EDUC24- machine and adequate arrangements for the

VI’s
Inclusive Education in The Philippines Hearing Impaired
Legal Mandates - someone who is hard of hearing or has no hearing
Magna Carta for Disabled Persons (R.A 7277, 1997) - - SIGNS- delayed in learning to talk, difficulty in
provides for the rehabilitation, self development and self understanding what people say, asks to repeat
reliance of disabled person and their integration to yourself, talks very loudly, complain of
mainstream society. earaches, speaks differently from other children
Salamanca Statement- the fundamental principle of on his age
inclusive school is that all children should learn Autism Spectrum Disorders
together, wherever possible, regardless of any - complex developmental disorders that affect
difficulties or differences they may have. children by disrupting their disability to
DECS Order no. 26 s. 1997- Institutionalization of communicate and interact socially.
SPED programs in all schools. - difficulties with communication, repetitive interests
DepEd Order no. 72 s. 2009- Inclusive Education As and acts., unusual attachments to objects - SIGNS-
Strategy for Increasing Participation Rate of Children disinterested in sharing enjoyment, does not
(address and guarantee the right of children with special speak/uses few words, understand very little, may
needs) seem deaf, unusual sensitivity
INCLUSION IN THE PHILIPPINES Attention Deficit Hyperactivity Disorder (ADHD)
- schools attempt to respond to all pupils as individuals - Impulsiveness- being unable to wait for a turn,
-schools build capacity to accept all pupils from local acting without thinking, interrupting
communities conversations, little or no sense of danger
- Hyperactivity- being unable to sit still, fidgeting,
-education of students with disabilities in regular unable to settle to tasks, excessive physical
setting under the responsibility of regular movement and talking
education teacher Children with Learning
- Inattentiveness- short attention span, easily
Disabilities
distracted, careless mistakes, unable to stick at
- Learning disorder- describe a wide variety of tasks, unable to listen to and concentrate.
learning problems Changing activity/task, difficulty organizing tasks.
- Not a problem with intelligence or motivation PROCESS OF INCLUSION
- Arent lazy or dumb but brains are simply wired ASSESSMENT (Multidisciplinary/Assessment
differently, has trouble with learning new Team)➡️PLACEMENT(Regular w/ special
informations and skills. instruction and Support System) ➡️
PRESCHOOL SIGNS AND SYMPTOMS INSTRUCTIONAL DESIGNS/MODELS
AGES 5-9
ASSESSMENT (Multidisciplinary/Assessment Team)
- Problems pronouncing, trouble finding right Cognitive functioning, academic readiness, emotional
- Trouble learning connection between letters maturity, social adaptability
words,difficulty rhyming, trouble learning PLACEMENT (Regular w/ special instruction and
and sounds/math concept, unable to blend Support System)
alphabet/with buttons,zippers, difficulty ff.
Full inclusion with reg. teachers only, Full inclusion
sounds, confuses basic words, consistently
with reg. teachers and SPED teacher, Inclusion pull
directions/controlling crayons out program, combinations of all these. Support
misspells words,difficulty telling time and slow System- SPED teacher, Allied Medical Prof
to learn new skills (Physical & Occupational Therapist, Speech
Pathologist), Parents, Volunteers
INSTRUCTIONAL DESIGNS/MODELS
Children with Visual Impairment- Team teaching by reg and SPED teachers,
- decreased visual acuity and field of visions supplementary/complementary instruction by SPED
teachers, provisions of specific support services.
- Covers a range of eye conditions from individuals
with total congenital blindness
INCLUSIVE EDUCATION IN OTHER COUNTRIES
- Provide good support and counselling,
acceptance of parties, provide brailing
INCLUSIVE EDUCATION - new approach towards OTHER COUNTRIES SUPPORTING SPECIAL AND
educating the children with disability and learning INCLUSIVE EDUCATION
difficulties with that of normal ones. It seeks to address
the learning needs of all children with a specific focus Austria, Czech Republic, Germany, Switzerland, United
on those who are vulnerable to marginalization and Kingdom, International,USA, Netherlands
exclusion.
EUROPEAN POLICY - inclusion of the children
148 countries ratified the UNITED and youth with or without disabilities into
NATIONS CONVENTION ON THE RIGHTS OF mainstream and inclusive systems of education,
PERSONS WITH DISABILITIES (UNCRP) UNESCO SALAMANCA STATEMENT (1994)
including European Union; 158 adopted the and UNCRP (2006).
convention.
IN AFRICA- acknowledging that all youth and
Inclusion and inclusive education is one of the key children can learn; acknowledging that all youth and
provision of the UNCRPD children need support, enabling the education system
to meet all the students’ need; acknowledging that
BARRIERS: lack of adequately trained learning is more than just formal schooling;
acknowledging and respecting differences in learners
teachers, accessible buildings, peer while building on similarities; uncovering and
minimizing barriers to learning.
support, challenging bullying IDEA-US IMPLEMENTING OF WHITE PAPER 6-
important shift in South African Policy toward
- more than 6 million school age education of children with disabilities and effective
children in the US received special implementation of all aspects of policy is needed to
education services as of 2011. - 40% be ensured by 2021.
(2.2 million) are students with specific
learning disabilities
IDEA (INDIVIDUALS WITH DISABILITIES SIX PRINCIPLES OF IDEA
EDUCATION ACT)- nations federal special education FREE APPROPRIATE PUBLIC EDUCATION
law that ensures public schools serve the educational (FAPE)- no cost to the parents, public expense under
needs of students with disabilities and is originally public supervision, meeting the standards of Dept. of
known as EDUCATION OF HANDICAPPED Education, designed to meet the unique needs of
CHILDREN ACT (1975) each eligible student.
- originally enacted by Congress in 1975 and has APPROPRIATE EVALUATION- parents must give
four distinct sections: informed consent for evaluation and for services,
A B CD students must be evaluated in all areas of suspected
disability, evaluation should not be based on a single
lay out the lay out the recognizes the measure or assessment.
basic educational need for
foundation guidelines national activities INDIVIDUALIZED EDUCATION PROGRAM-
for school to be written statement for each child with disability that is
children 3- identifying and developed, reviewed and revised by a team including
21 years of reaching educators, parents, the students whenever appropriate
age. undertaken to and others who have knowledge and expertise, key
improve the word is INDIVIDUALIZED (PROGRAM FIRST<
PLACEMENT SECOND)
very young
children with LEAST RESTRICTIVE ENVIRONMENT- special
education of education is not a place, students must have
children with meaningful access to same age peers without
disabilities. disabilities, any placement outside the general
disabilities. education classroom must be justified by the child’s
disability related need.
PARENT AND STUDENT PARTICIPATION IN
DECISION MAKING- educational placement
decisions, the development, review and revision of the Concrete Operational Stage- 7-12 years old
IEP, reviewing evaluation data, transition planning and ● SERIATION- ability to sort objects according to
services starting age of 14. size, shape, etc.
PROCEDURAL SAFEGUARDS- parental rights ● TRANSITIVITY- ability to recognize local
notice, written notice of meetings, access to students relationships among elements in serial order. ●
record (review, obtain copies, place statement of CLASSIFICATION- ability to group objects together on
correction in record. the basis of common features. Formal Operational
Stage- 12 years and above, has an ability to
RESOLUTION FACILITATOR- specific to lowa systematically solve a problem in a logical and
and involves using a Resolution Facilitator methodological way, understands that nothing is
(impartial person) who is trained in mediation. absolute, the child’s way of thinking is at its advance.
PRE APPEAL CONFERENCE- mediation conference
held to resolve issues between educators and parents BANDURA'S SOCIAL LEARNING THEORY
about idea services.
- also called observational learning (process of learning
COMPLAINT- any individual or organization may file a through watching others, retaining the information
signed, written complaint that includes a statement that and then later replicating the behaviors that were
an agency has violated special education rules. observed.)
DUE PROCESS HEARING- formal administrative TRIADIC RECIPROCAL DETERMINISM
hearing before an administrative law judge to decide
disputes between parents and educators that relate to the
provision of special education.

