CHAPTER ONE

An Introduction

TERMINOLOGY AND DEFINITIONS OF DISABILITY

Body Functions – are the psychological functions of the body systems,

including psychological functions. “Body” refers to the human organism
as a whole, thus includes the brain. Hence, mental (or psychological)
functions are subsumed under the body functions.

Body structures – are the structural or anatomical parts of the body.

Impairment - is a loss or abnormality in body structure or physiological

function (including mental functions)

Activity – is the execution of a task or action by an individual.

Activity limitations – are difficulties an individual may have in

executing activities.

Participation – is a person’s involvement in a life situation. It represents

the societal perspective of functioning.

Participation restrictions – are problems an individual may experience

in involvement in a life situation. It represents the societal perspective of
functioning.

Contextual factors – are the factors that together constitute the

complete context of an individual’ life. The 2 contextual factors are as
follows:

Environmental factors – include the physical world and its features,

the human made physical factors, other people relationships, roles,
attitudes and values, social systems and services, and policies, rules and
laws.

Personal factors – age, gender, social status, life experiences

1|Page
RATIONALE
In line with the thrust on access to quality education, DepED
through the Student Inclusion Division of the Bureau of Learning
Delivery (BLD) institutionalize the Special Education Program at the
elementary and secondary levels.
Learners with disabilities including those who have difficulties in
certain developmental areas require educational resources and
instructional materials that responds to their needs and abilities. There
is inadequate provision of appropriate teaching and learning materials
for these learners because most of the materials available are mainly
developed for the regular curricula and regular students. The limited
availability of curriculum support materials also limits the ability of the
teachers in Special Education to use a variety of content, teaching and
learning activities for effective curriculum delivery.
In line with the government’s overall goal for education, the Special
Education vision is to have: “A Society in which ALL persons regardless
of their disabilities achieve education to realize their full potential”.
The Bureau’s mission is to make education accessible to every
Filipino school learner. This includes the special learners whose full
potential needs to be developed in a child-centered and value driven
teaching-learning experience.

GUIDING PRINCIPLES

1. To provide a handbook that will enrich and support the

curriculum, taking into consideration the varied interests,
abilities, learning styles, and maturity levels of the students
served; and

2. To provide a handbook that will stimulate growth in factual

knowledge, literary appreciation, aesthetic values, and societal
standards.

BACKGROUND
In recent years, reaching out more learners with disabilities to
enjoy their rights in education posed a bigger challenge. Hence, the shift
from identifying learners with disability solely based on medical
condition to social model is timely.
In order to reach out more learners with special needs, concepts of
the International Classification of Functioning, Disability and Health

2|Page
(ICF) developed by the World Health Organization was incorporated. The
ICF was developed over seven-year period in an international
collaborative process and validated in over 70 countries. It reflects the
modern day thinking about disability. It is based on a bio-psychosocial
model of functioning and disability, integrating medical and social
models.
The ICF Classification system uses, to the extent possible, neutral
language to name its components and categories. For example:
 Vision functions instead of blindness
 Intellectual functions, complete impairment instead of totally dull
 Participation restriction instead of handicap
 Persons with disabilities instead of disabled persons
Below is the ICF model.

NOTE: Disability in the ICF arises out of Activity limitations and restrictions
placed upon Participation that grow out of the interaction between Body Structure and
Function limitations and an unaccommodating environment

CONCEPTS OF FUNCTIONING AND DISABILITY

 As the diagram indicates, in ICF disability and functioning are

viewed as outcomes of interactions between health conditions
(diseases, disorders and injuries) and contextual factors.
 Among contextual factors are external environmental factors (for
example, social attitudes, architectural characteristics, legal and
3|Page
 social structures, as well as climate, terrain and so forth); and
internal personal factors, which include gender, age, coping styles,
social background, education, profession, past and current
experience, overall behaviour pattern, character and other factors
that influence how disability is experienced by the individual.
 The diagram identifies the three levels of human functioning
classified by ICF:
Functioning at the level of body or body part, the whole
person, and the whole person in a social context.
Disability therefore involves dysfunctioning at one or more of these
same levels: impairments, activity limitations and participation
restrictions.
The learners in this Handbook covers those who have difficulty or
impairments, have activity limitations and experience participation
restrictions and learners who have already been properly diagnosed and
assessed by specialists.

CHAPTER TWO
POLICY PROVISION

ASSESSMENT AND INTERVENTION

The assessment of LSENs shall be a continuous process. The
school shall organize a multi-disciplinary team to take charge of the
assessment of all learners in the following processes:
a. Child Find
DepEd shall strengthen its Child Find Program in all schools.
It shall be conducted and announced through an issuance of a
DepEd Order/Memorandum (DO No. 5, s. of 2016).

b. Identification
Public schools shall admit all learners regardless of their
ethnicity, culture diversity, academic strengths and weaknesses,
physical, mental and emotional capabilities. Early identification of
learners with special educational needs shall be one of the priority
activities of the school. Upon enrolment, the school shall conduct
assessment using appropriate tools such as Multi-Factored
Assessment Tool (MFAT), Interest Inventory Checklist and full
diagnostic assessment based on DepEd existing guidelines.

4|Page
c. Screening
Screening of learners shall be done for placement and
appropriate intervention. Based on the result of initial assessment
conducted, learners with manifestation of special educational
needs shall be given in-depth assessment. The teacher shall
inform and discuss the results with the parents and may provide
assistance for referral of the learner to the appropriate specialist.

d. Classroom Assessment
Classroom assessment is a process of identifying, gathering,
organizing and interpreting quantitative and qualitative
information about what learners know and can do. It recognizes
diversity of learners and the need for multiple ways of measuring
their varying abilities and learning potentials. It is used to track
learner progress that measures achievement of competencies by
the learners (D.O.8, s. 2015).
Teachers shall use appropriate assessment
activities/strategies, and provide classroom learning experiences
for learners to demonstrate success.
e. Referral
Learners who are in need of further assessment and
assistance to improve their cognitive, social and emotional skills
may be referred to other government agencies or non-government
organization who could provide assessment, medical, financial and
other related services. A coordinated referral system as well as
procedure for effective referral transition shall be included in an
inter-agency and/or non-government agreement.

f. Placement
All identified LSEN shall be in a class where their needs
shall be addressed. Teacher shall provide appropriate intervention,
accommodation and modification for them. The placement could
be any of the following:

 Inclusive Setting/Classroom – LSENs attends the whole

period of instruction in the regular class. The K to 12
curriculum is used with modifications in the delivery of
instruction.
 Mainstreaming – LSENs attends the regular class in
subject areas where he/she is capable with. While the
rest of the learning areas shall be delivered by a SPED
teacher in SPED resource room.

5|Page
  Self-Contained – LSENs attends a class with Functional
Curriculum that will maximize their potential for learning
independent living.
 Hospital/Home-Based – LSENs shall attend the hospital-
Based/Home Based instruction due to serious health
conditions or distance.
 Transition Program – LSENs who could not benefit from
academic intervention shall be placed in the transition
program which focuses on technical-vocational skills or
in special interest area. The LSENs are envisioned to
learn self-help and possible employment skills that will
enable them become independent, self-reliant and
productive members of the society.

g. Exit Assessment – the exit assessment shall be provided to

learners who leave school and acquired the necessary skills for the
next school level or for work. The learner shall be referred to an
appropriate agency to respond to his/her needs as a result of
counseling after enrolment and provision of appropriate
intervention/education.

ACCESS TO QUALITY AND RELEVANT EDUCATION

The provision of Republic Act 10533, otherwise known as the
Enhanced Basic Education Act of 2013 that creating an educational
policy will prioritize the inclusiveness of enhanced basic education which
necessitates “the implementation of programs designed to address the
physical, intellectual, psychological and cultural needs of learners.”
Such access improves the life chances, available choices, and
valued contributions of every learner with special educational needs
such as:

 Difficulty in Displaying Interpersonal Behavior

 making friends and maintaining friends
 interacting with people in authority
 creating and maintaining family relationships
 Difficulty in Basic Learning & Applying Knowledge
 Learning to read/write/count/calculate
 Acquiring skills (manipulating tools, learning names)
 Thinking
 Solving problems
 Difficulty in Communicating
 Understanding others (spoken, written, sign language)

6|Page
  Producing messages
 Communicating with others
 Communicating using devices
 Difficulty in Mobility
 Staying in one position
 Changing a body position
 Difficulty in Hearing
 Difficulty in Seeing
 Difficulty in Remembering or Concentrating
 Difficulty in Performing Adaptive Skills
 Washing oneself
 Care of body parts, teeth, nails, and hair
 Toileting
 Dressing and undressing
 Eating and drinking
CONDUCIVE ENVIRONMENT, HEALTH AND SAFETY
(ADAPTATION OF FACILITIES)

Conducive learning environments are key to learner’s academic

emotional and social success in school. There are many components that
go into making a conducive learning environment for learners. It should
offer a climate of safety, where risk-taking is encouraged, there is open
authentic conversation, trust and respect are fostered, and positive
interaction is the norm. A conducive learning environment should be
well-planned, structured and organized. It should be organized into
different and separate space. There should be a provision of a space
where entire class can learn together and a space where learners can
engage in small group activity.
Learning environment refers to any formal or non-formal setting
where children gain knowledge and skills useful for their daily lives.
Learning environment may take the form of schools, centers and/or
community.
Learning Resource Center refers to a place designated to serve as
repository of basic learning materials, equipment, facilities or the use of
schools catering to learners with special educational needs. The center
also provides and/or coordinates the services of a multi-disciplinary
team.

7|Page
SPECIALIZED FACILITIES AND TECHNOLOGY
Facilities
Learners with special educational needs required a barrier free
environment to maximize their functional potentials. The physical
environment where LSENs operate should be accessible and or be
disability friendly. It is important that LSENs operate in educational
environments with minimum support. LSENs require more conducive
material resources for their education than their non-disabled peers. The
government provided support to each primary school in order to remove
existing barriers that made the school environment unfriendly to LSENs.

The learning environment, including the location of institutions,

buildings, amenities, equipment and furniture, pose accessibility
challenges to LSENs. The physical environment where LSENs operate
should allow them to access education with minimal hindrance. School’s
environments and other related institutions, must be disability friendly
to LSENs. This include class learning environment, social amenities (e.g
churches and mosques), public transport (such as buses) and public
utilities (e.g libraries, toilets, telephones and lifts).
To enhance provision of accessible, safe and friendly learning
environment and facilities for LSENs, the Department of Education in
collaboration with stakeholders shall:
1. Facilitate establishment of barrier free environment in all
learning institutions.
2. Continuously develop modalities for enhancing safety measures
in learning institutions.
3. Ensure provision of adequate and friendly buildings, furniture
and equipment among others in learning institutions for
LSENs.
4. Put in place measures to ensure appropriate modification of
learning institutions to respond to the needs of LSENs.
5. Provide a learning environment that is free from violence,
sexual
harassment and abuse, drug and substance abuse.
6. Ensure that all learning institutions have a safe environment
that is user friendly to LSENs.

Technology
LSENs have the same right as other people to take place in the
society. They should be able to live independently as possible and attain
a more meaningful, productive and satisfying life. This is possible when
there are specialized technology present in their environment. Its
presence must be the concern of the family, community and the
government with the support of non-government organizations.

8|Page
To support LSENs access affordable assistive devices and advanced
technological systems. The Department, in collaboration with schools
and relevant partners shall facilitate acquisition and promote usage of
assistive technology among LSENs.

The Department of Education, in collaboration with partners shall:

1. Provide information on available technical aids

2. Enhance accessibility and utilization of software that will
enhance easy access of information and education materials.
3. Acquire, standardize, produce, fabricate, adopt, repair and
maintain assistive devices for all services providers.
4. Provide teachers who will train LSENs on the use of assistive
devices like Braille Machines, Laptops with Voice Input,
Assistive
Listening Devices Augmentative and alternative Communication
devices, Use of CD-Rom, audio or video, closed circuit television,
talking or large print calculators depending on the need of the
learners.
Inclusive education
Refers to the process where all types of learners with diverse needs
are given quality education and equal opportunities for a meaningful life
on non-discriminatory environment. This could be facilitated in formal or
non-formal environment without regard to gender, physical, intellectual,
social, emotional, linguistic, cultural, religious or other characteristics.
In the face of all this diversity, schools can no longer operate as if
one curriculum and way of teaching will fit most of the learners. Instead,
learners can pursue a common set of curricular goals or learning
standards, accomplishing them in different ways and sometimes to
different degrees of mastery.
Curriculum development
The curriculum is the heart and soul of the educational process.
The mind, conscience, skills and values of every learner are molded by
the curriculum offered in every school or institution of learning.
Furthermore, curriculum shapes the society by developing human
resources, by creating new knowledge, and by understanding social
process. Recognizing, therefore, the need to make LSENs functional and
effective members of the society, it becomes critical that these learners
be provided with a curriculum that is relevant and responsive to their
and to the society’s needs. One aspect of maintaining the relevance of
the curriculum to the learner’s experiences is the contextualization.
Contextualization is an educational process for adapting the curriculum
to the context of the learners and community; thus, curriculum and
instructional adaptation, accommodation and modification shall be

9|Page
provided to ensure acquisition of competencies and skills that adhere to
the K to 12 Basic Education curriculum standards. Hence, the
curriculum must offer various educational opportunities and programs
based on the learner’s interest, ability, capacity, strengths, and special
needs. It is also imperative that the curriculum shall promote cultivation
of moral, civic, and spiritual values and livelihood.
Compensatory Curriculum refers to the curriculum that is designed to
develop in the learners with special needs the essential skills they will
need in order to access the K to 12 program. (Ex: orientation and
mobility, braille reading and writing, auditory, speech and rhythm, total
communication, daily and community living).

