What did you learn from the experience and how will you use it to become a better
communicator?

II-TEST Present a Scenario or an example where speech and language Impairment will lead to
bullying in School. ( 5 points of class standing)

A. How will you cope up or apply the following challenges in teaching learners with speech and
language impairment. ( 5 points of class standing )
1. Communicating effectively with classmates and teachers
2. Understanding and/or giving oral presentations
3. Attending normalcy within a group

III-ASSIGNMENT

Case study. Answer the questions that follow. ( 10 points of Class Standing )

2. The case of Jimmy: a student with Visual Impairment

Jimmy is a 12-year old student who is in the 6th grade. He lost his vision when he was only 9
months old due to an accident. He was enrolled in an early intervention program, and thus,
has learned to orient himself and move safely about in room. He has also been taught
necessary skills for independent living. He attended school with the assistance of a teacher of
blindness and low vision, and he spend most of his time with a general education class, where
he was able to compensate well with his blindness and has performed well academically. He
has been attending fully inclusive classes and is about to move to Junior high school. Jimmy
is friendly and enjoys interacting with few students. However, most other students are still
finding it difficult to relate to his situation.

ANSWER THE FOLLOWING QUESTIONS

 1. What features of the learner are characteristics of visual impairment/hearing
impairment/language disorder/autism disorder?
2. What challenges do these features pose for the learner and what are possible ways to address
these?
3. What are the learner’s strengths and how can they possibly be utilized in an inclusive setting?

SHEPHEREDVILLE COLLEGE
(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur
Tel. No. (054) 884-9536
A/Y 2020-2021
FIRST SEMESTER ( Module 6)
Foundations of Special and Inclusive Education

Name: __________________________Course/Year: _______________Date: ________

I- ASSESSMENT/ QUIZZES:
Communicate with an individual with difficulty seeing, hearing, or communicating regarding the
challenges this individual experiences and how these challenges are overcome. Then, answer the
following questions. ( 5 points each number )

1. What are the challenges experienced by someone with visual, hearing, or communication
problems?
2. How does the individual overcome these challenges?
3. On your part, while you were communicating with a person with visual, hearing or
communicating problem, what challenges did you experience and what did you do about it?
4. What did you learn from the experience and how will you use it to become a better
communicator?

II-TEST Present a Scenario or an example where speech and language Impairment will lead to
bullying in School. ( 5 points of class standing)
 A. How will you cope up or apply the following challenges in teaching learners with speech and
language impairment. ( 5 points of class standing )
1. Communicating effectively with classmates and teachers
2. Understanding and/or giving oral presentations
3. Attending normalcy within a group

III-ASSIGNMENT

Case study. Answer the questions that follow. ( 10 points of Class Standing )

1. The case of Jimmy: a student with Visual Impairment

Jimmy is a 12-year old student who is in the 6th grade. He lost his vision when he was only 9
months old due to an accident. He was enrolled in an early intervention program, and thus,
has learned to orient himself and move safely about in room. He has also been taught
necessary skills for independent living. He attended school with the assistance of a teacher of
blindness and low vision, and he spend most of his time with a general education class, where
he was able to compensate well with his blindness and has performed well academically. He
has been attending fully inclusive classes and is about to move to Junior high school. Jimmy
is friendly and enjoys interacting with few students. However, most other students are still
finding it difficult to relate to his situation.

ANSWER THE FOLLOWING QUESTIONS

1. What features of the learner are characteristics of visual impairment/hearing

impairment/language disorder/autism disorder?
2. What challenges do these features pose for the learner and what are possible ways to address
these?
3. What are the learner’s strengths and how can they possibly be utilized in an inclusive setting?