PIAGET'S COGNITIVE DEVELOPMENT

COGNITION- comes from the Latin word
“cognoscere” meaning to
know/recognize/conceptualize. - mental action or
process of acquiring knowledge and understanding
through thought, experience and senses. SCHEMA-
internal representation of the world that helps humans
understand the world they inhabit. ●
ASSIMILATION- using an existing schema to deal BOBO DOLL EXPERIMENT
with a new object or situation. - young children would imitate the violent and
● ACCOMMODATION- happens when an existing aggressive actions of an adult model.
schema does not work and needs to be changed to - children were more likely to imitate the adults’
deal with a new object or situation. violent actions
● EQUILIBRATION- explains OBSERVATIONAL LEARNING EFFECTS
how children are able to move from
one stage to another. FOUR ● INHIBITION- learn not to do something that we
STAGES OF DEVELOPMENT already know
SensoriMotor - birth to 2 years; construct an ● DISINHIBITION- learn to
understanding of the world by coordinating sensory exhibit a behavior that is usually
experiences (seeing,hearing) and motor actions disapproved by most people ●
(reaching, touching) FACILITATION- be prompted to
PreOperational Stage- 2 to 7 years ; Pre Conceptual do something that is not ordinarily
(2-4; child uses symbols to stand for actions ), Intuitive done
(4-7; speech becomes more social, less egocentric) ● OBSERVATIONAL LEARNING- learn a new
● EGOCENTRISM - inability to see the world from behavior pattern by watching and imitating
anyone else’s eyes. someone else’s performance.
ELEMENTS OF OBSERVATIONAL LEARNING
● ANIMISM- treating inanimate objects as living
ones ● ATTENTION- mental focus or concentration
● CONCENTRATION- concentrating on one ● RETENTION- to encode the behavior in the
limited aspect of stimulus and ignoring other memory
aspects ● CONSERVATION- knowledge that ● PRODUCTION- actually perform the behavior
quantity is unrelated to the arrangement and observed
physical appearance of objects .
 ● MOTIVATION/REINFORCEMENT- force that 2. Essentialism is a teacher centered philosophy
drives one to act that believes there is a common set of skills and
DIRECT REINFORCEMENT- occurs when knowledge that educated people should have. It
an individual watches a model perform and focuses on respect for authority, developing
imitate the behavior VICARIOUS sound habits of the mind, and training in
REINFORCEMENT- observer anticipates fundamentals. Essentialism is similar to
receiving a reward perennialism
SELF REINFORCEMENT- individual strives to
meet personal standards
VYGOTSKY’s SOCIAL DEVELOPMENT 3. Existentialism is another student-centered
THEORY philosophy. “Existentialism places the highest
degree of importance on student perceptions,
- Social interaction plays an important role in the decisions, and actions” and individuals are
development of cognition. responsible for determining for themselves what
1. IN COGNITIVE is true or false, right or wrong, beautiful or ugly
DEVELOPMENT- language is the (Sadker and Zittleman, 2007). To sum it up,
most important tool that humans can students make choices and then take the time to
utilize. ● SOCIAL SPEECH- used to evaluate those choices. “The teacher’s role is to
talk to other people (2 yrs old) help students define their own essence by
● PRIVATE SPEECH- person directs to exposing them to various paths they may take in
themselves (3 yrs old) life and by creating an environment in which
● SILENT INNER SPEECH- self they can freely choose their way” (Sadker and
regulating function (7 yrs old) Zittleman, 2007).
2. MORE KNOWLEDGEABLE OTHER (MKO) -
person who has a higher level of ability or
4. Reconstructionism is another student centered
understanding than the learner in a certain topic.
philosophy that promotes world social progress,
3. ZONE OF PROXIMAL DEVELOPMENT (ZPD)- focuses on world events, controversial issues,
area of learning that MKO assists the student in and developing a vision for a new better world.
developing a higher level of learning and the goal is This philosophy is associated with pragmatism
that the MKO will be less involved as the students and essentialism.
develop necessary skills.
WHAT I CAN’T DO (current
achievement) 5. Perennialism is a teacher centered philosophy
WHAT I CAN DO WITH HELP that focuses on the values associated with
(ZPD) reason. It considers knowledge as enduring,
seeks everlasting truths, and views principles of
WHAT I CAN DO (beyond reach) existence as constant or unchanging.
4. SCAFFOLDING- role of teachers and others in
supporting the learners development and providing
support structures to get to the next level. 6. Student Centered Philosophy