Capacity building and development

Building teachers knowledge and skills is a crucial component of
change. To enhance the special education program in an inclusive
setting, the Department of Education should develop and coordinate
with the appropriate government agencies to offer basic and advanced
seminars on disability awareness and inclusive education for the
concerned stakeholders.
The capacity of teachers shall be improved so that they can create
an environment that promotes inclusion of diverse learners and facilitate
teaching and learning that address diverse learning styles and needs.
Capacity building activities may include, but not limited to immersion,
coaching, mentoring, or benchmarking.
DepEd shall collaborate with CHED to ensure the integration of IE
in all major courses in the teacher education programs. In-service and
continuing education shall be provided to strengthen knowledge on
theory and practice in IE.
Policies and guidelines for hiring and promotion of teachers shall
not be discriminatory and shall provide equal opportunities.
A vital venue for continuous professional development of teachers
is through various in-service training programs. Topics on inclusive
education and contextualized teaching-learning strategies shall be
discussed during the in-service training
Parents, literacy volunteers, instructional managers, barangay
literacy workers, and community elders can also be active contributors
to the teaching-learning process and shall likewise be capacitated on the
implementation of Inclusive Education (IE Framework).

10 | P a g e
Participation and involvement

Family and Community Involvement

Parents of LSENs has a vital role as members of the educational
team in the habilitation and rehabilitation of programs for independent
living of their children.
Parent education shall be a necessary component of the special
education program. As early as possible, parents shall be made aware of
their children's handicaps and the intervention strategies needed to help
facilitate each child's academic, social-emotional and communicative
development.
Parents shall be provided with information, and a process of
sharing experiences continuously with other parents experiencing
similar problems.

The training of trainers from among community volunteers,

including parents and family members of LSENs, in basic special
education techniques as part of the community-based or home-based
rehabilitation services shall be conducted to promote programs on early
identification and intervention and to enhance home-school
relationships.

Linkages
Linkages with government and non-government organizations
shall be established, maintained and expanded.
Special education shall be a component of all community-based,
home-based and other rehabilitation services. These shall be coordinated
with medical, social and vocational rehabilitation services.
All health, welfare and other community services, like parent-
teacher organizations, socio-civic clubs, and other groups which can
help LSENs and their families shall be tapped.
Carefully designated pilot programs that shall demonstrate the
effective collaboration of education, medical, health care, and social
services shall be undertaken.
A system of referral, collaboration and follow-up among various
disciplines and services for specific areas shall be established and
intensified.
A directory or service information center that lists all rehabilitation
services available in a particular geographical area and the types of
LSENs that can be served shall be prepared and made available.
The school shall exert effort to link with the community in
providing wholesome recreational and other facilities that would enable
children with LSENs to interact with their normal peers (Policy and
Guidelines in Special Education, 2008).

11 | P a g e
Advocacy and awareness creation

A nationwide information dissemination campaign on the

prevention, early identification and intervention of LSENs shall be
intensified.
Mass media shall be utilized to make the public aware of the
importance and availability of services for LSENs.
Short radio and TV messages that are easy to grasp shall be aired
utilizing language that parents and laymen can understand to change
and improve public attitudes towards children with special needs.
Information dissemination on special education services shall be
the responsibility of the Department of Education.
Guidelines to disseminate relevant information concerning
educational programs for LSENs, as distinguished from other
disciplines, shall be issued as often as necessary.

Annual celebration and activities on special education shall be

publicized for the information of the public like:

ANNUAL ACTIVITIES FOR LEARNERS WITH SPECIAL NEEDS

Month Activities
January Autism Consciousness Week
February National Down Syndrome Consciousness Month
Intellectual Disability Week
March Women of Disabilities Day
July National Disability Prevention and Rehabilitation Week
Celebration
August White Cane Safety Day
Brain Attack Awareness Week
September National Epilepsy Awareness Week
Cerebral Palsy Awareness and Protection Week
October National Attention Deficit Hyperactivity Disorder
Awareness Week
November Deaf Awareness Week Celebration
December National Day of Persons with Disabilities in the
Philippines

Data bank in special education shall be developed and maintained

at the regional, division and district levels (Policy and Guidelines in
Special Education, 2008).

Partnerships and collaboration

To ensure that challenges are addressed and sustainable
development in SpEd is attained, DepEd shall establish and intensify

12 | P a g e
healthy alliance with a wide range of partners from various sectors of the
society. It shall likewise, strengthen collaboration and partnerships with
organizations composed of medical and allied medical practitioners to
generate support in the form of but not limited to health, medical,
welfare and other needed services.
Research and documentation
Research relevant to the education of LSENs shall be conducted to
provide empirical basis for the improvement of instruction at all levels.
Research on the theory and practice of special education in the country
and abroad should be given equal opportunity.
Specifically, researches should include theoretical and conceptual
models in special education, identification, screening, assessment and
evaluation of learners with special educational needs, program and
delivery systems, curricular content, instructional strategies and
materials, program evaluation schemes and policy analysis.
Research proposals shall come from all sectors of society, e.g.
government ministries including Department of Education, non-
government organizations, the academic community, research centers
and private persons.
A scheme for the dissemination and utilization of research findings
should evolved and applied (Policies and Guidelines in Special
Education, 2008).
Disaster preparedness
For learners who have physical, medical, sensory or cognitive
disabilities, emergencies such as fires, floods, earthquakes and acts of
terrorism present a real challenge. Protecting our learners when disaster
strikes requires planning ahead. The school personnel are in the best
position to plan for the safety as they are the best able to know the
functional abilities and possible needs during and after an emergency or
disaster situation. They can cope with disaster by preparing in advance
with the families and school personnel (www.redcross.org).
Considerations for learners with disabilities.
Those with LSENs often have unique needs that require more
detailed planning in the event of a disaster. Consider the following
actions as you prepare:
1. Learn what to do in case of power outages and personal injuries.
2. Consider getting a medical alert system that will allow you to all
for help if you are immobilized in an emergency.

13 | P a g e
3. If you use an electric wheel chair or a scooter, have a manual
wheelchair for backup.
4. Teach those who may need to assist the teachers in an emergency
how to operate necessary equipment.
5. Store back-up equipment at the nearest room.
6. Assign buddy system to check on you in an emergency.
7. For learners with visual impairment, hearing impairment, plan
ahead for someone to convey essential emergency information.
8. Prepare plans for alerting and evacuating those with sensory
disabilities.
9. Learn about devices and other technology available to assist the
school personnel in receiving emergency instructions and
warnings from local officials and DRRM.

14 | P a g e
 CHAPTER THREE

Understanding Categories of Learners with Disabilities

I. LEARNERS WITH DIFFUCULTY IN DISPLAYING

INTERPERSONAL BEHAVIORS
Introduction

Misbehavior of learners is one of the common challenges

faced by teachers in classrooms around the world. Misbehaving can
be a result of lots of stress in a person at an early childhood to old
age, caused by lots of factors, namely: intrinsic or extrinsic to the
individual that leads to difficulty in displaying interpersonal
behaviors. Sometimes, it is intensified by many situations. When
not addressed, learners develop deep problems that can lead to
Emotional and Behavioral Disorders.

Learners with difficulty in displaying interpersonal behaviors

can hurt other learners and teachers and make environment
unsafe.
It is the fundamental right of every child to be given equality
education just like regular learners.
Various interventions, behavioral support, accommodations
have been designed for schools and teachers that can be
integrated school-wide in every classroom.

Description
Difficulty in displaying interpersonal behaviors is one of the
conditions that affects the social, academic, emotional, behavioral
aspects of the learner. Learners having difficulty in displaying
interpersonal behaviors are manageable however learners
displaying severe and profound aggressive behaviour should be
subjected for further observation and assessment by medical
practitioners like psychiatrist, psychologist and neurologist to
identify if the learners have Emotional and Behavioral Disorder
(EBD). This condition hinders the learner from functioning
effectively in school, family and community leading to difficulty in
making and maintaining friends, interacting with people in
authority and creating and maintaining family relationships.

15 | P a g e
Indicators

Common Indicators of Learners with Difficulty in Displaying

Interpersonal Behaviours (Inciong, T., Quijano, Y., Capulong, Y.,
Gregorio, J., Gines, A., 2007)

1. Bullies and threatens classmates and others

2. Initiates physical fights
3. Has little empathy for others and a lack of appropriate
feelings of Guilt.
4. Lies to peers or teachers
5. Steals from peers or the school
6. Shows fearfulness and apprehension
7. Has difficulty in mingling/interacting with others
8. Has low self-esteem masked by showing boldness
intended to impress or intimidate
9. Afraid of consequences of activities
10. Constantly seeks affirmation from others.
11. Deliberately annoys others.
12. Worries about things that might happen or have
happened.
13. Criticizes self and others.
14. Avoids things or places or refuses to do things or go
places
15. Expresses feelings of worthlessness, hopelessness
16. Blames self and others for one’s mistakes or misbehaviour
17. Has lack of interest to classroom/school activities
18. Thinks or talks repeatedly of suicide
19. Afraid of failure, rejection and embarrassment
20. Avoids work activities that involves contact with others
21. Good at flattering and manipulating other people’s
emotions
22. Has the tendency to use and abuse prohibited drugs and
alcohol
23. Defies and refuses to comply with rules and teacher’s
requests

Accommodations
Learners experiencing difficulty in displaying interpersonal and
those diagnosed with EBD by medical specialists have to be provided
with adequate instructional environment supportive social-emotional
climate, and systematic process of identification and intervention in
schools (Smeets 2009).

16 | P a g e
 The following accommodations are recommended for these
learners: (Center for Mental Health in Schools-UCLA, n.d)

To establish an ADEQUATE INSTRUCTIONAL ENVIRONMENT

1. Arrange classroom setup to foster calm and safe environment and

accommodate wide range of motivational and developmental
variation among learners.
2. Provide ‘study buddy’
3. Provide equal opportunities among the learners
4. Clearly state posted expectations and consequences
5. Assist student in setting short term goals
6. Place the learner near a door to help them feel they can quickly
leave the classroom or sit beside the teacher.
7. Develop private signal from learner to teacher to request help or
directions
8. Instruct learner to answer in a moderate voice.
9. Adapt assignment to minimize writing
10. Give frequent short quizzes rather than long exam
11. Grade performance relative to own growth and improvement
12. Inform learner on his/her time to recite.
13. Asks simple questions regarding learners’ knowledge.
14. Extend time for enrichment/remediation.
15. Give clear instructions to the learners.
16. Allow tests to be taken in a quiet and distraction-free environment.
17. Modify test items based on the learners learning level.
18. Inform the learners’ schedule of the upcoming examinations.
19. Minimize destruction by providing individual desk, provide free
access to different parts of the classroom, make teacher desk
relatively accessible for every learner and classroom rules must be
visible.
20. Alternate short concentrated work periods with breaks.
21. Identify teaching-style/student match (e.g. structured, nurturing,
etc.)
22. Small group instruction
23. Alternate high and low interest tasks
24. Provide choice of tasks
25. Utilize areas of strength to encourage expression
26. Reduce amount of required copying from board
27. Adapt assignments to require less writing
28. Reduce workload when signs of frustration are noticed

17 | P a g e
 To establish a SUPPORTIVE SOCIAL-EMOTIONAL CLIMATE

1. Use positive reinforcement in the class

2. Provide reassurances and encouragement vs. correction/lecturing
and criticism
3. Catch them being good: complement positive work and school
behavior or compliant behavior
4. Establish and regularly use a hierarchy of consequences for rule
infractions. Make sure that the student understands the
expectations and consequences.
5. Identify the reasons of misbehavior
6. Strengthen social skills among learners
7. Validate learner’s perspective and feeling
8. Provide opportunities that will help learners achieve sense of
competence, control, and relatedness
9. Provide learners with techniques to take instead of misbehaving
(e.g., options to withdraw from a situation or to try relaxation
techniques)
10. Help learners enhance their motivation for overcoming misbehavior.
(e.g. developing a positive attitude towards school)
11. Assign leadership tasks among learners with EBD
12. Notice when any change in the routine expected
13. Entrust the learners to school nurse, a resource teacher, the
librarian. whom she/he feels comfortable with.
14. Form a buddy system in a class or seat near good role model
15. Set clear rules with the leaners and post them visibly within the
classroom. State the rules in positive terms, use clear, concrete, and
concise language, identify specific expected behaviors and use
illustrations when necessary.
16. Privileges should be given daily, weekly or quarterly and must only
be given for every positive behavior.
17. Provide frequent realistic and constructive feedback on learner’s
successes and areas of concern.
18. Involve parents and discuss the problem and what interventions will
be given
19. Explain how they can avoid the misbehavior to happen again
20. Make an agreement with the parents to work with the teachers in
monitoring the learners
21. Avoid using learner as negative example to others
22. Focus and utilize areas of strengths, talents and accomplishments
23. Provide opportunities for students to display responsibility and
provide assistance to others
24. Encourage cooperative learning tasks

18 | P a g e
To institute a SYSTEMATIC IDENTIFICATION AND INTERVENTION

1. Identify reason for misbehaving, if not sure, try to assume that

misbehavior is unintentional and clarify the reason.
2. Identify sets of problem behaviors with matching interventions or
steps teachers must follow before, during and after learners exhibit
such behavior based on gravity and urgency.
3. Formulate a plan on how the matter will be resolved such as policy
on appropriate interventions teachers, guidance counselors,
parents could use: reinforcement(positive, negative or differential);
precise requests; clear, unambiguous behavior rules; continuous
positive feedback; and hierarchy of sanctions ( Fletcher-Campbell
and Wilkin, 2003; Landrum, Tankersley, and Kaugmann, 2003,
Smeets, 2009), behavioral contracts, time out procedures, social
skills instruction (Montana Office of Public Instruction)
4. Provide direct and systematic instruction in social skills(Gresham,
Elliot and Black 1987, Chen, 2006, Smeets, 2009)
5. If the misbehavior persists, revert to a firm but no authoritarian
statement indicating it must stop or else consequences indicated
in the school book shall be implemented
6. As a last resort use crises back-up resources (ask learner’s
classroom friends to help or call for help from back-up personnel
such as school guidance counselor
7. Throughout the process, keep the situation calm and handle it
with protective demeanor.
8. Speak softly in non-threatening manner if agitated
9. Provide feedback: positive feedback for attention to task, short
term reinforcers (happy face, check mark, star, in-class rewards)
and long-term (accumulate points for rewards at home)
10. Prudent use of negative consequences
11. Establish a behavior contract with realistic goals
12. Use time-out procedures appropriately.

