(name of student) (Subject level)
(course/year level) (Subject)
I. OBJECTIVES
Identify characteristics indicative of special needs or
At the end of the
disabilities in children
lesson, the students
will be able to: Determine appropriate techniques for guiding children,
including those with special needs
Develop appropriate strategies and adaptations of curriculum
for special needs children
II. SUBJECT MATTER
Topic The Education of Students with Special Needs.
(Human Growth and Development)
Reference https://www.txcte.org/resource/lesson-plan-education-
students-special-needs
Materials Visual Aids, Handouts and Power Point Presentation
III. PROCEDURE
Teacher’s Activity Student’s Activity
a. Prayer Please stand and we will pray,
________ please lead the prayer”
“Classmate are you ready to
pray?”
“Yes we are”
“In the name of the father …”
“Our father who art in
heaven
Hallowed be thy name
Thy kingdom come....
Amen.”
b. Attendance “May I know who is absent
today?” “None sir!”
“All of you are present ,very good”
c. Greetings “Good morning “ “Good morning sir!”
“How are you today?” “ We’re good and fine sir!”
“Good”
Before I proceed to the
discussion I will show a picture
to all and what can you say
about on it.
d. Motivation
Here’s the pictures please (Students will answer base
observe and say some on it. on their observations)
Very Good! That great and
Correct this picture show that
teachers has big roles and
responsivities for their students
with special needs.
Yes sir
And now do you have any idea
about our topic today?
e. Discussion Who qualifies as a child Those who have disabilities
proper. with special needs? sir!
Very Good. Now this who are
qualifies as child with special
needs.
Different types of disabilities
You may come across many
disabilities in your work life.
Some examples of common
disabilities you may find are:
- Vision Impairment
- Deaf or hard of hearing
- Mental health conditions
- Intellectual disability
- Acquired brain injury
- Autism spectrum disorder
- Physical disability.
If your staff member's disability
is not clear to you, ask how it
effects their work and if they
need adjustments so they can
work to the best of their ability.
DO NOT ask the person how
they got the disability
Understanding Special
Needs
Heredity and environment
influence the special needs in
individuals.
- Factors include the
genetic history and
make-up of a person.
- Environmental factors
affect the fetus after
conception or the child
after birth.
The Nature of Special Needs
A disability is any condition that
prevents, delays or interferes
with a child’s normal
achievement and development.
A disability may be classified as
one of the following:
- Developmental
- Learning
- Physical
- Sensory
Vision impairment
Vision impairment refers to
people who are blind or who
have partial vision.
When talking with a person
who is blind or has a vision
impairment:
always identify yourself
and any others with you
ask if the person requires
assistance, and listen for
specific instructions,
however be prepared for
your offer to be refused.
If guiding a person, let them
take your arm, rather than
taking theirs. Describe any
changes in the environment
such as steps, obstacles, etc.
If the person has a guide dog,
please remember the dog is
working and should not be
patted, fed or distracted.
Tips
Ensure front of office
staff are briefed and
prepared on how to greet
and assist people with
vision impairment.
Allow more time and
greater flexibility for
training and induction.
Be aware that glare and
poor lighting may
exacerbate vision
impairment.
People who are deaf or
hard of hearing
Hearing impairments can
range from mild to profound.
People who are hard of hearing
may use a range of strategies
and equipment including
speech, lip-reading, writing
notes, hearing aids or sign
language interpreters.
When talking to a person who
is deaf or hard of hearing:
look and speak directly
to them, not just to the
people accompanying
them, including
interpreters
speak clearly and use a
normal tone of voice
unless otherwise
instructed by the person
with the hearing
impairment
if you don't understand
what a person is saying,
ask them to repeat or
rephrase, or alternatively
offer them a pen and
paper.
Tips
Ensure front of office
staff are briefed and
prepared on how to greet
and assist people who
are deaf or hard of
hearing.
Allow more time and
greater flexibility for
training and induction.
Consider workspace
location - allowing the
employee to see people
entering the room and
situate the workstation in
an area where there is
minimal background
noise.
People with mental health
conditions
Mental illness is a general term
for a group of illnesses that
affect the mind or brain. These
illnesses, which include bipolar
disorder, depression,
schizophrenia, anxiety and
personality disorders, affect
the way a person thinks, feels
and acts.
A person with a mental health
condition may experience
difficulty concentrating, which
can sometimes be a result of
medication. Try to avoid overly
stressful situations wherever
possible so that their condition
is not exacerbated.
Tips
Provide clear and
thorough explanations
and instructions, in
writing if required.
Ask the person how they
would like to receive
information.
Allow more time and
greater flexibility for
training and induction.
Further information: Mental
health in the workplace
People with intellectual
disability
A person with an intellectual
disability may have significant
limitations in the skills needed
to live and work in the
community, including
difficulties with
communication, self-care,
social skills, safety and self-
direction.
The most important thing to
remember is to treat each
person as an individual:
a person with an
intellectual disability is
just like everyone else -
treat them as you would
like to be treated
be considerate of the
extra time it might take
for a person with an
intellectual disability to
do or say something
be patient and give your
undivided attention,
especially with someone
who speaks slowly or
with great effort.