Student-centered learning is just what is says. It

Major Philosophies is basically learning by doing. Teachers believe
that education should be child-centered.
According to Julie K. Brown, she basically says
1. Progressivism is a student centered philosophy that “student-centered instruction is when the
that believes that ideas should be tested by planning, teaching, and assessment revolve
experimentation, and learning comes from around the needs and abilities of the students”
finding answers from questions. This philosophy (2008). This is quite the opposite from what you
values the scientific method of teaching, allows have just read. “Regardless of variations in
individuals to have their own beliefs, and developmental levels, all children are exposed to
promotes the interaction of students as valuable the same content in the same time period and the
to the learning process. teacher’s role is to facilitate growth by utilizing
the interests and unique needs of students as a
 guide for meaningful instruction” (Teacher • Established a process in which state and local agencies
Vision). are held accountable for providing educational services
to special needs children
The 8 important events and how they shaped Special • Ensured students with special needs had access to an
Education education as well as due process of law
 15 April 1817 Safeguards in place to protect the rights of special needs
The first school for the deaf was established students as well as their parents.
Named: American School for the Deaf • Council for Exceptional Children was a huge supporter
Founded by Thomas Hopkins Gallaudet  26 July 1990
Located in Hartford, Connecticut • Americans with Disabilities Act (ADA)
First school to provide specialized instruction for ⚫ Broad civil rights act that does not specifically
students with a special need address education
Has provided an exemplary model education program • Protects parents with disabilities as well as students
for teaching deaf students with disabilities
 1876 ⚫ Schools are considered "public entities" in the Act
American Association on Mental Retardation was • Must provide: program access and integrated settings
formed is now named the American Association on unless separate programs are necessary
Intellectual and Developmental Disabilities (AAIDD) • Not limited to classroom activities
• Advocates for quality of life for those with disabilities  3 December 2004
• Promotes a society that fully includes individuals with • Most recent amendment of the Individuals with
disabilities Disabilities Educational Improvement Act (IDEA).
• Enhance the skill of special education teachers and • Increased focus on accountability
encourages people to pursue careers in the field of • Two purposes:
intellectual and developmental disabilities • Provide an education that meets the child's specific
 24 February 1922 needs and prepares them for life
⚫ Council for Exceptional Children in formed • Protect the rights of disabled children and their parents
• Association of educators Requires states to set goals for disabled student
• Advancing student success through advocacy, performance
standards, and professional development ⚫ Schools have to report progress of disabled students
• Core Values:
• Visionary
• Integrity
• Inclusiveness  Conclusion
• Advocates for government mandates and laws Special education in the United States school system has
concerning the education of exceptional students come a long way since the early 1800s; however, many
 17 May 1954 argue that there is still room for improvement. The
⚫ Brown v. Board of Education language associated with special education has changed
Separate is NOT equal quite a bit and become more in line with political
• Desegregation of schools based upon race correctness. It can be argued that the next step in the
• Catalyst for parents of children with disabilities special education journey is a total revamping of the
• Students with disabilities were being segregated as educational system to ensure that teachers are adequately
well. trained and compensated for the important work they
 26 September 1973 perform.
• Section 504 of the Rehabilitation Act of 1973
• Protects individuals from discrimination based upon The 10 Important Laws in Special Education
disability  Republic Act No. 5250
Applies to any organization that received financial An Act Establishing a ten year Teaching training
assistance from the Federal Government programs for teachers of special and exceptional
• Provides an appropriate educational environment for children.
students with disabilities → Presidential Decree No. 603
• Requires that public schools provide students with In 1975 known as the Child and Youth Welfare Code
disabilities with a free appropriate public education was enacted.
(FAPE). → Presidential Decree No. 1509
 1 January 1975 In 1978, created the National Commission Concerning
• Public Law No. 94-142 - The Education for All Disable Persons (NCCDP). It was renamed as National
Handicapped Children Act of 1975 Council for the welfare of Disable Person (NCWDP).
  Batas Pambansa Bilang 232  Trouble learning time
Also known as Education Act of 1982. The State shall  Difficulty learning facts
promote the right of every individual to relevant quality  Confusing basic words
education regardless of sex, age, breed, socio-  Poor coordination
economics status, physical and mental condition, social  Problems with planning
and ethnic origin, political and other affiliations.  Impulsive behavior
→ Batas Pambansa Bilang 344  Difficulty acquiring knowledge
In 1983, The Accessibility Law. An Act to Enhance the  Having hard time learning phonetics
Mobility of Disabled Persons.
 Republic Act No. 6759 CASUAL PROBLEM
In 1989, The Law declared August 1 of each year as  Neurological cause
"White Cane Safety Day" in the Philippines.  Genetic links
 Republic Act No. 7610  Tobacco, alcohol, and drug use
In 1992, The Law is An act providing for Strong  Problems during pregnancy or delivery
Deterrence and Special Protection against Child Abuse,  Toxins in child’s environment
Exploitation and discrimination.  Stress in child’s environment
 Presidential Proclamation No. 361
In 2000, set new dates for the National Disabilty Neurological Cause
Prevention and Rehabilitation.\
 A damage to the brain may affect child growth
→ Republic Act No. 9288
In 2004, known as The Newborn Screening Act of Genetic links
2004."
 Republic Act No. 9288  It is not uncommon to find that several members
In 2004, known as The Newborn Screening Act of of the same members have condition
2004." Tobacco, alcohol, and drug use
 Magna Carta for Disabled Persons (Republic
Act No. 7277)  Babies would be at risk for learning problems
LEARNING DISABILITIES  The use of drug may affect the receptor cells
Problems during pregnancy or delivery
WHAT IS DISABILITY?
 Mother’s immune system may attack the fetus