TEACHING STRATEGIES
Addressing Problem Behaviors and Developing Positive Behavior in
Classroom (State of Washington Clover Park School District, Child Study and
Treatment Center and Seattle University School of Education, 2005)

Problem Desired Behavior Strategies/Interventions

Behavior
Use of Express self in Clearly define offensive and non-
inappropriate non-threatening offensive language
language in manner
classroom
Post a list of offensive and non-
offensive words and provide
instruction about what type of
language to use where, when and
with whom.
Send list home to family members

19 | P a g e
 and ask them to model appropriate
language at home.
Establish link between self-esteem
and language
Teach about emotions. Post a list of
feeling words in the classroom.
Discuss how specific emotion feels,
how the body looks and how it affects
thoughts, actions and words.
Teach alternative ways to express
anger such as (a) finding a quiet
place to calm down, (b) crying in
privacy, (c) squeezing a stress ball,
(d) taking a walk, (e) breathing
deeply, (f) giving oneself a time-out,
(g) writing a letter, (h) doing self-
soothing exercises.
Encourage students to find someone
they feel comfortable talking to and
have them share their feeling on a
daily or as-needed basis.
Role-play strong emotions.
Provide feedback without drawing
negative attention to the problem
behavior.
Create incentives that is class-wide
involving use of appropriate
language.
Refuses to follow Follows directions Clearly define problem. (a) Track
directions by or and cooperating in behavior, noting when it happens,
cooperate with class what is going on before, during and
adults/participate after noncompliance and its
in activities frequency (b)look for patterns, (c) talk
with learner (d) determine cause like
wanting attention, unable to express
self in appropriate ways, lack of
social skills, low self-esteem,
inattention, (e) choose strategies
based on reason, monitor progress
Develop plan with learner and
parents. Be very clear with learner on
expectations and allow learner to give
feedback.
Use simple directions with short,
exact, clear words. Use do words and
avoid phrasing requests as questions.
Be near learner before giving
directions, make sure to get attention
and ask to repeat or for
understanding.
Develop a consistent pattern of
response to noncompliance using
direct requests.

20 | P a g e
 Try to minimize the energy and
attention given to learners who is
noncompliant but know when to
ignore or pay attention.
Know when to address
noncompliance in a positive manner
by developing a fair and progressive
set of responses and be consistent.
Directly teach compliance through
demonstration or modeling of
directions/intructions.
Empower learners in a positive way
through giving him/her jobs to
practice following directions.
Use positive reinforcement wisely.
Determine if needed for a certain
situation.
Lies at home, in Honest with Post rules and values in a visible
school and in the themselves and location in the classroom and discuss
community to others. what each rule or value means and
family, peers, staff how to show the rule or value.
and community
members
Discuss why people lie and how one
feels if lied to.
Recognize and encourage honest
behavior.
Do not punish honesty.
Role-play honesty and emphasize
importance of being honest and
practice telling the truth in different
situations specially in tough
situations.
Read stories about being honest.
Refer to school counselor in extreme
cases.
Touches others Keep appropriate Teach learners every individual has
inappropriately distance different boundaries and needs to
(e.g. touching too (respecting respect personal space.
much, too hard, personal
or in places that boundaries) from
are uncomfortable others and use
to others) touch in
appropriate
manner
Respect cultural differences by
discussing how different cultural
groups touch others.
Recognize cultural biases, help
learners identify their own and their
difference with other people.
Teach about personal bubbles
through activities to gain

21 | P a g e
 understanding in young learners.
Define boundaries as being “at an
arm’s length” for older learners.
Discuss and encourage alternatives
to intrusive touching such as
handshakes, holding hands, pats on
the back, side hugs as well as non-
touching alternatives (drawing
pictures, singing songs, doing cheers
or using words to express positive
feelings for others).
Teach alternative strategies for
positive attention as substitute in
using touch to get attention(poking,
grabbing, hitting).
Clearly define space boundaries(e.g.
use masking tape on floor, boxes
around desks where students are
supposed to sit, make pathways
within the classroom or put x’s on
floor where to learner suppose to
stand.
Use carpet squares, pillows, table
mat to define own spaces during
circle time, snack time, meeting time.
Arrange seating, activities and space
in the classroom to minimize
interactions or maximize supervision
of them between learners who are
likely to have difficulty with touching.
For learners with histories of
boundary violations/abuse,
collaborate with parents and
professionals to develop a safety
plan. Maintain confidentiality.
Exhibits behaviors Recovers from Support learners following upsetting
that suggest upsetting event by allowing him/her to find a
anger, frustration, events/situations. quiet place or have a walk to calm
and an inability to down self or encourage to talk. Ask
cope with the whether the student would like
demands of the company or would rather be left
current alone and keep checking if he wants
environment. to be alone.
Use assistive techniques as follows:
(a) using a chart that shows facial
expressions and labels emotions, (b)
drawing a picture or series of
pictures related to the event and
associated feelings, (c) using dolls or
figurines to help describe the
interactions that occurred during the
event, or (d) acting out the actual
event

22 | P a g e
Process the event through use of
active listening, reflection, and
paraphrasing to help the student
discuss the event. Acknowledge the
difficulty in talking about an
upsetting event, and support the
student’s efforts
Let learner know how well they are
doing as he/she relaxes/calms down
through positive statements and
expect increased emotions during
this time.
Be patient with the recovery process
as there are highs and lows, calms
and storms as it continues and allow
students to proceed at their own pace
and given level.
Develop a timeline to discover what
occurred, as well as when and how
and record on paper.
Decide through the decoding of the
information given whether to
continue, bring in another
professional, involve another student,
or refer the student to a professional.
Use known information about
available community, therapist, and
family support systems.
Draw conclusions about the reasons
for the student’s difficulties, such as
(a) limited coping skills, (b)
unrealistic expectations for oneself or
others, or (c) possible mitigating
factors outside of school (e.g., family
problem) and draft recommendations
to address what the student needs.
Transition student back into
classroom when appropriate. It is
necessary to remember that learners
have expended a great deal of energy
-- mental, physical, and emotional –
and it may be appropriate to offer
some rest, a snack, or other modified
activities.
If the issue is primarily a lack of
skills, specific scripts may be
selected or developed to model and
role-play solutions, either
individually or in a group setting.

When cognitive distortions (i.e.,

unrealistic expectations) are present,
reviewing and challenging the

23 | P a g e
 thinking processes that perpetuate
faulty reasoning may be of help
through classroom activities to help
identify the relationship between
events, emotions, thoughts, and
behaviors. Helping students to
understand what is possible to
change versus what is not possible to
change, as well as building a plan to
support their successes will surely
have a positive impact on them.
Destroys property Respects the Clearly define problem
property of others,
as well as their
own
Encourage self-monitoring. Help
learners understand the
triggers(name-calling, someone
bumping into students, anxiety
brought on by another event or
concern, or an apparent unknown)
for destructive behavior and
encourage them to watch out for
these triggers when they occur. If the
trigger can be identified, it is possible
to help students deal with their
anxiety. If the trigger is not
identifiable, students can learn to
read their own body cues (e.g., tight
muscles, rapid breathing, sweaty
hands). When teaching learners to
recognize and monitor these cues,
teach them ways to control the cues,
such as deep breathing, relaxation
exercises, walking away from
negative situations, or finding
someone to talk to about their
concerns.
Give verbal or nonverbal cues that
are clearly defined and agreed upon
to help learners track their own
reactions and behavior.
Maintain a calm tone and presence
when a student is losing control to
help defuse the situation and avoid
negative outcomes. If the teacher gets
upset or angry, students will pick up
on these cues. As a result, the
situation will intensify, and feelings
will escalate.
Promote communication and
understanding. Ask students why
they think they are destructive at

24 | P a g e
times. Listen to what they say in a
nonjudgmental manner. Help them to
elaborate on what they were feeling
during a recent incident, using “I-
statements.”
Discuss alternative approaches
students could have used to address
the issue or solve the problem, as
well as possible outcomes of each
choice. Have students choose which
one would have been the most
beneficial.
Help students who are out of control.
(e.g., not listening or hearing others,
not responding to cues, yelling,
throwing/breaking things, dumping
tables/chairs/desks,). Teachers and
staff need to physically intervene to
take control of the situation by
removing these learners from the
group and give them a time out in an
area where they (and others) will be
safe.
Help students to define steps toward
resolution and taking responsibility
for one’s behavior then rehearse what
will happen when they transition
back into the classroom and how to
resolve any remaining topics or
feelings students might have.
Once students have calmed down
and talked about the incident, they
need to assess the damage done
during it and what needs to be done
afterwards such as replacing
damaged article, cleaning the
classroom or do recycling, and
writing or drawing an apology to all
that have been affected by their
actions.
Coach them through apologies since
this is very difficult for children (and
adults alike). Structure the situation
so it may be successful for the
learners and promote a positive
outcome, such that no one is left
feeling humiliated.
Model respect and pride in
ownership. Clean up or fix broken
things quickly to send the message
that people care about the
classroom/school and the things in
it. Discuss the need to respect one’s

25 | P a g e
 own property, as well as that of
others and to take pride in their
surroundings, both at home and at
school.
Harms others with Manages self to be Develop individual contracts with
physical contact, harmless and safe learner to address tendencies toward
such as hitting, with peers and being aggressive and possible related
biting, or kicking staff skill deficits. Help them to monitor
their progress over time, adjusting
the contract as needed to promote
more appropriate behavior.
Use positive reinforcement by helping
them to identify improvements and
positive changes they have made
then reinforce these changes with
praise and attention.
Separate learners who are most likely
to fight, and only allow contact in
highly structured interactions that
are closely monitored.
Develop a consistent response to
aggression and the resolution of
related conflict.
Provide a quiet area for students to
go when feeling frustrated, feeling a
desire to hurt others or when needing
to de-escalate.
Talk to the student about (a) What
caused the frustration to build? (b)
What are other ways to handle
frustration? (c) What could the
student do if the same situation
arose again? (d) What needs to
happen for the student to return to
the classroom or learning area?
When there has been a conflict or
physical encounter, allow time for the
students to calm down. Brainstorm
with students, and develop a list of
ways for them to relax when they are
feeling frustrated (e.g., deep
breathing, counting to 10).
Use role modeling for social skills
training to the entire class that will
reinforce positive, appropriate
interactions with others. Specific
topics to address include (a) starting
a conversation, (b) asking a question,
(c) introducing oneself, (d) giving and
receiving compliments, (e) asking for
help, (e) joining in and dealing with
feeling left out, (f) expressing feelings,
(g) sharing something, (h) helping

26 | P a g e
 others, (i) negotiating, (j) using
selfcontrol, (k) responding to teasing,
and (l) making a complaint. Specific
lessons to teach these skills can be
found in the resources below.
Argues, have an Communicate with Model or imitate positive
attitude and adults in a positive communication.
engages in power manner
struggles
Teach positive communication to
help learners to learn and master
these skills, as well as promote
positive experiences with others.
Show respectful attitude. If a quiet,
firm, and caring attitude is used, it
elicits more positive attention and
response from children, even if they
are very argumentative.
Use “parroting back” techniques.
This is sometimes called the “broken
record” technique. A direction is
given in a calm, even voice. Students
do not appear to have heard the
direction. Rather than confront the
students and introduce argument-
like behavior, repeat the same
direction in the same tone of voice. If
needed, it can be repeated even a
third or fourth time, still in that same
calm tone of voice.
Help learners understand negative
consequences of arguing. Have an
atmosphere of open communication
with learners, they can talk about
how effective this arguing style is for
them.
Learners can be taught to accept “no”
for an answer and communicate their
feelings in a positive manner.
Help learners learn when to say “no.”
While working with learners on
accepting “no,” it is critical to teach
them that “no” has a place in their
vocabulary.
Wanders in class, Stays in designated Set clear expectations. Be specific in
walk out of class area classroom expectations. Be clear
or run away about the consequences when
expectations are not met
Make a simple contract with students
to address over activity and post it on
or near their desk.
Use the same classroom routine on a
daily basis, and post the daily

