SEMI – DETAILED LESSON PLAN IN LEARNER-CENTERED TEACHING:

FOUNDATIONS AND CHARACTERISTICS

Prepared by: Maricon B. Estinor
Saira D. Rabino
Mica L. Llaneta
Hanna Grace F. Beltran
Marianne Bermoro

Lecturer
Time Allotment: 1 hour and 30 Minutes
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a) Compare the characteristics of children with special needs.
b) Discuss the learning disabilities.
c) Share the learning experiences in observing SPED class.

II. SUBJECT MATTER

CHILDREN WITH SPECIAL NEEDS: DESIGNING AND ASSESSING
LEARNING ACTIVITIES

III. REFERENCES

IV. MATERIALS
Power point presentation, laptop, projector, yarn, colored paper, box.

V. PROCEDURE
A. PREPARATION
 Greetings
 Prayer
 Checking Attendance

B. LESSON PROPER
 ELICIT
“Cone to Explore”

Mechanics:
 1. The class will play a game called “Cone to Explore”. The class will
be divided into 3 groups, each group has 9 members or players.
2. From the team, they will select two human towers to hold the yarn.
The remaining 7 members will be the one to blow the cone until it
reach the end of the yarn.
3. Each member who reach the end of the yarn will answer the given
question by the facilitator.

4. Those who are finished answering the question must go in front

and wait for the last member for them to answer the final question
through blowing the cone. Reminder: The facilitator prepared only
one last question for all the team and the first team who got the last
question and answer it correctly will be the winner.
.
 ENGAGE
“Bawal Judgemental”
The teacher will flash a picture of a person and the students will identify
which of them are person with disability’

The teacher will ask the students to give their reasons why they chose
that picture and think that it has a disability.

The teacher will reveal the correct answer to each item and will give
additional information about it.

 EXPLORE

“Mystery Box”

The teacher prepared number inside the box that correspond to pictures.

The student will perform a 20-minute activity "Mystery Box." The class
will be divided into four groups. The teacher prepared number inside the
box that correspond to pictures. The teacher will call out the name of
student who will pick the number inside the mystery box. The activity is
about identifying the strength and possible skills of the child with special
needs.
.
 EXPLAIN
 The teacher will discuss the Children with Special Needs: Designing and
Assessing Learning Activities.

 ELABORATE
The teacher will ask the question, “When you heard the words
special needs, what comes on your mind?” to the students. Students will
answer.
The teacher will discuss about the of nature of special needs
through a PowerPoint presentation to guide students through knowing
the characteristics of children with special needs.

 EVALUATE
Students will be required to take a post-test at the end of the
lesson. The post-test will consist of 10 items, and students will be
expected to answer all the questions.

 Evaluation:
1. Dyslexia is manifested by a difficulty in learning to…
A. write, and speak. B. walk, and spell.
C. walk, and talk. D. write, and spell.
2. How disability being viewed as one of the dimensions of diversity?
A. It is seen as unnatural part of life.
B. It goes outside the spectrum of the diversity.
C. It is a natural part of life and diversity.
D. Less understood and accepted.
3. A student is struggling to understand what is being said in class. They may ask
you to repeat instructions or have difficulty following along with group
discussions. They may also have difficulty with reading and writing. Which of the
following characteristics might this student be exhibiting?
A. Hearing Impairment B. Visual Impairment
C. Attention Deficit Hyperactivity Disorder (ADHD) D. Dyslexia
 4. A student is having trouble reading and writing. They often mix up letters and
have difficulty sounding out words. They may also struggle with spelling and
grammar. Which of the following characteristics might this student be exhibiting?
A. Dyslexia B. Down Syndrome
C. Cerebral Palsy D. Hearing Impairment
5. It's okay to gossip about people who are deaf hard of hearing because they can't
hear you anyway.
A. True
B. False
6. Which of the following speech disorder is characterized by the abnormal
production and/or absences of vocal quality, pitch, loudness, resonance, and/or
duration, which is inappropriate for an individual's age and/or sex?
A. Voice disorder B. Articulation disorder
C. Fluency disorder D. Articulation disorder & Fluency disorder
7. It is a developmental disorder characterized by challenges in social interaction,
and a tendency to engage in repetitive behaviors.
A. Autism B. Dyslexia C. Down Syndrome D. Cerebral Palsy
8-10. Give 3 Characteristics of Children with Autism

 EXTEND
The teacher will ask the student what is the significance of
studying the different learning disabilities as a future educator.