 A physical or mental condition that limits a  Umbilical cord may be twisted
person’s movements, senses or activities
Toxins in child’s environment
WHAT IS LEARNING DISABILITY?
 Lead and mercury particularly may disrupt the
 Professionals has not come up yet with the braincell growth
specific definition of LD. All that they agreed is
that a group does not acquire learning variety of Stress in child’s environment
reasons.  Corticosteroids release into bloodstream during
 LD was identified as a group neurological stress damage the hippocampus
disorder/condition that results from the problem
of storing, processing, and producing Learning Disabilities: Facts and Statistics
information.
 Difficulty acquiring school skills or academic  Approximately 5% of all students in the public
skills schools have a LD
 2.8 million students are currently receiving
They have the imperfect ability to: special education services for learning
disabilities in the United States
 Listen  LD is the most common disability present today
 Think/reason out 80% of all disabilities
 Speak
 Write Five common learning disability
 Spell
 Calculate  Dyslexia
 Dysgraphia
Characteristics of learning disability  Dyscalculia
 Visual processing disorder
  Non-Verbal learning disability Also practice letters and numbers with
smaller hand or finger motions.
Dyslexia
 A language-based learning disability Tips to help individuals with dysgraphia:
 Involves a cluster of symptoms resulting in
difficulty with specific language skills,  Encourage proper grip, posture and paper
particularly reading. positioning for writing. It's important to
 The core difficulty is with word recognition and reinforce this early as it's difficult for
reading fluency, spelling, and writing. students to unlearn bad habits later on.
 Dyslexia is diagnosed in people of all levels of  Be patient and positive, encourage practice
intelligence. and praise effort becoming a good writer
 There are no known causes of dyslexia. takes time and practice.
 Most people with dyslexia need help from a
teacher, tutor, or therapist specially trained in Dyscalculia
using a multisensors, structured language  Dyscalculia is a term referring to a wide range of
approach. lifelong learning disabilities involving math and
Tips to help individuals with dyslexia: numbers.. Some warning signs for dyscalculia
include: Good at speaking, reading, and writing,
 A student with dyslexia can be given extra time but slow to develop counting
to complete tasks, help with taking notes, and  difficulty reading numbers, or recalling numbers
work assignments that are modified in sequence and order
appropriately.
 Teachers can give taped tests or allow dyslexic Dyscalculia
students to use alternative means of assessment.  Trouble reading the clock and understanding
 Students can benefit from listening to books on time
tape, using texpreading computer programs, and  Difficulty remembering schedules
from writing on computers.  trouble estimating how long something may take
Dysgraphia  poor sense of direction trouble counting days
before vacation
 Dysgraphia is a learning disability that affects
writing abilities. It can manifest itself as Tips for children with Dyscalculia
difficulties with spelling, poor handwriting, and  Introduce new skills beginning with
trouble putting thoughts on paper. concrete examples and later moving to more
Common signs of Dysgraphia include: abstract applications.
 For Language difficulties, explain ideas and
 Tight, awkward pencil grip and body position Problems clearly and encourage students to
 Illegible handwriting =Avoiding writing or ask questions as they work.
drawing tasks Tiring quickly while writing  Use a step-by-step approach
Difficulty organizing thoughts on paper  Build on children's strength
demonstrated through speech  Encourage children to avoid fear with
 Saying words out loud while writing Unfinished numbers
or omitted words in sentences
 Difficulty with syntax structure and grammar Visual Closure
 Large gap between written ideas and  The ability to identify or recognize a symbol
understanding demonstrated through speech or object when the entire object is not visible
Tips to help individuals with dysgraphia: Object recognition
 Use paper with raised lines for a sensory  The ability to consistently recognize letters,
guide to staying within the lines. Try numbers, symbols, words, or pictures
different pens and pencils to find one that's
most comfortable. Tips:
 Practice writing letters and numbers in the
For reading:
air with big arm movements to improve
motor memory of these important shapes.  Enlarge print for books, paper, and
worksheets. Create a "window" using an
 index card which can be used to block out  Dyspraxia (sensory integration disorder):
peripheral material which can be distracting difficulties with motor coordination; fine
while reading. motor skills.
 Central Auditory Processing Disorder
(CAP): difficulties Interpreting auditory
For writing: information, a disorder where the
 Use paper that structured (dark, bold lines) information is taken in through the ears but
Paper that is divided into large sections can is not accurately processed by the brain (the
be used for writing math problems brain does not process what is actually
heard/said)
 Dysnomia: Difficulty in using words;
Teaching Style problems between storage in the brain and
retrieval from the brain when words are
 Try to avoid the student's weakness For
required
example, if you write something on the,
 Attention Deficit Hyperactivity Disorder:
board, verbalize what is being written.
difficulties with concentration and focus;
impulsivity
Non-verbal Learning Disabilities
General Strategies that are useful...
 A non-verbal learning disorder (NLD) is a
 Slow down instruction
neurological syndrome consisting of specific
 Use eye contact to make sure student is engaged
ASSETS AND deficits.
 Write rules and instructions on the board with
bold lettering
 Have students reiterate instructions or rules of
 Early speech and vocabulary development games
Remarkable rote memory skills  Modify equipment to fit the specific LD
 Attention to detail  Practice small games before playing on larger
 Early reading skills development Excellent scale Be visual
spelling skills  Provide many opportunities of differentiated
 Also, these individuals have the verbal instruction
ability to express themselves eloquently.  Have students model the skill being learned
 motoric (lack of coordination, severe  Humor will lighten anyone's anxiety
balance problems, and difficulties with  Have a student act out position in a game before
graph motor skills). hand
 Peer partners can be effective
 Maintain consistent class routines
 Know your student and build rapport!
 Motoric (lack of coordination, severe  Be Patient!
balance problems, and difficulties with
graph motor skills).
TYPOLOGY OF LEARNERS