27 | P a g e
schedule to prevent lag time.
Monitor length of instruction. Keep
the time frame short, and build in
frequent opportunities for movement
to “get the wiggles out.” Using music
and movement during instruction
can also help kids with high activity
levels stay on task and be focused.
Position the student’s desk in the
area next to the teaching area to
facilitate instant monitoring/positive
feedback.
Use floor markers. Define the
appropriate area where students
should be by using tape on the floor.
Different colors of tape could be used
for appropriate areas and “off limits”
areas.
Change room arrangement. If
students are always getting out of
their seats to obtain materials, bring
the materials to them, have them be
helpers to pass out materials, or
rearrange the room so that
everything is close by for the
completion of the project
Be flexible. If the task can be
completed with students standing at
their desk, working on the floor, in a
bean bag, or in another area, be
flexible enough to allow these
accommodations.
Provide sensory input. Some
students need to move because their
neurological systems need additional
input. Give them a “Koosh” ball,
nubby seat cushions, gum to chew,
or a stress ball to squeeze to provide
their systems with the needed
stimulation to stay in one place.
Minimize distractions. Sometimes
students get distracted by noises and
get up to check out what they hear.
Encourage those students to wear
noise-blocking headphones.
Use common language by using the
same statement each time the
student is wandering or is out of the
designated area in a calm, firm voice
(e.g., “You are out of the area.”).
Use nonverbal cues. If students are
wandering in the class, say their
names and then nonverbally cue

28 | P a g e
 them (e.g., shake head “no,” point to
the designated area, move hand
down as if to say “sit down.”).
Use positive reinforcement. Make
positive statements to students to
encourage and support them (e.g., “I
know you can stay in your seat.”,
“Let’s see if you can do as well as you
did yesterday.”). When students are
doing what is expected of them, it is
recommended the teacher use
tangible rewards (e.g., points,
privileges) or intangible reinforcement
(e.g., praise, nonverbal positive
responses). Use positive “I
statements,” such as “I like it when
you are seated.”, “I like the way you
stay in your area.”, or “I can see you
want to stay with the group by the
way you are walking slowly with us.”
Remove audience. To decrease
attention from other learners to
negative behaviors (i.e., wandering,
being noncompliant), take the
remainder of the class outside of the
area.
Use role modeling and have learners
practice how to get positive attention
in the assigned area and reinforce
their efforts.
Encourage self-monitoring. Have
learner put a tally sheet on the desk
to track when they stay in the
designated area. Review these sheets,
and reward students numerous times
throughout the day for staying in
assigned areas.
Directly address tendency to run
away. If students do run away
unexpectedly (i.e., “bolt off”), put an
alarm on the classroom door, and
have a quick response system in
place for the student’s safety. Use
extra care with these students when
in open areas.
Interrupts others Raises hand to talk Post clear rules. Use five basic rules,
when they are such as (a) follow directions, (b) keep
talking “out of hands and feet to oneself, (c) use
turn’ or ‘blurting appropriate language, (d) raise hand
out answers” to talk, and (e) stay in designated
area. Discuss these rules, and make
sure all the students understand
what each rule means, what will

29 | P a g e
happen when the rule is followed,
and what will happen when it is not
followed.
Set clear expectations. Be specific in
classroom expectations (e.g., “Please
raise your hand.”, “You need to wait
until you are called on to talk.”). Be
clear about the consequences when
expectations are not met. Be
consistent in carrying out these
consequences.
Have learners put a tally sheet on
their desk to track each time they
talk out in class. Encourage them to
do this daily, and reward students as
the frequency diminishes.
Reinforce positive efforts.
Acknowledge students for doing what
is expected with a tangible reward
(e.g., points, privileges) or intangible
reinforcement (e.g., praise, nonverbal
positive responses, extra attention).
Use positive “I- statements” (e.g., “I
like the way you remembered to raise
your hand before talking.”, “I like the
way you let … finish what they were
saying.”, or “I am proud of you for
waiting to talk and raise your
hand.”).
Change seating arrangement. Put the
student’s desk in the area next to the
teaching area to facilitate instant
monitoring/positive feedback. If
necessary, change groups to facilitate
the “best” seating arrangement for
the student.
Ignore interruptions. Do not call on
learners who are speaking out;
however, do call on them as soon as
they raise their hand.
Use nonverbal cues. For example,
raise own hand (as a quiet reminder)
before responding; put hand to lips,
as in “Shh;” or give a “thumbs up”
when students remember to raise
their hand
Practice role modeling. Play games
that require participants to wait their
turn and raise their hand.

30 | P a g e
 OTHER SUGGESTED STRATEGIES
Learners with Difficulty in Displaying Interpersonal Behavior
(EBD) has difficulty controlling their behavior which causes disruption of
classes. Learners with Difficulty in Displaying Interpersonal Behavior
commonly lack emotional balance which is needed in handling social
interactions.

1. Keep class rules simple and clear.

2. Reward positive behaviors

Verbal Approval Non-Verbal Physical Pleasurable Material Tokens

and Praise Approval Contact Activities Object
Good job! Smiling Patting the Helping the Toys Stars
Magnificent! Nodding shoulders teacher Art Marks
Excellent! Clapping Shaking Hearing a Materials on
Thanks so much hands hands special Snacks
activity
for helping me Winking story Stickers
cards/
You’re such a Bring first in line
sheets
hard worker
Smileys
Wow you have got
a good memory

3. Allow for mini-breaks

Learners with difficulty in displaying interpersonal behaviors
(EBD) lack emotional balance and maturity. Mini-breaks may help these
learners maintain their focus on lengthy tasks. Learners with difficulty in
displaying interpersonal behaviors (EBD) should be given sufficient time
to finish their assigned tasks. They should also be allowed to stretch,
get out of their seats and move around a bit.
4. Fair treatment for all
Learners with difficulty in displaying interpersonal behaviors
(EBD) do not respond well to situations that appears unfair to them.
These situations may trigger negative emotions and acting-out behavior.
To ensure fair treatment among learners, teachers should not bend the

31 | P a g e
 classroom rules and should always enforce expected consequences for
every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with
EBD. Incentives for achievements may be given. Acknowledge their hard
work and praise their efforts every time.

6. Behavior chart

Behavior chart may help teachers to monitor and correct negative

behavior. Teachers chart behaviors every day by listing down negative
behaviors that needs to be corrected. Negative behaviors may be
corrected through intervention such as storytelling and creative lesson
planning.

The following is an example of a behavior chart:

Name: Jose Dela Cruz

Grade: VI - Apitong

BEHAVIOR Monday Tuesday Wednesday Thursday Friday

Hitting III II I I I
Classmates

Talking Back IIII II I I I

Spitting on t II I 0 0 0
he floor

Jose de la Cruz was observed to hit his classmate three times on

Monday. His teacher gave him rules to follow. The hitting decreased as
he was given rules to follow. The teacher also helped decrease the
behavior by reading stories on the ill-effects of bullying in order to help
the learner realize that hitting is wrong.

32 | P a g e
7. Providing Learning Contracts

Learning contract serves as an agreement between the teacher and

the learner in maintaining positive behavior. Implementing learning
contracts begins with the identification of the target behavior followed by
the formulation of contract. After the contract has been formulated,
both the learner and the teacher sign the contract. All learning contracts
must be posted in a place that can easily be seen by the learner. The
leaner is advised to read the contract regularly in order for him to
remember his promise.

8. Fostering an Environment of Respect and Acceptance

Learners who are misbehaving in class may come from families

that do not foster an environment of respect and acceptance. The teacher
should always model respect in class and should deal with the issues
presented.

SUGGESTED ACTIVITIES

a. Why am I an Angry bird?

Materials: white bond paper, crayons or marker, Behavior Checklist copy

for each learner

Procedures

1. Ask the student to talk about the things that made

his/her angry. Tick the observed manifestations.

2. Let the learner draw a picture of his/her body on white

bond paper and color the parts of the body with red
where s/he feels angry at.

3. Let the learner list helpful ways on how s/he manage

anger.

33 | P a g e
 Directions: Mark all behaviors that you usually do when you
get angry

 kick, push, hit

 slam doors
 yell / shout
 cry
 throw things
 run away
 curse
 hurt him/herself
 talkback
 threatened others
 Pretend that I’m not angry
 Use the silent treatment
 Call people names
 Tease or make fun of others
 Insult and make smart remarks

(Note: Modify instruction according to learners’ level.)

b. Treasure Box of Emoticons

Materials: Box, pictures of emoticons

Procedures

1. Let the learners sing a song.

2. Pass on the box with emoticon.

3. If the teacher says “stop”, the learner holding the

box will draw one emoticon from the box.

4. The learner shows the emoticon and the teacher

ask the following:
a. What are the things that make you happy?

34 | P a g e
 b. What are the things that make you sad?

c. What makes you angry?

5. Discuss the causes why people feel

happy/sad/angry etc.

6. Let the teacher discuss how to handle these

emotions.

c. Paint Relaxation Stone

Materials:
Stone
Watercolor / acryllic paint

Procedure:
1. Let the learner choose a stone.

2. Let the learner paint on the stone according to his/her

desired design.

d. “WORRY CAN”

Let the learners write on a piece of paper their worries in

life.

1. Discuss the worries with their peers.

2. Place the paper inside the can.

This helps the learners express their worries instead of

keeping them bottled up inside.

Materials:
Can
Paper
Coloring Materials (crayon, color pencil, etc)
Writing Materials

35 | P a g e
 Glue

Procedure:

1. Ask the learners to label the can titled “Scary Things”,

“Fears”, “Worries” or whatever seem appropriate for their
experience.

2. Ask the learners write down their worries on a sheet of

paper.

3. Let the learners put the sheet of paper inside can.

e. Calm Down Box

Everyone has so many ways to make him/her feel more at

ease. It is everyone’s duty to help learners with anxiety to
become aware of his/her own functioning including what
triggers him/her.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

Procedures:
1. Instruct the learners to go near the box.

2. Let the learners to get the object that can help them to calm
down and relax.

3. Let the learners to share why did they choose that object.

f. Angry Paper Toss (Peterson, 2015)

Materials: white cartolina, markers, napkins or toilet

paper, tape, and a container of water

36 | P a g e
Procedures
1. Post the cartolina on the wall.
2. Let the learner list down situations or individuals
that make him/her angry at.
3. Dip the tissue paper in the water and throw it at
his drawing.
4. Then, ask him/her how it feels to toss the wet
paper at the drawings.
5. And talk about how it feels afterward.

g. The Feeling Game

Materials:
5 different colors of circles
Scissors

Pencil

Steps:

Let the learner do the following:

For every red circle, write one thing that makes you
happy.

For every yellow circle, write one thing that makes you
sad.
For every blue circle, write one thing that makes you
angry.

For every green circle, write something that makes

excited.

For every orange circle, write something that makes you

afraid.

37 | P a g e
 Note: If the learners are not capable of writing, let the learners
recite the things that makes them feel happy, sad, angry,
excited and afraid.

h. Box of Events

Materials:

Pictures of a child doing the following:

Vandalizing desk/wall
Hitting classmates
Getting things without permission
Listening to the teacher
Waiting for their turn
Helping the teacher cleaning the classroom
Boxes with happy face and sad face

Procedure:

1. Let the teacher show to the learners the different

pictures.
2. Let the learners place the pictures inside the box.
3. Let the learners say something about the picture they
have picked.
i. Games of Self-control

Traditional games like “Simon Says” and “Red Light,

Green Light” give learners practice in following directions
and regulating their own behavior.

Procedure:

Simon Says

1. The teacher will give instruction such as:

Simon says:
- Nod your head;

38 | P a g e
 - Clap your hands; and
- Jump.
Rules:

If the instruction given has SIMON SAYS, the

learners should do/act the instruction.

On the other hand if the instruction given doesn’t

have SIMON SAYS, the learners should not do/act the
given instruction.

The learner who does the instruction without

SIMON SAYS will be out of the game.

j. Story-based discussions about moods/emotions

When learners participate in group conversations

about emotion, they reflect on their own experiences, and
learn about individual differences.

Understanding helps kid develops his/her “mind-

reading” abilities.

Materials: book or any reading material

Procedure:

1. Let the learners listen to a story read by the teacher with

emotional content.
2. Have learners talk about it afterwards.
3. The teacher will ask the following:
- Who are the characters in the story?
- Why did the character in the story get angry?
- What are the things that make you angry?
- What do you do to calm down/cool off?

39 | P a g e
k. Making Math Fun with Unifix Cubes

Directions:
See what flashcards mean with unifix cubes or legos!
1+2 means we stack 1 cube on top of 2 stacked cubes--now we
have
3 cubes stacked together! 1+2=3.
Lay out the flashcards and stack cubes beneath them to make
each
answer.
Use different colored cubes for each math problem.
For 1+2 we use 1 white cube and stack beneath it 2 blue cubes to
give us the 3 total cubes.

l. Cooling Cubes

Materials: Plastic ice cubes - I purchased a bag of 30

Directions:
Using a permanent marker write a safe "cool down" strategy on
each ice cube.

For example: count to ten, walk away, talk to a friend, take three
deep breaths, etc.

Leave blank for few remaining cubes and let the learner come up
with his/her own strategies.
Note:

40 | P a g e
The original post suggested placing the ice cubes in the freezer for an
additional "cool" effect.

That's it! Easy right?

m. The Name Dropping Game
Materials:

1. Using Pictures or multi-media presentation of a person

who does not fit conventional rules in society like a
grandmother with lots of tattoo, or a tattoed individual
holding a child etc.
Paper (Manila paper/cartolina/coupon bond)
Writing tools (pencil, pentel pen)
Art tools (crayons, colored pencils/markers)

Procedures:
1. Divide the learners into groups. Consider groupings and
place learners with social and interpersonal disorders in
groups where they can feel comfortable with in sharing their
ideas.
2. Show pictures of persons who does fit conventional rules in
society.
3. Using the Venn Diagram, let the learners write their
thoughts or feelings regarding the pictures.

