This document discusses educational approaches for learners with various disabilities in inclusive classrooms. It outlines strategies for learners who are blind such as using Braille, tactile aids, and developing listening skills. For learners with low vision, it recommends optical aids, large print materials, and classroom lighting adaptations. Hearing impaired learners benefit from hearing aids, assistive listening systems, cochlear implants, sign language, and oral/aural approaches. Learners with communication disorders are helped by discrimination activities and vocabulary building. Those with autism receive support from applied behavior analysis, picture exchange systems, social stories, and jigsawing activities.
This document discusses educational approaches for learners with various disabilities in inclusive classrooms. It outlines strategies for learners who are blind such as using Braille, tactile aids, and developing listening skills. For learners with low vision, it recommends optical aids, large print materials, and classroom lighting adaptations. Hearing impaired learners benefit from hearing aids, assistive listening systems, cochlear implants, sign language, and oral/aural approaches. Learners with communication disorders are helped by discrimination activities and vocabulary building. Those with autism receive support from applied behavior analysis, picture exchange systems, social stories, and jigsawing activities.
This document discusses educational approaches for learners with various disabilities in inclusive classrooms. It outlines strategies for learners who are blind such as using Braille, tactile aids, and developing listening skills. For learners with low vision, it recommends optical aids, large print materials, and classroom lighting adaptations. Hearing impaired learners benefit from hearing aids, assistive listening systems, cochlear implants, sign language, and oral/aural approaches. Learners with communication disorders are helped by discrimination activities and vocabulary building. Those with autism receive support from applied behavior analysis, picture exchange systems, social stories, and jigsawing activities.
This document discusses educational approaches for learners with various disabilities in inclusive classrooms. It outlines strategies for learners who are blind such as using Braille, tactile aids, and developing listening skills. For learners with low vision, it recommends optical aids, large print materials, and classroom lighting adaptations. Hearing impaired learners benefit from hearing aids, assistive listening systems, cochlear implants, sign language, and oral/aural approaches. Learners with communication disorders are helped by discrimination activities and vocabulary building. Those with autism receive support from applied behavior analysis, picture exchange systems, social stories, and jigsawing activities.
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CHAPTER 7
In the Philippines, learners with blindness and deafness traditionally attended specialized schools, but inclusive education, promoted by DepEd Order 72, series of 2009, aims to integrate them into regular classrooms. The debate on inclusion questions whether special schools are inherently non-inclusive and emphasizes that inclusion is more about providing quality education than the physical location of learners. The focus shifts from placement to fostering an inclusive attitude, as stated by Powers (1996), "Inclusion is an attitude not a place".
Make a background check In the beginning of the school year, make sure to make a background check of all your students, including their talents, skills, and medical conditions.
Establish Report Let your learners know that you can be trusted and that you will not harm them.
Adhere to the People First Policy Look at every learner with individual skills, talents, capacities and limitations.
Treat them as you treat other regular students. This goes with assigning seats (except for low vision and hard of hearing students that should be assigned in front seats), leadership responsibilities, classroom activities and chores, school program participations and other school assignments.
EDUCATIONAL APPROACHES
LEARNERS WITH BLINDNESS
Braille is a tactile reading and writing system and is the primary means of literacy for learners who are blind.
Braille Technological Aids These are materials that develop Braille system made readily available to those learners with blindness.
Tactile Aids and Manipulatives These are materials used to describe
objects and the world around us.There are different types of tactile books that foster development of literacy skills of learners with blindness, and some of these are experience books, object books, routine books and theme books. Expanded Core Curriculum Aside from learning braille and other assistive technology, other skills are taught to learners with blindness through the expanded core curriculum. This curriculum includes orientation and mobility, listening skills, social interaction skills, independent living skills, recreation and leisure skills, and career education (Allman, Lewis & Spungin, 2014). Listening Skills must be developed since learners with blindness obtain information by listening. A widely held misconception is that people who are blind automatically develop a better sense of hearing to compensate for their loss of sight (Heward, Alber-Morgan & Konrad, 2017) but they don't have heightened sense of hearing compared to their sighted peers.
LEARNERS WITH LOW VISION
Optical Aids These are the most famous aids used by learners with low vision where professionals such as ophthalmologists and optometrists assess, treat and recommend these aids based on the visual needs. Large Print Materials Books, handouts, most especially visual aids posted on the board should be readable by all learners in the classroom. Large print materials are printed or handwritten with bigger font size, legible font style, with wider spacing. Classroom Adaptations Classroom lighting is important for learners with low vision. Additional lighting can better assist learners who find it difficult to read compared to their peers.
LEARNERS WITH HEARING IMPAIRMENT
Hearing Aids This device was developed to improve hearing of those people with difficulty hearing. Its volume and tone could be adjusted to fit in the needs of its user and can be worn in either one or both ears. Assistive Listening Systems (ALS) ALS work as amplifiers directly connected through a radio link from the teacher to the learners. It reduces the unnecessary noise or background sound for the learners to stay focused only to the speaker. Cochlear Implants This is an electronic medical device surgically implanted to provide a sense of sound to learners with severe to profound hearing loss. It however does not restore or create normal hearing but can only give useful auditory understanding of the environment that can help a person learn speech. Sign Language Filipino Sign Language or FSL is the national sign language of the Philippines, is has its own grammar, syntax, and morphology that are based on manual hand signals supplemented by body and facial gehology that is not the same as American Sign Language and is neither based on Filipino or English. Oral/Aural Approaches This approach trains learners to produce and understand speech and language with auditory, visual, and tactile methods of input. Auditory Training This is commonly given to young learners with residual hearing to get them acquainted with sounds. The three levels of auditory training include detecting, discriminating, and identifying sounds. Speechreading This process is done through retrieving spoken message by paying attention to the speaker's lip movements, facial expressions, eye movements, and body gestures. LEARNERS WITH COMMUNICATION DISORDER
Discrimination Activities These activities are developed to help learners produce and discriminate between similar sounds like pin and bin, cheap and jeep, cheese and she's. Vocabulary Building Specialists as well as classroom teachers use variety of techniques in building learners' vocabulary. Augmentative and Alternative Communication (AAC) AAC includes different ways of sharing thoughts and emotions to the receiver without talking.
LEARNERS WITH AUTISM SPECTRUM DISORDER (ASD)
Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior with the goal of increasing positive behaviors and decreasing harmful ones that negatively affect learning. The Picture Exchange Communication System The PECS (Bondy & Frost, 1994) aims to help learners to request things or activities from others with the use of pictures. Social Stories This is a form of visual support to learners with ASD as social stories explain concepts, social situations and expected behaviors of people in a format that matches their level of comprehension. Jigsawing This approach provides opportunities to learners with ASD to work collaboratively with their peers as everyone in the class completes one particular task.