 Visual-spatial-organizational (lack of CATEGORIES OF SPECIAL NEEDS

image, poor visual recall, faulty spatial
perceptions, and problems with spatial
relations). social (lack of ability to 1. Physical needs
comprehend nonverbal communication,
difficulties adjusting to transitions and novel Allergies and asthma
situations, and deficits in social judgment
and social interaction).  Allergies are common and often come from
 Sensory (sensitivity in any of the sensory environmental factors, like pollen count or food
modes: visual, auditory, tactile, taste or sensitivities. Acute allergies may produce a
olfactory) hypersensitive reaction known as anaphylaxis.
Asthma is a condition where the airways become
Other disability associating LD. inflamed. swelling, constricting and producing
excess mucus, making breathing difficult.
 Inhalers and oral steroids can help manage 2. Developmental Needs
varying intensities of asthma.  Delays in development are typically apparent.
very early in life, but some aren't obvious until a
Limb differences person reaches a certain level in their education.
 Someone may be born with a differently Early intervention is key for managing a
developed limb or they may lose a limb later in developmental special need.
life, and both require adapting to the world Down syndrome:
around them. An individual without arms may
learn to do more with their legs and feet.  presence of an extra chromosome in a person's
Someone who loses mobility in their legs may DNA
find more independence in an efficient  visual or auditory problems, thyroid disease,
prosthesis. decreased muscle tone or cardiac conditions
early intervention is available, as children with
Juvenile and chronic arthritis  Down syndrome will experience delays in
 This condition is much more unbearable during mobility and educational development.
periods of time known as "flare-ups," where the Autism spectrum disorder
patient experiences a great deal of joint
inflammation and pain, accompanied by a loss  verbal and nonverbal communication can be
of strength, endurance and stamina. A child may affected, evident before age 3
outgrow juvenile arthritis, but chronic arthritis  repetitive activities and resistance to change in
throughout life can be managed with countless routines. Autism may also fall under sensory-
methods, including home care, massage, impaired special needs.
exercise, steroids and other medications or
surgery. Dyslexia

Multiple sclerosis  alters the way the brain processes the written
word have difficulty reading. writing and
 In this disease, the immune system eats away at spelling. Treatment for dyslexia is more
the protective covering of the nerves, disrupting successful when started at a young age. rather
communication between the brain and the body. than waiting until middle or high school to
Symptoms of MS include vision loss pain, address.
fatigue and impaired coordination. Physical 3. Behavioral/ Emotional Needs
therapy and medication can help with symptoms
and slow progression. Dissociation

Celebral palsy  lack of connection in someone's thoughts,

memory or sense of identity resulting in multiple
- CP is a permanent disorder resulting from brain personality disorders or other dissociative
injuries that occur during fetal development, birth or mistrust authority and keep secrets, making it
shortly thereafter. With CP, motor skills are disrupted, difficult to treat them.
and the individual sometimes experiences paralysis or
seizures. Gait and posture can worsen over time if not Obsessive compulsive disorder
properly managed. It cannot be cured, but with the right  have obsessions or excessive thoughts that lead
education and treatment, a person with CP can live a full to repetitive behaviors. affects people of all ages
life. and results in unwanted, intrusive thoughts and
Epilepsy urges.

 Those with epilepsy have a tendency to have

recurring seizures. Seizures are caused by a Attention-deficit (hyperactivity) disorder
sudden burst of electrical brain activity and thus  a disorder marked by an ongoing pattern of
cause a temporary disruption in the messages inattention and/or hyperactivity-Impulsivity that
passing between brain cells. Affecting people of interferes with functioning or development.
all ages, epilepsy is largely unpredictable but
can be managed by a range of therapies, from Attention-deficit (hyperactivity) disorder
medication to a service animal.
 a disorder marked by an ongoing pattern of
inattention and/or hyperactivity-impulsivity that
interferes with functioning or development.
Eating disorders:  Wherever possible, ensure that key statements
and instructions are repeated or highlighted in
 with abnormal eating habits-be they insufficient some way.
or excessive-can be categorized as having an  One-to-one tutoring in subjects may be
eating disorder. important; this can include peer tutoring.
 like anorexia and bulimia, can affect someone's  Students may benefit from having oral rather
physical and emotional health. than written feedback on their written
assignments. It may be helpful for students with
intellectual disability to have an individual
4. Sensory Impaired Special Needs orientation to laboratory equipment or
computers to minimize anxiety.
Sight-impaired
 Blindness and loss of sight can be managed and TIPS FOR EDUCATORS
diagnosed by an eye doctor.
 Teach empathy.
Hearing-impaired  Teach responsibility by encouraging
contributions.
 Deafness and loss of hearing can affect the way  Teach decision-making and problem-solving
an individual learns and processes. An ear, nose skills that reinforce self-discipline.
and throat specialist and assistive technologist  Offer encouragement and positive feedback.
can help.  Help children learn to deal with mistakes.