4. Process by identifying their biases towards each individual

in order for them to recognize and check their social biases
5. Lastly, ask them to write two to three things they can do to
reduce these biases.
6. As a closure, let the students complete the statement, “I
attempt to act in non-prejudiced ways toward people from
other social groups because………………………….

n. Playing advocate
Materials

2-3 Pictures of different social situations that present

conflicts or issues

Procedures

41 | P a g e
 1.Divide the class into two groups - the pros and the cons.
Each learner will present only questions as arguments and
counter-arguments.
For the teacher:
1. Be on alert.
2. Facilitate the activity with fairness.
3. Eliminate competition by refraining from giving points.
4. Process the activity by asking each learner to write or a
reflection on both sides.
5. Accommodate each learners’ responses and be able to
process wrong answers.

o. Charades

Materials

Paper and pencil

Cue card with words/pictures of different social situations
container
Procedures:
1. Integrate any social skills you want learners to develop.
2. Choose social situations and let the group guess.
3. Let the learners identify pictures showing appropriate
behavior.
4. Group learners according to the characteristic of learners
with social and interpersonal disorder.
5. Aside from guessing what actions are being done, ask
them to guess as well what emotions are being expressed
or what gestures convey such emotions being guessed for
processing.

42 | P a g e
II. DIFFICULTY IN BASIC LEARNING AND APPLYING
KNOWLEDGE

Introduction
Difficulty in basic learning and applying knowledge
represents a difficulty in one or more of the basic learning processes
involved in understanding or using language, both spoken and
written that may manifest itself in an imperfect ability to listen,
speak, read, think, write, spell, or do mathematical calculations
(Leong, 1999; Snowling, 2005). Specific terms for these difficulties
may include difficulty in reading, in writing, in counting and
calculating; and in spelling.

Description

Difficulty in basic learning and applying knowledge is a

processing problem that interferes with learning basic skills such
as reading, writing, acquiring skills and/or math. It can also delay
higher level thinking skills such as organization, time planning,
abstract reasoning, long and short term memory and attention. It
is important to realize that difficulty in basic learning and applying
knowledge can affect an individual’s life beyond academics and
can create an impact to the relationships with family, friends and
in the workplace.
Generally, people with difficulty in basic learning and
applying knowledge are of average or above average intelligence
which appears to be a gap between the individual’s potential and
actual achievements. This maybe the reason that these difficulties
are referred to as “hidden disabilities”. The person looks “normal”
and seems to be intelligent, yet may be unable to demonstrate the
skills expected from a person of similar age.
A difficulty in basic learning and applying knowledge is a
life-long challenge. However, with appropriate support and
intervention, people with these difficulties can achieve success in
school, at work, in relationships, and in the community.
(https://ldaamerica.org/types-of-learning-disabilities/
Retrieved: May 9, 2017)

43 | P a g e
 STRENGTHS OF PERSON WITH DIFFICULTY IN BASIC
LEARNING & APPLYING KNOWLEDGE

All persons with difficulty in basic learning and applying

knowledge have strengths, particularly relatively to their
weaknesses.

Heightens the ability to

Material or Spatial solve problems with
Reasoning navigation, or with the
visualization of faces,
scenes, and objects.

Interconnectedness Verbal reasoning capacity

to connect seemingly
disconnected ideas

Narrative Reasoning Possessing a great

memory for personal
experiences

Dynamic Reasoning Ability to reason in novel

situation

Capulong, Y.T., Inciong, T. G., & Quijano, Y.S. (2007). Introduction to General Education –
A Textbook for College Students: Quezon City: Rex Book Store Inc. First Edition.

44 | P a g e
 TYPES OF LEARNERS WITH DIFFICULTY IN BASIC LEARNING
AND APPLYING KNOWLEDGE

DIFFICULTY IN READING

A specific difficulty in basic learning and applying

knowledge that is characterized with precise and/or fluent word
recognition and by poor spelling and decoding abilities. (IDA
definition ASUG 2003) G. Reid – Lyon National Institute of Child
Health, NIH Sally Shaywitz, Bennet Shaywitz, Yale University School
of Medicine)

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN READING

 Difficulty learning connections between letters and
sounds
 Confusing small words, such as at and to
 Letters reversals, such as d for b
 Word reversals, such as tip for pit
 Frequently adds and/or forgets letters in a word
 Remembering simple sequences, for example: names
of people, telephone numbers
 Difficulty understanding rhyming words
 Recognize words that begin with the same sound
 Sit still for a reasonable period of time
 Difficulty keeping place when reading
 Poor sequencing of numbers like (14 for 41)
 Poor spelling
 Avoids reading aloud
 Difficulty organizing ideas to speak or write
 Avoids writing tasks
 Left and right confusion
 Slow to memorize alphabets and math facts
 Trouble following oral instruction
 Appearing restless or easily distracted.

Dyslexia Signs and Characteristics. http://nspt4kids.com/parenting/dyslexia-signs-and-

characteristics/ (Retrieved: June 20, 2017)

45 | P a g e
ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
READING

Teaching learners with difficulty in reading across settings is

challenging. Both general education and special education
teachers seek accommodations/strategies that foster the learning
and management of a class of heterogeneous learners. It is
important to identify accommodations that are reasonable to ask
of teachers in all classroom settings. The following
accommodations appear reasonable and provide a framework for
helping learners with learning problems achieve in general
education and special education classrooms. They are organized
according to accommodations involving materials, interactive
instruction, and leaner’s performance.

International Dyslexia Association.

http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-
settings Retrieved: May 10, 2017

TYPES OF ACCOMMODATION

Setting Presentation
Study carrel Repeat directions
Small group Large print editions
Individualized Braille edition
Timing Response
Extended time Mark test booklet
Frequent breaks Word processor
Unlimited time Use references
Scheduling Other
Specific time of day Test preparation
Subtest in different order Out-of-level
Across multiple days Motivational cues

For Instructional Materials

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Use of tape recorder or audio  The tape recorder is a useful aid.
books Directions, stories, and specific
lessons can be recorded.
 The learner can replay the tape to
clarify understanding of directions
or concepts.
 To improve reading skills, the
learner can read printed words
silently while listening from the
audio tape.
 Learners can also access other

46 | P a g e
 services like Book share, a free
online library for students with
disabilities

Simplification of written  The teacher can help by

directions for key words and underlining or highlighting the
ideas significant parts of the directions
in paragraph.
 Rewriting directions is also
helpful.
Presentation of a small  The teacher may prepare
amount of work worksheets for learners with few
assignments/activities to be done.
 It prevents learners from
examining an entire workbook,
text, or material and becoming
discouraged by the amount of
work.
 The teacher can reduce the
amount of work when it appears
redundant. For example, the
teacher can request the learner to
complete only odd-numbered
problems or items with stars by
them, or can provide responses to
several items and ask the learner
to complete the rest. Finally, the
teacher can divide a worksheet
into sections and instruct the
learner to do a specific section. A
worksheet is divided easily by
drawing lines across it and writing
go and stop within each section.
Blocking out of extraneous  If a learner is easily distracted by
stimuli or providing colored visual stimuli on certain activity, a
strips or bookmarks to follow blank sheet of paper can be used
along while reading. to cover sections of the page not
being worked on at the time.
 Line markers can be used to aid
reading, and windows can be used
to display individual math
problems.

Highlighting essential  The teacher can highlight

information information if an adolescent can
read a textbook but has difficulty
finding the essential information.

47 | P a g e
Locating place in consumable  In consumable materials in which
material learners progress sequentially
(such as workbooks), the learner
can make a diagonal cut across
the lower right-hand corner of the
pages as they are completed.
 With all the completed pages cut,
the learner and teacher can readily
locate the next page that needs to
be corrected or completed.

Providing additional practice  Teachers must supplement the

activities material with practice activities
since some materials do not
provide enough practice activities
for learners with learning
problems to acquire mastery on
selected skills
 Recommended practice exercises
include instructional games, peer
teaching activities, self-correcting
materials, computer software
programs, and additional
worksheets.
Providing a glossary in content  At the secondary level, the specific
areas language of the content areas
requires careful reading. Learners
often benefit from a glossary of
content-related terms.
Developing reading guides  A reading guide provides the
Learner with a road map of what is
written and features periodic
questions to help him or her focus
on relevant content.
 It helps the reader understand the
main ideas and sort out the
numerous details related to the
main ideas.
 A reading guide can be developed
paragraph-by-paragraph, page-by-
page, or section-by-section.

48 | P a g e
 For Performance

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES

Changing response mode For learners who have difficulty with fine
motor responses (such as handwriting),
the response mode can be changed to:
 underlining
 selecting from multiple choices
 sorting
 marking
Learners with fine motor problems can
be:
 given extra space for writing
answers on worksheets
 allowed to respond on individual
chalkboards
Providing an outline of the  An outline enables some learner
lecture to follow the lesson successfully
and make appropriate notes.
 It helps learners to see the
organization of the material and
ask timely questions.
Using graphic organizers  A graphic organizer involves
organizing material into a visual
format.
 To develop a graphic organizer,
the learner can use the following
steps:
(a) list the topic on the first line,
(b) collect and divide information
into major headings,
(c) list all information relating to
major headings on index cards,
(d) organize information into
major areas,
(e) place information under
appropriate subheadings, and
(f) place information into the
organizer format
Using assignment books or  Learners can use calendars to
calendars record assignment due dates, list
school related activities, record
test dates, and schedule timelines
for schoolwork.
 Learners should set aside a
special section in an assignment
book or calendar for recording
homework assignments.

49 | P a g e
Providing readily-available  Teachers can provide readily-
handouts available handouts or worksheets
for the learners’ consumption.

Turning lined paper vertically  Lined paper can be turned

for math vertically to help students keep
Numbers in appropriate columns
while computing math problems.
Using cues to denote important  Asterisks or bullets can denote
items questions or activities that count
heavily in evaluation.
 This helps learners spend time
appropriately during tests or
assignments.
Designing hierarchical  The teacher can design
worksheets worksheets with problems
arranged from easiest to hardest.
 Early success helps learners begin
to work.

Using/manipulating varied  Learners can be provided with

instructional aids letter and number strips to help
them write correctly.
 Number lines, counters, and
calculators help learners compute
once they understand the
mathematical operations.
Displaying work samples  Samples of completed
assignments can be displayed to
help learners realize expectations
and plan accordingly.
Using peer-mediated learning  The teacher can pair peers of
different ability levels to review
their notes, study for a test, read
aloud to each other, write stories,
or conduct laboratory
experiments.
 A partner can read math problems
for learners with reading problems
to solve.
Encouraging note sharing  A learner can use carbon paper or
a notebook computer to take
notes and then share them with
absentees and learner with
learning problems.
 This helps learner who have
difficulty taking notes to
concentrate on the presentation.

Using flexible work times  Learners who work slowly can be

given additional time to complete

50 | P a g e
 written assignments.

Providing additional practice  Learners require different

amounts of practice to master
skills or content.
 Many learners with learning
problems need additional practice
to learn at a fluency level.

Using assignment  Learners can be allowed to

substitutions or adjustments complete projects instead of oral
reports or vice versa.
 Tests can be given in oral or
written format.
 If a learner has a writing problem,
the teacher can allow her or him
to outline information and give an
oral presentation instead of
writing a paper.

For Interactive Instruction

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES
Using explicit teaching Teachers can include explicit teaching
procedures steps within their lessons:
 present an advanced organizer
 demonstrate the skill
 provide guided practice
 offer corrective feedback
 set up independent practice
 monitor practice
 review
Stick to consistent daily  Many learners with learning
routines problems need the structure of daily
routines to know and do what is
expected.

Repeating directions, then  Learners who have difficulty

check to see if learners following directions are often helped
understand by asking them to repeat the
directions in their own words. The
learner can repeat the directions to
a peer when the teacher is
unavailable.
 The following suggestions can help
learners understand directions:
(a) if directions contain several
steps, break down the directions
into subsets;

51 | P a g e
 (b) simplify directions by presenting
only one portion at a time and by
writing each portion on the
chalkboard as well as stating it
orally; and
(c) when using written directions, be
sure that learners are able to read
and understand the words as well
as comprehend the meaning of
sentences.

Providing copy of lecture  The teacher can give a copy of

notes lecture notes to learners who have
difficulty taking notes during
presentations.

Providing learners with a  An outline, chart, or blank web can

graphic organizer be given to learners to fill in during
presentations.
 This helps learners listen for key
information and see the
relationships among concepts and
related information.

Using step-by-step instruction  New or difficult information can be

(oral and written) presented in small sequential steps.
 This helps learners with limited
prior knowledge who need explicit or
part-to-whole instruction.

Combining verbal and visual Verbal information can be provided with

information visual displays:
 on an overhead
 using handout
Writing key points or words  Prior to a presentation, the teacher
on the chalkboard can write new vocabulary words and
key points on the chalkboard or
overhead.

Using balanced presentations  An effort should be made to balance

and activities oral presentations with visual
information and participatory
activities.
 There should be a balance between
large group, small group, and
individual activities.