VI. ASSIGNMENT

Study/Review

CONTENT OF THE TOPIC:

Lesson 6: Children with Special Needs: Designing And Assessing

Learning Activities

WHAT IS SPECIAL NEED?

refers to people with special needs, they may be thinking of someone who has a
sensory impairment , someone with a mobility impairment, or someone who requires
support to succeed in an educational environments. The special needs meaning can
also include impairments in communication, behavior, self-care, social interaction, and
cognition.
WHAT IS THE CHARACTERISTICS OF SPECIAL CHIILDREN?
ORMROD, 2003 AND NIELSEN 2002
1. Those with specific cognitive or academic difficulties
2. Those with social or behavioral problems
3. Those with general delays In-cognitive and social functioning
4. Those with physical or sensory challenges
5. Those with advanced cognitive development

LEARNING DISABILITIES

Learning Disability are problems that affect the brains ability to receive, process and
analyze or store information. This problems can make it difficult for a student to learn as
quickly as someone who isn't affected by learning disabilities.

Learning Disabilities (LD) refers to a group of disorders that affect the broad range of
academic and functional skills including the ability to;

 Speak
 Listen
 Read
 Write
 Spell
 Reason and
 Organize Information

Causes

Heredity Learning Disability often run in family. Children with learning disability are likely
to have parents or other relatives with similar difficulties.

Problem during pregnancy and birth

Learning Disability can result from the anomalies in the developing brain, illness and
injury, fetal exposure to alcohol and drugs low birth weight, oxygen deprivation or by
premature and prolonged labor.

Accident after birth

Learning Disability can also be caused by head injuries, malnutrition or by toxic
exposure.

Classification of Learning Disability

 Dyslexia difficulty in writing, reading and spelling

 Dyscalculia-mathematic and computation problem
 Dysgraphia- difficulty in writing, spelling and composition
 Dyspraxia- problems with manual dexterity and coordination.

SPEECH AND COMMUNICATION DISORDER

These are impairments in spoken language or communication (e.g. stuttering.

Mispronunciation) and comprehension. The difficulties are articulation problems,
stuttering, abnormal syntactic patterns, and difficulty understanding the speech of
others, all of which are likely to interfere with academic performance.

Characteristics of Children with Speech and Communication Disorders

a. Usually, these children have difficulties in reading and writing

b. Are self-conscious
c. Are embarrassed when talking
d. Are reluctant to speak

In dealing with these children, these should encourage regular oral communication
because they need practice. Since these children have this difficulty, the teacher should
listen patiently and allow them to speak out their sentences, even if it takes long for
them to do so, other children should be trained not to tease or ridicule them.

SOCIAL AND BEHAVIORAL PROBLEMS AND BEHAVIORAL INDICATORS

Emotional Or Behavioral Disorders

- These are emotional states that are present and which persist for a long time and
which affect learning and academic performance and social behavior.

The following behaviors may indicate a social or behavioral disorder among

students.

 Difficulty in interacting with others in socially acceptable manner

• Difficulty in establishing satisfactory interpersonal relationship

 • Poor self-concept

• Frequently absent from school

• Deteriorating academic performance with increasing age

• Unable to learn but cannot be explained by IQ sensory of health factors

• Showing inappropriate types of behavior or feelings even under normal

circumstances

• Developing physical symptoms or fears associated with personal or school

problems

AUTISM

 His is a disability marked by impairment in social interaction.

 Autism falls on a continuum from the least severe to the most severe
symptoms.
 Children with autism have not developed the basic social skills. Their social
cognition is impaired, thus they are not able to interpret social situations
accurately.

CHARACTERISTICS OF CHILDREN WITH AUTSM

 They engage in obsessively repetitive movement activities like rocking back and
front; wringing of the hands and other stereotyped movements.

 They can be self-abusive, as for example, banging heads, slapping or biting

themselves.

 They have unusual responses to sensory inputs as for example exaggerated

response to sound.

 They are withdrawn and do not communicate at all

 They exhibit periodic emotional outburst.

 May exhibit abnormal responses to object.