Sensory processing disorder GIFTED AND TALENTED LEARNERS

 A person with this disorder has difficulty Qualities of the gifted and talented
receiving and responding to information from
the senses: vision, hearing, touch, smell and  They learn more quickly and independently than
taste. They may have a heightened or lower most stunts their own age.
sensitivity to stimuli like tolerating light, being  They often have well-developed vocabulary, as
touched, maintaining eye contact and loud well as advanced reading and writing skills.
noises.  They are very motivated, especially on tasks that
are challenging or difficult.
Teaching strategies  They hold themselves to higher than usual
 Provide an outline of what will be taught - standards of achievement
highlight key concepts and provide opportunities  They are not necessarily awkward socially, less
to practice new skills and concepts. healthy, narrow in their interests-in fact, quite
 Provide reading lists well before the start of a the contrary.
course that reading can begin early. ACCELERATION
 Whenever you are introducing procedures or
processes or giving directions, for example in a  involves either a child's skipping a grade, or else
laboratory or computing exercise, ensure that the teacher's redesigning the curriculum within a
stages or sequences are made clear and are particular grade or classroom so that more
explained in verbal as well as written form. material is covered faster
 Students may benefit from using assistive  believes that children who have skipped a grade
technology. usually function well in the higher grade, both
 Use clear, succinct, straightforward language. academically and socially
Reinforce learning by using real-life examples
and environments. Limitations
 Use a variety of teaching methods so that  skipping grades cannot happen repeatedly unless
students are not constrained by needing to teacher, parents, and the students themselves are
acquire information by reading only. Where prepared to live with large age and maturity
possible, present material diagrammatically - in differences within single classrooms there is no
lists, flow charts, concept maps etc. guarantee that instruction in the new, higher-
 Keep diagrams uncluttered and use color grade classroom will be any more stimulating
wherever appropriate to distinguish and than it was in the former, lower-grade classroom
highlight.
  Redesigning the curriculum is also beneficial to  Student has difficulty taking notes due to
the student, but impractical to do on widespread fatigue, hand stiffness, or lack of
basis; even if teachers had the time to redesign concentration.
their programs, many non-gifted students would  Student experiences lack of concentration,
be left behind as a result 'memory fog,' severe pain, physical
limitation, frequent absences, or other
ENRICHMENT physical symptoms.
 involves providing additional or different  Student experiences physical symptoms that
instruction added on to the usual curriculum require immediate or frequent interventions
goals and activities. such as going to the washroom, getting a
 Instead of moving ahead to more difficult kinds drink, or moving to relieve stiffness of pain.
of math programs, the student might work on  Student is easily fatigued or exhausted.
unusual logic problems not assigned to the rest  Students is easily distracted due to
of the class. symptoms such as reduced concentration,
 exists to help classroom teachers working with pain, or other physical symptoms.
gifted students (and save teachers the time and  Students has reduced overall health and is
work of creating enrichment materials unable to meet the usual deadlines for
themselves) assignments, tests, and exams.

Limitation Commonly Suggested accommodation/ classroom

adaptions
 Since enrichment is not part of the normal,
officially sanctioned curriculum, however, there  Permit the use of assistive technology (e.g.,
is a risk that it will be perceived as busywork computer. digital voice recorder). Provide the
rather than as intellectual stimulation, support of a tutor
particularly if the teacher herself is not familiar  Allow extra time for assignments, tests and
with the enrichment material or is otherwise examinations. Allow breaks during classes to go to
unable to involve herself in the material fully. the washroom, drink water, and move around.
 Limit or space exams to avoid having too many on
SOCIAL- EMOTIONAL DEVELOPMENT AND the same day or during the same week.
LDS  Allow exams to be written in a separation room.
 Allow some flexibility in course schedules, tests,
Bullying
and exams.
 Being different from their peers can set students  Perhaps suggest a reduced course load.
up for targeting by bullies.
 Students with LDs may feel less competent and
GIFTED CHILDREN
less confident than their peers and therefore feel
less able and less entitled to stand up for What is giftedness?
themselves. This may be aggravated by their
difficulty expressing thoughts and feelings.  Gifted child, any child who is naturally brilliant with
 They may have difficulty understanding the a high degree of general mental ability or
verbal or nonverbal communication and the extraordinary ability in a specific sphere of activity
intentions and expectations of others. or knowledge.
 They may have difficulty managing their own  There is no broadly accepted definition. It is based
behavior and feelings. They may be too loud, on the situation. Schools generally look at ability
hyper, disruptive, talkative etc. Peers may find and intelligence tests, but do not all use the same
this sort of behavior irritating. standard.
 Some students with LDs are too honest and are  Talented, which includes all areas of a child's life:
unable to conceal their weaknesses and academic, artistic, athletic, and social.
mistakes, thus leaving them vulnerable to others.  Gifted children often means that they develop
asynchronously, which means that their minds grow
CHRONIC HEALTH CONDITIONS ahead of their physical growth, and this explains
why they are in an advanced progress than children
of their own age.
Common Characteristics of a Student with Chronic
Health Conditions Exceptional Development
 ...can be seen in both the intellectually gifted and Culture (Values)
those with intellectual deficits (Klinefelter's
Syndrome, Pervasive Developmental Disorder,  Relates to characteristics and attributes a society or
Autistic Disorder and Asperger's Syndrome) culture value in an individual.