52 | P a g e
 Using mnemonic instruction  Mnemonic devices can be used to
help learners remember key
information or steps in a learning
strategy.
 An example of mnemonic
instruction.
The lines on the staff: Every Good
Boy Deserves Fudge (E, G, B, D, F)
The spaces on the staff: Furry
Animals Cook Excellently (F, A,C, E)
Emphasizing daily review  Daily review of previous learning or
lessons can help learners connect
new information with prior
knowledge.

Morin, Amanda. (2017) https://www.understood.org/en/school-learning/partnering-

with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-
dyslexia (Retrieved May 9, 2017)

EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE

LESSONS FOR LEARNERS WITH DIFFICULTY IN READING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improve Phonological  Direct teaching of same and
decoding skills awareness different sounds
 Producing the sounds of /s/ and
/z/ and /b/,/p/, and /v/ properly
 Play with blending wheel
Sound-symbol  Viewing short videos showing letters
correspondence and their sounds
 Use of clay, sand, or pebbles to
create letters which match the
sounds given by the teacher
 Use of body movements to present
the letters and their sounds.
 Reading the set of 10 words (with C-
Fluency V-C pattern) correctly.
 Reading a simple 5-sentence story.

Vocabulary  Unlocking of difficult words which

development are found in the story the class
supposed to read.

Comprehension  Reading a shorter part of a longer

story (which will gradually be read
by the student wholly) and
describing what happened in that

53 | P a g e
 part of the story.

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of

Children with Special Needs: Quezon City: DSWD-UP SPED

54 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH

DIFFICULTY IN READING

Reading Web Sites for Kids

Starfall A free public service to teach learners to read with
phonics. Starfall combines phonemic awareness practice with a
systematic phonics instruction and highly engaging visuals.
(http://www.starfall.com/)
Reading Eggs For learners from 4-7 who are learning to read. Focuses
on a core reading curriculum of phonics and sight words using skills and
strategies essential for sustained reading success.
(http://readingeggs.com/ )
Nessy Reading An online reading program that makes learning to read
fun and engaging. (http://www.nessy.com/us/ )
Get Ready to Read A site designed to support educators, parents, and
young learners in the development of early literacy skills in the years
before kindergarten. (http://www.getreadytoread.org/ )

PRIMARY LEVEL

Finish the alphabet

a e

f j

k o

p t
A

u y

z
55 | P a g e
 Word Picture Match
Draw a line from each picture to match the word.

fish

carrot

ball

tamarind

leaf

56 | P a g e
 INTERMEDIATE
LEVEL
Rewrite each sentence correctly.

1. play made of balls Boys shells coconut with

2. ordinary toys materials have fun her creating Mary creating own
from have

3. family for his decided chicken a soup Anton to cook

4. favorite Filipinos Politics are the pastime of

5. in ocean divers enjoyed at the looking fishes the different the

DIFFICULTY IN WRITING

It is a difficulty in automatically remembering and mastering

the order of muscle motor movements needed in writing letters and
numbers. (An Introduction to Special Education, 5th Edition 2005).
Very poor or often unreadable writing or writing that takes an
unusually long time and great effort to complete a note. People
with difficulty in writing may have illegible writing with
inconsistent spacing and capitalization, despite giving appropriate
time and attention to the task. They may have difficulty in
thinking and writing at the same time. (Dysgraphia)

https://ldaamerica.org/types-of-learning-disabilities/dysgraphia/
Retrieved: June 20, 2017)

57 | P a g e
CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN WRITING:

 Cramped fingers or unusual grip on writing tool

 Odd wrist, body and paper position
 Excessive erasures
 Inconsistencies: mixing print/cursive and upper/lower
case letters, irregular shapes, sizes or slant of letters
 Unfinished words or letters
 Inconsistent position on page
 Inconsistent spacing between letters an words
 Slow or labored copying or writing
 Misuse of line and margin
 General illegibility – despite training
 Inattentiveness about details when writing
 Frequent need for verbal cues and use of sub-vocalizing
 Heavy reliance on vision to monitor what hand is doing
during writing
 Slow implementation of verbal directions that involve
sequencing and planning

What is Dysgraphia? https://dsf.net.au/what-is-dysgraphia/ Retrieved: June

20, 2017 and
(http://www.interdys.org/ewebeditpro5/upload/understanding_dysgraphia_Fa
ct_Sheet_12-01-08.pdf)

ACCOMMODATIONS TO SUPPORT LEARNERS

WITH DIFFICULTY IN WRITING

For Speed Writing

Give the learner extra time to take notes, copy

material and take tests

Provide typed copies of classroom notes

Allow the learner to record certain class sessions

or use a laptop for writing

Allow the learner to start writing projects and

assignments early

Provide paper with name, date, title, etc., already

filled in

58 | P a g e
For Amount of Writing

Provide a lesson outline for taking

notes

Request a scribe so the learner can

dictate on tests and writing
assignments

Grade based on what the learner

knows, not on handwriting or
spelling

Hand out worksheets so there’s less

to copy from the board

For Writing Difficulty

Give examples of finished

assignments

Help the learner break writing

assignments into steps

Let the learner have a

“proofreader” to look for errors

Help the learner learn to use a

rubric, and explain how each
step is graded

59 | P a g e
 For Mechanics of Writing

Let the learner choose to either print or use

cursive

Have the learner try different types of pens

or pencils to see what works best

Provide paper with raised or different-colored

lines to help with forming letters in the right
space

Have the learner use graph paper or lined

paper sideways to line up math problems

Morin, Amanda (2017) Classroom Accommodations to Help Students with

Dysgraphia
https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
(Retrieved: May 10, 2017)

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN WRITING

Here are some teaching strategies that teachers can use for
learners with difficulty in writing.

1. By making accommodations for the learner

 Using word processor instead of writing with a pen
 Giving the learner a large pencil-holder or grip
 Allowing more time to complete assignments
 Allowing manuscript print instead of cursive handwriting
 Encouraging the learner to dictate to a scribe

60 | P a g e
2. By modifying the task demands
 Minimizing the writing task
 Changing the nature of task (giving a cloze passage or
multiple-choice exercise instead of an essay)
 Giving the learner assistance and guidance during the
lesson

3. Through remediation of the writing difficulties

 Using precision teaching, explicit instruction, modelling,
imitation, and guided practice
 Teaching the use of effective writing strategies
 Providing corrective feedback
 Daily counting and charting can act as incentive for
increased output, accuracy and legibility
 Using curriculum-based measurement to increase the
amount of written work the learner produces each day

4. Teaching Handwriting

 Board Activities

 Other Materials for Writing Movement Practice – Finger painting or

writing in clay pan or sand tray.

 Position
 child sits in a comfortable chair
 table is of proper height
 feet flat on the floor
 both forearms on the writing surface
 non-writing hand should hold the paper at the top

 Paper
 for manuscript writing –parallel with the lower edge of the
desk.
 for cursive writing, paper is tilted at an angle approximately
60 degrees from vertical to the left for right handed and to
the right for left-handed children.

5. Holding the pencil. Pencil held between the thumb and the middle
finger with the index finger riding the pencil; grasped above the
sharpened point.

6. Stencils and Templates. For geometric forms, letters and numbers.

Clip the stencil or cut out to the paper to prevent it from moving.

61 | P a g e
 7. Tracing – Use heavy black figures on white paper

8. Drawing between the lines

9. Dot-to-dot

10. Tracing with reduced cues

STRATEGY INSTRUCTION

 Simple task-approach strategy using the mnemonic LESSER to

help learners remember the steps (Westwood,2003)

 L = List your ideas

 E = Examine your list
 S = Select your starting point
 S = Sentence one tells us about this first idea
 E = Expand on this first idea with another sentence
 R = Read what you have written. Revise if necessary. Repeat
for the next paragraph

 Hallahan and Kauffman (2003) describe several composition

strategies, including the following adapted from Englert, Raphael,
Anderson, Anthony and Stevens (1991):
 P = Plan
 O = Organize
 W = Write
 E = Edit
 R = Revise

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp. 96-
98, 110-115, 129-131). British Columbia

62 | P a g e
 EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE
LESSONS
FOR LEARNERS WITH DIFFICULTY IN WRITING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT

Improve Spelling  Writing the correct spelling of the

encoding skills commonly misspelled words said by
the teacher using different colors
and textures
 Writing C-V-C words via dictation
on sandboxes, magic slates, or with
magic pens
 Photocopy books and highlighting
information

Writing process  Understanding and explaining

through his/her own words
 Using his/her own writing strategy
to compose and essay about
his/her summer vacation
 Proofreading his/her own
composition for minor or major
mistakes in grammar, spellings, or
word choice.
 Using multi-sensory handwriting
program

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of

Children with Special Needs: Quezon City: DSWD-UP SPED

63 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN WRITING

PRIMARY LEVEL

Maria Katarina C.
Bernardo
KATINIG
Bb
/bi/

bote
baso
Dd
/di/

64 | P a g e
 damo
dahon
INTERMEDIATE LEVEL

Direction: Copy the following words.

bike bike bike bike

ball ball ball ball

kite kite kite kite

65 | P a g e
 Direction: Copy the following sentences.

Come home early.

Be on time today.

Let’s fly kites.

Did you see Mike?

Give me your pen.

66 | P a g e
 DIFFICULTY IN COUNTING AND CALCULATING

It is a specific difficulty in basic learning and applying knowledge

which refers to learners having troubles in understanding number
related concepts, or using symbols or functions needed to success in
mathematics. Difficulty with calculations, comprehending and using
mathematics and find it extremely difficult to acquire arithmetical skills.

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN COUNTING

AND CALCULATING
 Has trouble learning to count and skips over numbers long
after kids the same age can remember numbers in right order
 Struggles to recognize patterns, such as smallest to largest or
tallest to shortest
 Has trouble recognizing number symbols
 Doesn’t seem to understand the meaning of counting (when
asked for five blocks, she just hands you an armful, rather
than counting them out)
 Has difficulty learning and recalling basic math facts,
such as 2 + 4 = 6
 Struggles to identify +, - and to use them correctly
 May still use fingers to count instead of using more advanced
strategies, like mental math
 Struggles to understand words related to math, such as
greater than and less than
 Has trouble with visual-spatial representations of numbers,
such as number lines
 Has difficulty understanding place value
 Has trouble writing numerals clearly or putting them in the
correct column
 Has trouble with fractions and with measuring things, like
ingredients in a simple recipe
 Struggles to keep score in sports games
 Struggles to apply math concepts to money including
estimating the total cost, making exact change and figuring out
a tip
 Has a hard time grasping information shown on graphs or
charts
 Has difficulty measuring things like ingredients in a simple
recipe or liquids in a bottle
 Has trouble finding different approaches to the same math
problem

67 | P a g e
ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
COUNTING AND CALCULATING

For In-Class Learning

Review what the learner already

learned before teaching new skills

Let the learner talk about how to

solve problems

Use graph paper to help line up

numbers and problems

Let the learner write our charts or

draw sketches to solve problems

Give the learner a list of the math

formulas taught in the class

Use manipulatives such as coins,

blocks and puzzles

68 | P a g e
Classwork and Taking Tests

Allow extra time on tests

Use a chart of math facts or

multiplication tables

Let the learner use a calculator when

he’s not being tested on computation

Give more space to write problems and

solutions

Break down worksheets into sections

Use objects such as blocks or base ten

sticks to teach math ideas

Check often to see if the learner

understands the work

For Homework

Create separate worksheets for word

problems and number problems

Highlight or circle key words and

numbers on word problems

69 | P a g e
 TEACHING STRATEGIES FOR LEARNERS
WITH DIFFICULTY IN COUNTING AND
CALCULATING

Below are some teaching ways that can make learning easier for
learner with difficulty in counting and calculating.

 Teach in progressive steps to limit the memory demand at one

time.
 Provide an intensive, cyclical teaching program - be prepared to
repeat and over learn topics many times.
 Use different materials wherever possible to stimulate interest.
 Try several methods until one works.
 If possible, apply the math concept to an area of interest for the
student to provide motivation to participate.
 Ask the learner on a 1-1 basis to explain the process to prove they
have internalized and not just repeating it.
 If a learner doesn’t understand, take the pressure out from them
by saying – ‘I didn’t explain that well, let me try again’.
 Wherever possible use real or ‘concrete’ materials as learners with
difficulty in counting and calculating has poor visual imagery.
 Encourage the active participation of the learners.
 Many learners will struggle with the language of Mathematics eg,
add – plus – sum of.
 When covering the automatic recall of number bonds, time tables –
make the activity into a friendly competition
 Many programs recommend the multi-sensory approach of ‘Doing
the task, Talk about it, Write it, Apply it’
 Once a learner is confident in a task using concrete apparatus –
gradually detach them on to visualising the image
 Allow the learner to have a ‘jotting area’ in their workbooks which
won’t get marked or commented on.
 Analyze exactly what the learner finds difficult and provide
intervention directly in areas of difficulties.
 Teach learners according to their level of ability and
understanding.
 Monitor activities to ensure learners are engaged in a friendly
environment.
 Set up open ended problem solving activities. Encourage
discussion.

70 | P a g e
  Use scaffolding approaches such as allowing learners to ‘phone a
friend’ or ‘go 50/50’.
 Give a worked sample to show how a problem might be solved.
 Allow learners to have extra time – even when given work at their
level, and assessments. Learners with difficulty in counting and
calculating often work slowly.
 Teach test taking skills, give practice tests and provide study
guides.
 Have pupils do projects, organize portfolios of work, make oral
presentations, or create a finished product, rather than take a test.
 Encourage an appropriate classroom ethos where learners are not
allowed to make statements such as ‘this is easy’.
 Use written rather than verbal instructions and questions to
reduce memory overload.
 Focus on understanding rather than rote memory. Try to use fun
methods for retention of number facts such as computer or card
games.
 Provide aids such as calculators or number fact grids.

