Name: Charity G.

Saberon Program, Year & Section: BEED – 1A

Semi-Detailed Lesson Plan in ED 124

Foundation of Special and Inclusive Education
(CHAPTER 6)

l. OBJECTIVES

At the end of the lesson, 95% of the class will be able to:

1. understand the meaning and significance of learners with difficulty communicating;

2. internalized the value of ways how to help them manage and become successful in an inclusive
setting;
3. analyze trends and issues in teaching learners with difficulty communicating.

ll. SUBJECT MATTER

2.1 TOPIC: Learners with Additional Needs

2.2 REFERENCE: Cristina Nieves Aligada-Halal, Marie Rose A. Yuzon, Cristina Rowena S. Padilla,
Clarissa Carmelita Mariano-Ligon, Ph.D., “Learners with Additional Needs”, Foundation of Special and
Inclusive Education (Book), Quezon City: Rex Printing Company Incorporated, 2014, pp. 87-
2.3 MATERIALS: Smart TV, PowerPoint presentation, pictures, and questionnaires

lll. PROCEDURE

A. Preliminary Activities
1. Prayer
2. Greetings / Checking of Attendance
3. Review

B. Lesson Proper
1. Motivational Activity

1.1 PICTO-WORD!
Directions: All the students should participate in the game where they will try to guess the hidden
word based on the picture provided. The class will be given 10 seconds to guess the word then after 10
seconds they will be going to give their answers.

2. Presentation
LEARNERS WITH ADDITIONAL NEEDS

2.1 LEARNERS WITH DIFFICULTY COMMUNICATING

2.1.1 Some learners are observed to have difficulty communicating, either verbally expressing their
ideas and needs and/or understanding what others are saying. To have a clearer understanding of students
who have difficulty communicating, we will define communication and its accompanying concepts; how
learners with communication difficulties are identified, their learning characteristics, and ways to help them
manage and become successful in an inclusive setting.

2.2 TYPES OF COMMUNICATION IMPAIRMENTS AND DISORDERS

2.2.1 Communication is the interactive exchange of information, ideas, feelings, needs, and desires
between and among people. It is used to serve several functions, particularly to narrate, explain, inform,
request (mand), and express feelings and opinions.

2.2.2 Speech is the expression of language with sounds, or oral production. Speech is produced
through precise physiological and neuromuscular coordination: (1) respiration (act of breathing), (2)
phonation (production of sound by the larynx and vocal folds), and (3) articulation (use of lips, tongue,
teeth, and hard and soft palates to speak).
 2.2.3 Language is used for communication, a formalized code used by a group of people to
communicate with one another, that is primarily arbitrary. People decide on symbols, their corresponding
meanings, and the rules that make up a language. There are five components of language: (1) phonology
(refers to the sound system of a language), (2) morphology (refers to the smallest unit of language that has
meaning and which is used to combine words), (3) syntax (is the system of rules governing the meaningful
arrangement of words, which also include grammar rules), (4) semantics (refers to the meanings
associated with words and combination of words in a language), and (5) pragmatics (revolves around the
social use of language, knowing what, when, and how to communicate and use language in specific
context).

2.2.4 Speech Impairments are communication disorders such as stuttering, impaired articulation,
and language or voice impairment. Such disorders are significant enough that they can adversely affect a
student's academic performance. There are four basic types of speech impairments: (1) articulation
disorder (which refers to the inability to produce a given sound physically), (2) phonological disorder (which
refers to multiple patterns of sound errors with obvious impairment of intelligibility), (3) fluency (difficulties
with the rhythm and timing of speech), and (4) voice disorder (problems with the quality or use of one’s
voice resulting from disorders of the larynx).

2.2.5 Language Disorders involve problems in one or more of the five components of language and
are often classified as expressive or receptive. There are different types of language disorders: expressive,
receptive, and a combination of the two. An expressive language disorder interferes with the production of
language. On the other hand, receptive language disorder interferes with the understanding of language.
Some children may be found to have a combination of receptive and expressive language disorders.

2.2.6 Autism Spectrum Disorder (ASD) is an umbrella term for related disorders that affect social
development and communication (Kirk et al. 2015). Students with ASD display a triad of impairments in
social relationships, social communication, and social understanding. Other disorders that are subsumed
under ASD are Rett Syndrome (which refers to a rare genetic neurological and developmental disorder that
affects the way the brain develops and causes a progressive loss of motor skills and language), Pervasive
Developmental Disorder (characterized by delays in the development of social and communication skills),
and Asperger's Syndrome (a developmental disability that affects how people behave, see and understand
the world and interact with others). Oftentimes, students with ASD display deficits in the pragmatic use of
language that impact their social relationships.

2.3 COMMUNICATION DIFFICULTY

2.3.1 Community Difficulty is oftentimes one of the most common red flags observed by family
members, daycare workers, and early childhood teachers. Noted absence, delays, and difficulties in speech
and/or language often prompt family members to consult their general pediatrician who then makes
referrals to developmental pediatricians and other specialists.

2.3.2 According to Heward (2013), a comprehensive speech and language evaluation to determine
the presence of a communication disorder involves several components: (1) case history and physical
examination, (2) hearing, (3) articulation, (4) phonological awareness and processing, (5) overall language
development and vocabulary, (6) assessment of language function, and (7) language samples and
observation in natural settings.

2.4 LANGUAGE DIFFICULTIES

2.4.1 Expressive Language Difficulties involve limited vocabulary, incorrect grammar or syntax,
expressive repetition of information, difficulty in formulating questions, and difficulty constructing sentences.

2.4.2 Receptive Language Difficulties involve following oral directions, understanding humor or
figurative, comprehending compound and complex sentences, and responding to questions appropriately.

2.5 UNIVERSAL DESIGN FOR LEARNING AND PRACTICAL TIPS TO BE USED IN THE CLASSROOM

2.5.1 The use of Universal Design for Learning (UDL) in the classroom allows children to learn
information, demonstrate understanding, and stay engaged in multiple ways (i.e., multiple means of
presentation, expression, and engagement).
 2.5.2 In addition to using UDL, there are Practical Tips and techniques that teachers can use to
provide students with communication difficulties the support they need in order to be successful.

3. Application
3.1 Quiz Ambagan!
Mechanics:
1. You will be grouped into 6 groups consisting of 6 and 7 members each.
2. You will apply what you have studied and learned about our lesson.
3. Brainstorming, teamwork, and unity are the key.
4. 15 minutes allotted time in general. BUT if there’s one group to finish earlier, ALL GROUP MUST
STOP ANSWERING!
5. The SCORE OF ONE IS SCORE OF ALL (per group).

4. Generalization
4.1 As a future educator or a citizen, how do understanding the meaning and significance of
learners with difficulty communicating contribute to shaping an inclusive setting?
2. To what extent do you agree that it should be internalized the value of ways how to help them
manage and become successful in an inclusive setting;
3. analyze trends and issues in teaching learners with difficulty communicating.

lV. EVALUATION
Direction: On a ¼ sheet of paper, identify what is being asked in each item (15 points).

1.

V. ASSIGNMENT
Directions: In a short bondpaper, make a poem expressing what you have learned on the Learners
with Difficulty Communicating.