Intellectually Gifted
 Known as GIFTED or TALENTED.  Experience
 Someone who shows, or has the potential for  Biological factors
showing, an exceptional level of performance in one  Social factors
or more areas of expression. -About 5% of the  No single factors that “causes” giftedness
student population (3 million children)
THEORIES OF INTELLIGENCE
Intellectually Gifted
 In the 1950s, researchers and psychologists mainly
 Any child who is naturally endowed with a high identified giftedness in terms of a high score on an
degree of general mental ability or extraordinary IQ (intelligence Quotient) test testers have used the
ability in a specific sphere of activity or knowledge. following classifications to describe differing levels
 Those who have an intelligence quotient (IQ) of 130 of giftedness.
or above.  Bright: IQ, 115+ (one in six)
 Moderately gifted, IQ, 130+, (1 in 50)
 Highly gifted: IQ, 145+ (1 in 1000)
 Exceptionally gifted/genius: IQ, 160+ (1 in 30,000)
 Profoundly gifted/genius: IQ, 175+ (1 in 3 million)
 In earlier times, the term genius was widely used to
describe gifted children, but it is now limited to the
A BRIGHT CHILD A GIFTED CHILD exceptionally gifted, with an IQ that tests higher
Knows the answer Asks the question than 160. Only a small fraction of the numbers of
Is interested Is highly curious gifted are classified as geniuses.
Is attentive Is mentally and physically  Still today gifted children are often classified using
involved IQ tests, but developments in theories of intelligence
Works hard Plays around, yet tests have raised serious questions about the appropriate
well uses and limits of such testing
Answers the questions Discusses in detail,
elaborates THEORY OF MULTIPLE INTELLIGENCE
Is in the top ground Is beyond the group
Listens with interest Shows strong feelings and  The Multiple Intelligences hypothesis put forth by
opinions Howard Gardner in his 1983 book Frames of Mind
Needs 6- repetitions for Needs 1-2 repetitions states there are several types of intelligences, each
mastery with its own type of genius in his book "The
Understands ideas Constructs abstractions Disciplined Mind" & based on his work, giftedness
Enjoys peers Prefer adults can be defined as a child being exceptionally
Grasps the meaning Draws inferences competent in one or more of the following areas.
Completes assignment Initiates projects
Is receptive Is intense
Copies accurately Creates new design  Linguistic intelligence
 Logical-mathematical intelligence
Learns with ease Already knows
 Bodily/kinaesthetic
 Musical intelligence
CAUSES
 Spatial intelligence
How giftedness evolves?  Interpersonal intelligence
 Intrapersonal intelligence
Nature (genetics)  Naturalist intelligence
 Relates to heritage of an individual.  Spiritual intelligence

Nurture (Environment)
CHARACTERISTICS
 Relates to environmental influences on individuals.
Characteristics of gifted and talented
 Learn Quickly and  Become bored and
Easily frustrated Educating gifted child...
 Able to use abstract  Dislike repetition
thought and critical  Receive negative  Gifted learners must be given stimulating
reasoning adult educational experiences appropriate to level of
attitudes to smartness ability.
 Only 1/2 of gifted learners receive education
 Exhibit Verbal  Dominate appropriate to their needs.
Proficiency Discussions  Gifted education programs fulfill both individual
 Difficulty in listening and societal needs.
skills
Some of the Problems Faced by Gifted Child
 Have a high energy  Becomes frustrated
level with inactivity and
lack of challenge
 Values, Traditions, and Uniqueness.
 Be extremely  Disrupt class routine  Intensity, perfectionism and stress.
persistent  Resist interruptions  Lack of motivation and Underachievement...
 Concentrates on tasks or schedules
of high interest for  Perceived as Values, Traditions, and Uniqueness
extended periods of stubborn or
 Gifted children may behave in ways that are
time uncooperative
inappropriate and rude, such as questioning
 Exhibit unusual  Be unusually about age and weight. This is because they are
emotion depth and vulnerable curious but simply still haven't acquired social
intensity  Perceived as customs. Gifted children, with their quick and
 Be highly insensitive immature logic minds, may become in trouble for
 Be acutely perceptive  Be confused if challenging traditions as an expression of their
thoughts and feelings rebellious independence. Gifted children,
not taken seriously particularly those who are more creative, often
challenge traditions and values. Expectations by
 Aim at perfection  Feel frustrated Others. Gifted children, particularly the more
 Feel failure creative, do not conform. Nonconformists
challenge traditions, rituals, roles, or
 Exhibit independence  Challenge and
expectations. Such behaviors often prompt
and nonconformity question indiscreetly
discomfort in others. The gifted child, sensitive
 Exhibit rebellious
to others' discomfort, may then try to hide
behavior
abilities. "(James T. Webb, 1994, Nurturing
 Heightened self-  Social isolation Social-Emotional Development of Gifted
awareness  Low self-esteem due Children)
 Relate more to older to seeing differences  When children choose to break family or
children and adults from peers as bad societal traditions, parents can help them
 Seen as a “show off” understand the cost-benefit ratio of their actions.