Here are the list of teaching strategies for learner with difficulty in
counting and calculating in higher level.

 Use task-analytic approach in teaching with all new

areas
 Simplify and restate instructions
 Check for understanding at every step in the lesson
 Provide frequent reviews and revisions of work
 Set learners more “practice” type assignments for homework
 Encourage learners to help one another.
 Peer assistance is a readily available and powerful resource
 Make use of concrete materials and visual representation (objects,
pictures, sketches, diagrams) to support verbal explanations.
 Select or make alternative curriculum resource materials,
including the use of different textbooks.
 Utilize appropriate computer program drill and practice, and for
problem solving.
 Encourage learners to work on the blackboard or to create new
problems for the class to attempt.
 Encourage the use of a calculator if a learner’s problem is mainly
lack of speed and automaticity in calculations
 Ensure that the vocabulary associated with each new topic and
within particular word problems is thoroughly taught and
understood.
 Monitor the work being done by each learner during the lesson.
71 | P a g e
  Provide direct assistance to individual learners.
 Be observant for learners who are working too slowly. For in-class
support, regular and appropriate use of group work is encouraged,
enabling learners’ different abilities and aptitudes, to collaborate
and discuss the lesson easily. Whenever possible, the adaptations
made in the teaching of mathematics should aim to help the
student understand and succeed with the regular program, rather
than replace it with a different program.

 Use of the RAVE CCC represents one of many problem-solving

strategies that could be used in Mathematics (Westwood, 2003)

o R = Read the word problem carefully

o A = Attend to any words that may indicate the process
required
o V = Visualize what the problem would look like
o E = Estimate the possible answer
o C = Choose the appropriate numbers and processes
o C = Calculate carefully
o C = Check the result against your estimate

EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE

LESSONS FOR LEARNERS WITH DIFFICULTY IN COUNTING AND
CALCULATING

SAMPLE
GOALS PRIORITIES LESSONS/ACTIVITIES/CONTENT

Improve Improving  Matching numbers with

Mathematical number sense equivalent words and quantity by
Skills using objects (number 3-“three”-
3 blocks of wood)
 Comparing numbers from 1-10
using objects (9 bags are greater
than 5 bags)
 Counting popsicles
sticks/counting numbers
backwards
 Arranging numbers in ascending
and descending order using
crayons (5 crayons come first
before 6 crayons)
 Expressing numbers in expanded
form by putting the appropriate
number of zeroes beside the
number (eg.469-the student
must put 2 zeroes after the
number 4, 1 zero after the

72 | P a g e
 number 6, and no zero after the
number 9 to form the expanded
form of 400+60+9)

Performing  Recognizing different operational

basic symbols
mathematical  Matching mathematical symbols
operations ( +,-,x,/) with their corresponding
operation based on the answer
provided (e.g. In order to get 9,
“+” must be used for 4 to
combine 5)
 Recognizing and understanding
words such as “add”, “minus”,
etc. through the use of visual
representations (e.g. for “add”, a
picture of 2 breads combined
together)
 Translating word problems to
mathematical equations through
the help of situational plays

Telling time  Recognizing and identifying the

different parts of the clock
 Recognizing the concepts of hour,
minutes, and seconds by turning
the hands of the clock
 Identifying the time depicted in
the clock
 Understanding the words “5
minutes to 1pm”, half past two”,
etc. with the use of visual
representation
Learning about  Recognizing the different values
money and denominations of money
 Counting coins and money bills
 Matching money with their
equivalent numerical and word
forms

73 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN COUNTING AND CALCULATING

Name: ______________________________________________________
Write the number that comes after.

Name: _______________________________________________________
Count and write the numbers from 1 – 10 on the flowers below.

www.k5learning.com

74 | P a g e
 DIFFICULTY IN SPELLING

It is a learning difficulty which refers to learners having troubles in

writing, grammar and spelling. Slow speed in written words, reversal of
letters, syllables or omissions and additions.

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN SPELLING:

 Bizarre spelling and a disconnect between the letters and
the words they make., reversal of letter, syllables or
omission and additions
 Grammatical and spelling interruptions are severe.
 Timing issues. Slow in speed (e.i. most learners can spell
it in seconds, but for learners with might take it for five to
ten minutes.

ACCOMMODATIONS TO SUPPORT LEARNERS WITH

DIFFICULTY IN SPELLING

For Developing Phonemic Awareness

Involve learners in lots of shared

reading of poems, chants, songs,
and big books with repetitive
refrains and rhymes

Select words learners know — from

books, rhymes, songs, and so on —
and discover together how knowing
one word can help with the recognition
or writing of others, just by changing
the beginning letter(s)

75 | P a g e
For Developing Phonemic Awareness

Tell the learners that thinking about what a

word looks like is a useful spelling strategy,
so you are going to explore some common
spelling patterns together. Reread a familiar
big book, poem, or so on, selecting a
particular spelling pattern to look for. For
example, look for and list words with ea,
such as: bead, bread, dead, instead, great,
read, treat, break.

Ask learners to identify and underline

the ea spelling pattern in each word, say
the words, and group them according to
their pronunciation, such as:
bead, read, treat
bread, dead, instead, read
great, break

Select one of the words and show how

knowing it can help with the spelling of other
words in that word family. For example,
great: greater, greatest, greatly, or break:
breaking, breaks. Ask learners to try this
with the other words you've found. Talk
about how thinking about spelling patterns
and building on word families can help with
reading and writing.

76 | P a g e
 For Exploring Sounds

Reread familiar books, rhymes, chants, and

songs, asking learners to listen for words
with a particular sound. List these on a
chart; for example, words with a /k/ sound:
kite, cat, school, bike, Christine, truck, cake,
back.

Help learners to identify the letter(s) that

represent this sound. Underline these and
ask learners to group the words according
to the different ways the sound is
represented. For example:
kite, bike, cake
cat, cake
school, Christine
truck, back

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN SPELLING

Strategies to improve learners’ spelling have been reviewed by Gordon,

Vaughn and Schumm (1993). Some of the main findings indicated that
teachers should:

 Create opportunities for learners to engage in frequent writing

 Instruct learners in word analysis strategies
 Target no more than three words per lesson for learners with
learning difficulties
 Aim to develop learners’ self-monitoring and self-correction
strategies
 Give clear and efficient feedback on errors
 Use multisensory methods (saying, hearing, seeing, tracing,
writing, and checking) to improve retention of difficult words

77 | P a g e
 Learners with spelling difficulties benefit from being taught how to
study and check words (Lam, 2003).

In particular, learners must be taught the following strategies:

 Look-say-cover-right-check
o This self-help strategy makes use of visual imagery to
establish correct spelling patterns in long-term memory. The
strategy is particularly valuable for the learning of irregular
words, and for helping learners progress beyond the
phonetic stage of spelling.

 Phonemic approach
o This strategy is the one that most learners discover for
themselves at the early stage of inventive spelling.

 Spelling by analogy
o Some learners will need direct teaching and much practice
to realise that knowing the spelling of one word can give
clues to the probable spelling of another word that sounds a
little like it.

 Repeated writing
o If a learner really wishes to remember a word, writing the
word several times is an obvious method of helping with
this. The approach brings together motor memory and visual
imagery. However, the strategy is unlikely to be of benefit if
the learner is not motivated to learn the word, of if the
exercise is given as punishment.

 Use of computers and spellcheckers

o The use of any form of technology that will help overcome (or
bypass) a learner’s difficulties in getting ideas on to paper.
Using a word-processor may be one way of restoring a
learner’s interest and confidence in composing.

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp. 96-
98, 110-115, 129-131). British Columbia

78 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN SPELLING

PRIMARY LEVEL

NAME:____________________________________________________
Directions: Let’s talk about summer. All of the words are associated with
summer. Circle the words that are spelled correctly.
1. sonny sunny sannie

2. flower plower flawer

3. raynebow rainboe rainbow

4. umbrella ambrella umbrella

5. vacasion vacation vacaetion

INTERMEDIATE LEVEL

NAME:____________________________________________________

Directions: Homophones are words that sound the same but have
different in spelling and meanings.
Choose the correct spelled word to complete the sentence.

heard Cows travel together in a _________________________.

herd I_______________my neighbor’s loud voice.

steak I ate a large_________________for dinner.

stake Farmer put a _______________ in the ground.

creek We went for a swim in the ______________________.

creak The stairs starting to _______________.

lesson My mom put ice on my knees to _________________.

lessen I paid very close attention to the Math________________.

79 | P a g e
 HIGHER LEVEL

NAME:____________________________________________________

Directions: Edit the news story below. Cross out misspelled words
and write the corrected words about the mistakes.

Zombies Pratest in Trayn Closures

A small grup of zombies marched down the rails in

Tutuban Senter on Fieday to protest the closure of

Train. Knowingly the zombys turned out too be a

group of passengers from the puverty line of comutars.

They were in costumed as zombies to have fun whyle

doing public awrenesh. People claped and show suport

80 | P a g e
III. DIFFICULTY IN COMMUNICATION
(Communication Disorder)

Introduction
Communication disorder is impairment in the ability to receive,
send, process, and comprehend concepts or verbal, nonverbal and
graphic symbol systems. A communication disorder may be evident in
the processes of hearing, language, and/or speech. A communication
disorder may range in severity from mild to profound. It may be
developmental or acquired. Individuals may demonstrate one or any
combination of communication disorders. A communication disorder
may result in a primary disability or it may be secondary to other
disabilities.

A. Speech Disorder is an impairment of the articulation of speech

sounds, fluency and/or voice.
1. An articulation disorder is the atypical production of
speech sounds characterized by substitutions, omissions,
additions or distortions that may interfere with intelligibility.
2. A fluency disorder is an interruption in the flow of speaking
characterized by atypical rate, rhythm, and repetitions in
sounds, syllables, words, and phrases. This may be
accompanied by excessive tension, struggle behavior, and
secondary mannerisms.
3. A voice 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.
B. Language Disorder is impaired comprehension and/or use of
spoken, written and/or other symbol systems. The disorder may
involve (1) the form of language (phonology, morphology, syntax),
(2) the content of language (semantics), and/or (3) the function of
language in communication (pragmatics) in any combination.

1. Form of Language
a. Phonology is the sound system of a language and the
rules that govern the sound combinations.
b. Morphology is the system that governs the structure
of words and the construction of word forms.
c. Syntax is the system governing the order and
combination of words to form sentences, and the
relationships among the elements within a sentence.

81 | P a g e
 2. Content of Language
a. Semantics is the system that governs the meanings of
words and sentences.
3. Function of Language
a. Pragmatics is the system that combines the above
language components in functional and socially
appropriate communication.

The 1992 guidelines (revised) of “Communication Disorders and Variations,” Asha,

November 1982, pages 949–95O. http://www.asha.org/policy/RP1993-00208.htm

Characteristics of Learners with Difficulty in Communication

The characteristics of learners with difficulty in communication

will vary depending upon the type of impairment involved. There may
also be a combination of several problems.

When a child has an articulation disorder, he or she has difficulty

making certain sounds. These sounds may be left off, added, changed, or
distorted, which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young

children are learning to talk, of course. A good example of this is saying
“wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause
for concern unless it continues past the age where children are expected
to produce such sounds correctly.

Fluency refers to the flow of speech. A fluency disorder means

that something is disrupting the rhythmic and forward flow of speech—
usually, a stutter. As a result, the child’s speech contains an “abnormal
number of repetitions, hesitations, prolongations, or disturbances.
Tension may also be seen in the face, neck, shoulders, or fists.”

Voice is the sound that’s produced when air from the lungs
pushes through the voice box in the throat (also called the larynx),
making the vocal folds within vibrate. From there, the sound generated
travels up through the spaces of the throat, nose, and mouth, and
emerges as our “voice.”

82 | P a g e
 Identifying Characteristics

Speech Sound Errors

A. Speech Sound Errors

1. Distortions
2. Substitutions
3. Omissions
4. Additions

B. Articulation Disorders

- Child cannot produce a given sound physically

- Sound is not in his/her repertoire of sounds
- Example Yeh me yuh a da wido (Let me look out the
window)
- De toop is dood (The soup is good)

C. Phonological Disorder

- Make multiple sound errors

- Make errors consistent with a phonological process
(e.g. that sound deletion)

Fluency Disorder

A. Stuttering
B. Cluttering

Note: If characteristics mentioned are observed having intense rate and duration, it is
necessary for you to refer the child for SPED related services.

Accommodations to Support Learners with

Communication Disorder

Collaborative Consultation

– Speech-language pathologist
– Speech therapist
– Speech clinician
– Speech teacher

83 | P a g e
Interactive Approaches

– Operant conditioning
– Incidental teaching
– Augmentative and Alternative communication
GUIDE for TEACHERS and PARENTS

For Teachers For Parents

 Learn as much about your  Learn more about the smallest

learner’s condition/disorder details of your child’s speech or
or impairment. language impairment.
 Recognize that you can make  Be PATIENT.
a great difference in your  Be well-informed of any therapy
learner’s life and be so. or intervention your child is going
 Make sure that needed through.
accommodations are  Trust your child with chores to
provided in the classroom. do.
 Consult with other  Find time to listen and talk to
educators, therapists or your child.
specialists.  Talk to other parents with the
 Constantly communicate same concerns – learn and share
with the learner’s parents or with them.
guardians.  Keep closely in touch with your
child’s teacher/s, therapist/s or
caregiver/s.