Tips
Allow more time and
greater flexibility for
training and induction.
Keep the pressure of any
given situation to a
minimum as stress can
affect a person's
concentration and
performance.
Keep instructions simple
and in bite-size pieces
use demonstration and
increase complexity as
progress is made.
Be aware that a person
with intellectual disability
may be less aware of
social cues and may
have less developed
social skills.
Give verbal and written
instructions or try giving
examples to illustrate
ideas and summarise
ideas often.
People with acquired brain
injury (ABI)
Acquired brain injury (ABI)
refers to any type of brain
damage that occurs after birth.
The injury may occur because
of infection, disease, lack of
oxygen or a trauma to the
head. Around 160,000
Australians have some form of
acquired brain injury, with
more men affected than
women.
The long term effects are
different for each person and
can range from mild to
profound. It is common for
many people with ABI to
experience:
increased fatigue
(mental and physical)
some slowing down in
the speed with which
they process information,
plan and solve problems
changes to their
behaviour and
personality, physical and
sensory abilities, or
thinking and learning
may also have difficulty
in areas such as
memory, concentration
and communication.
A person with an Acquired
Brain Injury does not have an
intellectual disability and does
not have a mental illness
Tips
Allow more time and
greater flexibility for
training and induction.
Provide clear and
thorough explanations
and instructions.
Minimise stress to
maximise concentration
and performance.
Give verbal and written
instructions or try giving
examples to illustrate
ideas and summarise
ideas.
People with Autism
Spectrum Disorder
Autism is an umbrella
description which includes
Autistic disorder, Asperger's
syndrome and atypical autism.
Autism affects the way
information is taken in and
stored in the brain. People with
autism typically have
difficulties in verbal and non-
verbal communication, social
interactions and other
activities. Impairments usually
exist across three main areas
of functioning:
social interaction
communication, and
behaviour (restricted
interests and repetitive
behaviours).
Many people with an autism
spectrum disorder also have
sensory sensitivities, i.e. over
or under sensitivity to sight,
touch, taste, smell, sound,
temperature or pain.
Some characteristics of
Asperger's syndrome
Those with Asperger's
syndrome are typically of
average or above average
intelligence, and can show a
wide range of behaviours and
social skills. People with
Asperger's syndrome may
display some of the following
characteristics:
difficulty in forming
friendships
ability to talk well, either
too much or too little, but
difficulty with
communication
inability to understand
that communication
involves listening as well
as talking
a very literal
understanding of what
has been said. For
example, when asked to
'get lost', as in go away,
a person with Asperger's
syndrome will be
confused and may
literally try to 'get lost'
inability to understand
the rules of social
behaviour, the feelings of
others and to 'read' body
language. For example, a
person with Asperger's
syndrome may not know
that someone is showing
that they are cross when
frowning
sensitivity to criticism
a narrow field of
interests. For example a
person with Asperger's
syndrome may focus on
learning all there is to
know about cars, trains
or computers
Eccentricity.
Tips
Establish routines and
predictable
environments.
Inform people with
autism what is about to
happen before it occurs.
People with physical disability
The common characteristic in
physical disability is that some
aspect of a person's physical
functioning, usually either their
mobility, dexterity, or stamina,
is affected. People with
physical disability are usually
experts in their own needs,
and will understand the impact
of their disability.
There are many different kinds
of disability and a wide variety
of situations people
experience. The disability may
be permanent or temporary. It
may exist from birth or be
acquired later in life. People
with the same disability are as
likely as anyone else to have
different abilities.
Tips
Always ask before
offering assistance.
Be at the same level
when talking with the
person.
Never assume that a
person with physical
disability also has (The students will answer the
intellectual disability. question of the teacher.)
Ask permission before
touching a person's (The student answer base on
wheelchair or mobility their opinion)
aid.
If you’re given a chance to
teach within the SPED are you
going to continue to teach with
it? Why?
Working with Children Who
Have Special Needs
Roles Of Special Needs
Professionals
- Appreciation of
individual differences
- Arranging the
environment
- Assessment
- Encouraging
cooperation
- Encouraging
independence
- Encouraging positive (Students may ask questions
interactions or not)
- Mainstreaming/Inclusion
- Schedule planning
(student may answer the
question base on their
Do you have any questions? opinion and understanding)
Clarification?
Okay! My question is if you are
the educator for Child with
special need or SPED teacher
what is your own strategies
after we discuss the methods of
teaching for them and why you
say so?
Very Good! That’s so nice now (student may Clap)
so you have the ideas on how
to handle and teach the child
with special needs I’am so
happy and congratulation
looking forward to be a part of
your journey.
Please clap yourself.
IV. EVALUATION
Direction: Fill in the blank Base
on your understand and opinion.
I would like to be an
educator to special needs
children because
_________________.
A daily schedule may need
to be more structured for
children with special needs
because
_______________________.
Two tips for arranging the
environment for children with
special needs are
___________________________ and
__________________________________.
V. ASSIGNMENT
Make a Moto or quotes promoting Education for Students with Special Needs. Write in
short bond paper.