 Keen sense of humor  Use humor INTENSITY, PERFECTIONISM AND STRESS

inappropriately or to
Intensity
attack others
 Frustration when  Gifted children emotions tend to be intense and
humor not complex just as their thinking.
understood  Emotional intensity in the gifted is not a matter
of feeling more than other people, but a different
 Posses unusual  Seen as “weird” way of experiencing the world.
imagination  Emotional intensity can be expressed in many
different ways, such as emotional ties and
attachments to others, empathy and concern for
 others, sensitivity in relationships, attachment to  Stress occurs even when everything is going
animals, difficulty in adjusting to new well. Youngsters get tired from their constant
environments, loneliness, conflicts with others efforts and may secretly fear that next time they
over the depth of relationships it can also be will not be as successful.
expressed as bodily symptoms such as tense  Vacations may be stressful if students are
stomach or sinking heart. comfortable only when achieving and
 Emotionally intense gifted people often feel succeeding. Taking time off may make them feel
abnormal. "There must be something wrong nervous and lacking control.
with me... maybe I'm crazy... nobody else seems  Nature provides healing/respite for those
to feel like this." children in unhealthy life situations
 Emotionally intense gifted people often  "The ability to play is critical not only to being
experience intense inner conflict, self-criticism, happy but also to sustaining social relationships
anxiety and feelings of inferiority. and being a creative, innovative person." Stuart
 Feeling everything more deeply than others do Brown
can both be painful and frightening.
Underachievement (Lack of Motivation / Disabilities)
 Underachievement: discrepancy between a
 It is vitally important that gifted children are child's school performance and some ability
taught to see their heightened sensitivity to index such as an IQ score. Some children get
things that happen in the world as a normal really excited before they enter kindergarten but
response for them. If this is not made clear to when they get into school and start to being
them they may see their own intense experiences teenagers they would stop being as excited
as evidence that something is wrong with them.  Roots of underachievement in middle and high
school are sometimes planted in the elementary
Perfectionism grade when a child's curriculum is not
appropriately challenging
 gifted children are more likely to exhibit  We must motivate these children to stay on the
perfectionistic tendencies than other children. same amount of motivation.
(this can be positive or negative)
 Winner (1996) noted that gifted children are FACTORS THAT AFFECT CHILD'S LEVEL OF
well known to be perfectionists, "But being a MOTIVATION
perfectionist could well be a good thing if it
means having high standards, for high standards  Health: poor eating habits, lack of sleep,
ultimately lead to high achievement" (Winner, hearing and visual impairment.
1996, p. 215). neurotic perfectionists are "unable  Family: because gifted children are sensitive,
to feel satisfaction because in their own eyes they are heavily influenced by family problems;
they never seem to do things good enough to So, life-style, family roles and Structure can
warrant that feeling."(Hamachek (1978)) affect the child's motivation.
 Relationships: Children want to fit in with their
peers. they act like they are not as intelligent as
How to deal with perfectionism? they really are because their friends will call
them a nerds or teacher's pets. For some
1. Show children that you value them more for students, underachieving is a way to gain
who they are as people popularity.
than for what they can do.  Expectation: Setting extreme standards (too
high or too low) will turn students off to school.
2. Help children separate themselves from their Researchers have found that students learn best
products, particularly their grades. in what is labeled their zone of proximal
3. Help them understand that mistakes are a normal development (ZPD). In order learn we must be
part of learning. presented with tasks that are just of reach of a
presence abilities.
 "we will talk that in next semester you will learn
Stress that later">>> like these sentences makes the
 Constant striving to live up to self-expectations child lose his/her motivation to learn.
or those of others- to be first, best, or both can  Message that mistakes and failures are
be very stressful. unacceptable
 Hidden Gifted  Special Classes
 Special Activities
 The "hidden gifted" (which includes gifted  Acceleration/Promotion
students who have disabilities or learning
difficulties) should be identified and
adequately catered for. STRATEGIES FOR TEACHING GIFTED AND
 Those whose giftedness and disabilities will TALENTED LEARNERS
probably remain unnoticed throughout their
school life.  Create alternative activities that go beyond
 Unless gifted students are supported to the regular curriculum.
develop their potential, their talents may be  Work with students to design an
buried by the weight of their disability. independent project that they would be
interested in completing for credit.
Gifted students with disabilities require:  If possible, involve students in academic
competitions in your area.
1. adults who believe in them  Create tiered assignments, which have
2. teachers who have high expectations and show different expectations for different levels of
confidence in their ability to succeed learners.
3. an environment that facilitates achievement
Hidden Gifted Technology and Gifted and Talented Students
 Computers allow students to move at their
Physical disabilities own pace.
 an inability to give a verbal response limited  Computers can be used to complete
mobility alternative activities and independent
 a lack of fine motor coordination projects.
 They need the special programmes to  Many computer programs can be used to
overcome the obstacles: Assistive help students learn and master new material
equipment: such as pencil grips, special not covered in the regular classroom.
scissors, computers, communication boards,  There are some online educational programs
and voice synthesizers. for gifted and talented students, such as
EPGY at Stanford University.
 They need a DEDICATED AND
Sensory disabilities PASSIONATE TEACHER!
 Students who are gifted and have a sensory Myths about IG....
impairment (with visual and hearing
impairments) will require teachers to adapt.  Gifted students need to serve as examples to
their curriculum and teaching methods. others, and they should always assume extra
 suggest programmes need to include: responsibility.
1. critical thinking  Gifted students are naturally creative and do
2. creative thought processes not need encouragement.
3. social and emotional content

 It is important to focus on the student's

abilities and allow them to have challenging
curricula in addition to receiving help for
their learning disability. For example to deal
with gifted child who has hearing
impairment Speak clearly, not loudly.
Shouting distorts the lips and makes lip
reading difficult.
So, they need....
 Individualized Education