REGULAR CLASSROOM SPEECH MODIFICATION

Area for
Improvement Modification/Intervention/Activity

Articulation
 Allow longer oral response time.
 Model good speech production in the
classroom.
 Provide preferential seating beside a peer with
good speech production.
 Reinforce accurate production of speech
sounds.
 Reduce the amount of background noise in
the classroom.
 Provide preferential seating near the teacher
or at the front of the class.
 Modify assignments requiring learner to make
oral classroom presentations.
 Discuss speech concerns with speech-

84 | P a g e
 language pathologist.
Language Skills  Shorten and/or modify oral directions. Ask
the learner to repeat or rephrase the
directions to ensure understanding.
 Allow longer oral response time.
 Provide visuals to enhance explanation of new
material, especially with abstract concepts.
 Give written directions or visual cues for
verbal directions.
 Obtain learner’s attention before giving a
direction.
 Assist learner in giving correct responses by
accepting his/her answers and expanding, or
giving the learner an opportunity to explain
his/her response.
 Simplify question forms by asking basic
questions, one at a time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Provide individualized instruction to improve
student’s ability to complete activities
requiring listening.
 Provide varied opportunities for language
development through participation in regular
classroom activities.
 Discuss language concerns with speech-
language pathologist.
Fluency  Reinforce instances of “easy speech” in the
(stuttering) classroom.
 Allow longer oral response time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Reduce amount of pressure to communicate
in the classroom.
 Avoid telling the learner to “slow down” when
participating in group discussions.
 Discuss fluency concerns with speech-
language pathologist.
Voice Quality  Encourage appropriate use of voice in the
classroom.
 Help the learner reduce instances of yelling or
throat clearing.
 Modify assignments requiring the learner to
make oral classroom presentation.

85 | P a g e
 Strategies for Teaching Speech Reading

Speech Reading

 is the act or process of determining the intended meaning of a

speaker by utilizing all visual clues accompanying speech
attempts, as lip movements, facial expressions, and bodily
gestures
 used especially by people with difficulty in hearing

1. JENA Method

 It relies on analysis of speech and drill that focus on syllables

 It incorporates the principles of kinesthetic imitation and rhythm
 Emphasizes syllable drill and stresses, in addition to audition and
vision, kinesthetic awareness in speech production
2. MEULLER – WALLE Method

 The speechreading teaching content is given within an intensive six

(6) –week course
 Training is mainly on rapid syllable drill and rhythmic speech
 The most visible sounds are taught first and then the less visible
sounds
3. Nitchie Method

 Based on expression reading

 Developed an analytic system using a set of symbols to code speech
expressions and sounds and use mirrors extensively to teach speech
reading
 Emphasis is on teaching people to grasp thoughts as a whole
 Basic Principles
o Be natural
o Be thorough
o Make the work interesting
o Lose NO opportunity
o Make sure that the methods employed do not interfere with the
development of desirable habits
o Try and meet the individual needs of each person
4. Kinzie Method

 Uses many of the same techniques of Nitchie and Mueller-Walle

 Emphasis is on lip movement – no voice involved
 Is a psychological approach to speechreading (synthesis, intuition and
attention)
 Uses mirror practice and the use of voice

86 | P a g e
5. Bruhn Method

 Emphasizes the training of both eye and mind in speechreading and

stresses the comprehension of the whole rather that individual
phonemes and syllables
 Analytical approach is needed for grasping details

Teaching Strategies for Learners with Difficulty in

Communication
LANGUAGE

Voice Quality:
 Encourage appropriate use of voice in the classroom.
 Help the learner reduce the instances of yelling or throat clearing.
 Modify assignments requiring learner to make oral classroom
presentations.
 Reduce the amount of background noise in the classroom.
 Discuss voice concerns with speech-language pathologist.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into speech.
 Ensure that the learner has a way to appropriately express their wants
and needs.
 Reinforce communication attempts (e.g. their gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Use storybook sharing in which a story is read to learner and responses
are elicited (praise is given for appropriate comments about the content).
 Ask open-ended appropriate questions.
 Use linguistic scaffolding techniques that involve a series of questions.
 Use language for social interaction and to resolve conflicts.
 Emphasize goals and tasks that are easy for the learner to accomplish.
 Work at the learner's pace.
 Present only one concept at a time.
 Have speech therapist present language units to the entire class.
 Use computers in the classroom for language enhancement.
 Encourage reading and writing daily.
 Use tactile and visual cues (e.g., pictures, 3-D objects).
 Incorporate vocabulary with unit being taught.
SPEECH
 Provide fun activities that are functional and practical.

 Develop a procedure for the learner to ask for help.

 Speak directly to the learner.
 Be a good speech model.
 Have easy and good interactive communication in classroom.

87 | P a g e
 Consult a speech language pathologist concerning your assignments
and activities.
 Be aware that learners may require another form of communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Anticipate areas of difficulty and involve the learner in problem-
solving.
 Provide assistance and provide positive reinforcement when the
learner shows the ability to do something unaided.
 Use a peer-buddy system when appropriate.
 Devise alternate procedures for an activity with the learner.
 Use gestures that support understanding.
 Model correct speech patterns and avoid correcting speech
difficulties.
 Be patient when a learner is speaking, since rushing may result in
frustration.

ACADEMIC AND BEHAVIOR

 Reduce unnecessary classroom noise as much as possible.

 Be near the learner when giving instructions and ask the learner to
repeat the instructions and prompt when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the learner to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or chart paper.
 Redirect the learner frequently and provide step by step directions -
repeating when necessary.
 Allow learners to tape lectures.
 Allow more time for the learner to complete activities.
 Modify classroom activities so they may be less difficult, but have the
same learning objectives.
 Allow more time for the learner to complete assignments and tests.
 Design tests and presentations that are appropriate for the learner
(written instead of oral).
 Divide academic goals into small units, utilizing the same theme.
 Provide social and tangible reinforcers.
 Focus on the learner's strengths as much as possible.
 Have the learner sit in an accessible location to frequently monitor
their understanding.
 Allow extra time to complete work because of distractions, slow
handwriting, or problems in decoding text.
 Have routines that learners can follow.
 Use a visual reminder of the day's events to help with organization.

88 | P a g e
 Establish communication goals related to learner’s work experiences
and plan strategies for the transition from school to employment and
adult life.

PHYSICAL

 Be aware that because of the way the brain develops, it is easier to

acquire language and communication skills before the age of five.
 Be aware that if children have muscular disorders, hearing problems,
or developmental delays, their acquisition of speech, language, and
related skills may be affected.
 Use augmentative communication systems to ensure that nonverbal
learners and learners with severe physical disabilities have effective
ways to communicate.
 Ensure that the learner has access to their (portable) communication
system across all contexts, all of the time.

SUGGESTED ACTIVITIES FOR DEVELOPING AND IMPROVING

LEARNER’S SPEECH AND LANGUAGE SKILLS

1. Be a good model – speak clearly and slowly and face your child
when
speaking.

2. Remember your language level – don’t use words or sentences that

your child will not understand.

3. Make time to sit and talk with the child no matter how busy we
can be. He/She needs time to for exchanges and companionship.

4. Limit TV time and other pacifiers and dummies. Children need to

have more face-to-face and personal interactive communication
opportunities.

5. Play with the child but keep track of incidents and actuations
showing improvement or changes and make sure you listen and
observe rather than command or tell him/her things to do.

6. Give the child the chance to lead no matter how small or big the
task may be – but always get the child’s back for encouragement
or support.

7. Expose the child to more books and make sure you find time for
storytelling and interaction.

89 | P a g e
 8. Sing songs and nursery rhymes – songs and rhymes contain
rhythm
and rhyme skills that help with speech and literacy development.

9. Feed more words that the child can imitate rather than trying to
extract more words from them. They learn more through repetition
and modelling.

10. Make every little activity an opportunity for language activity –

even
grocery/canteen time, play time, field trip, meal time – all the time
is a language opportunity.

ACTIVITIES TO BE EMPLOYED FOR THE LEARNERS WITH

DIFFICULTY IN COMMUNICATION

Games and Play

Simple Games
 Simple games can be played and indirectly elicit speech and language
 Games need not always be in a structured environment – it can be
anywhere safe and controllable
 Never forget that the games should focus on speech and language
 You will also be working on social skills, turn-taking, observing,
listening and attention.

Toys
Toys should be played to elicit speech and language
o Toys like:
 Blocks
 Puzzles
 Pictures
 Other manipulative toys that can be played while
talking or conversing with the child

Look at books
Books are great for having s shared focus and learning new words
 Looking at the books together and talking about what you both see
and start conversations- naming of pictures, asking questions and
talking about the story

90 | P a g e
Role play
 Games involving different characters will allow you to introduce lots
of new related language and stretch your child’s creative play skills.

Music
 Music is also a great way to involve the child and can be used in
many ways to enhance speech and language
 Music is good to set the child to listen and experience a shared focus
 Some song can even be sung with actions thus creating a link
between words and actions

Using everyday tasks to promote speech and language is relatively

easy, you just have to use your imagination:

 Use of word walls/word of the day/word bank

 Keep practicing words from the Dolch’s Basic Sight Words/Phrases
list
o Keep the list doable to child on a day-to-day basis
o If he can only learn and remember just 2 or 3 a day, so be it.
o Increase the number when the child is already improving on his
pace and rate of learning new words
 Emphasize on routine greetings
o Good morning/Good afternoon, etc.
 Emphasize on social graces
o Thank you
o Sorry
o Please
 Setting of standards for responses
o Answering politely – avoid shouting
o Answering in phrases or simple sentences
 Talking about what the people on the street are doing:
o (e.g. walking, working, riding etc.) to focus on verbs,
o or name as many different occupations that you can see (driver,
policeman, road-worker, shopkeeper etc.).

Remember, if you make speech and language sessions into games your
child enjoys it more and is more motivated and may not even see it as
speech and language practice, but as a game.
Children like games and are motivated when it becomes competitive.
This means you can create ideal situations away from the table-top
activities to work on speech and language.

Just use your imagination because almost any daily event can be turned
into an educational game.

91 | P a g e
 ASSISTIVE TECHNOLOGY FOR LEARNERS WITH
DIFFICULTY IN COMMUNICATION
For learners with difficulty in communication, the major types of
assistive technology can be divided into two areas.

First, students with speech and language impairments have an array of

computer software packages available to develop their speech and
language skills.
An example is First Words, a language program that has a number of
applications for teaching those who are developing or reacquiring
language functions.
The program uses graphic presentations combined with synthesized
speech to teach high-frequency nouns, and is one of many software
packages that can help develop both speech and language.

Secondly, students with speech and language impairments may use

augmentative or alternative communication (AAC). AAC is the
use of symbols, aids, strategies, and techniques to enhance
the communication process.
This includes sign language and various communication
boards, both manual and electronic, that are used by
individuals with impaired oral motor skills.

The most basic AAC devices are non-electronic communication boards.

The boards usually are limited to a number of choices (two to four). The
choices can be represented by real items, pictures of items, and symbols
for items (including print). The objective of the communication board is to
have the student make a choice, typically of food or activity. Electronic
AAC devices range from very simple devices with few buttons (such as
the Cheap Talk) to very elaborate systems that use a keyboard and
synthesized speech (such as the Dyna Vox and Liberator).

92 | P a g e
 ACTIVITIES OR EXERCISES TO HELP LEARNERS
PRODUCE SOUNDS

Speech Language Pathologists (SLPs) use a variety of low and high

technology tools which provide feedback to them in different which
teachers and parents can use in the classroom and even at home.

SUGGESTED ACTIVITIES TO HELP LEARNERS WITH:

 cleft lip or cleft palate to produce sounds

 mirrors are used to help a child see air that comes out of their nose
when it fogs up

 paper and tissues held under the nose show air coming out of it

 a device called a See-Scape is a vertical tube with a light weight ball

in it that rises when air is blown into it through the nose from
another flexible tube that a child puts near their nose

 flexible tubes or straws can be used to help the child hear extra
sounds that come out of their noses

 a more high tech instrument is a nasometer which is a head gear

device that places a sensor near the child's nose and
records the extra air that comes out on a computer
screen for the child to see

Each of the above examples help a child work on decreasing air that
comes out of their noses.

Depending on the severity of the cleft, some children don't have the
ability to produce sounds in the right place inside their mouth.

Parents and teachers (speech language pathologists SLPs) can help

children alternate places they can make speech sounds in their mouth
when necessary.

Source: http://www.home-speech-home.com/cleft-palate-speech-therapy.html

93 | P a g e
 Tongue Tip Problems

How can you quickly solve the fronting of

/k/? Tackle the tongue tip! Getting /k/ in
isolation is easily achieved by keeping the child’s
tongue tip from making contact with the alveolar
ridge or teeth. Some ideas for doing this include:

• Use a tongue depressor to gently hold the tongue tip down

while the child produces the /k/ sound.
• Use a lollipop to gently hold the tongue tip down.
• Have the child hold his tongue tip down with a clean finger.

Source: http://www.speechtherapyideas.com/2009/05/11/tongue-tip-trouble-
fronting-t-for-k/

 Articulation Disorders

The best thing parents can do for articulation disorders is model

correctly for their child. Be careful that you don't correct them too often.

 Speech Helpers

1. Lips

Put your lips together to make "P", "B", "M", and "W" or just use your
bottom lip when you make "F" and "V".

2. Teeth

Close your teeth to make "S" and "Z" or put your top teeth on your
bottom lip to make "F" and "V". Your tongue goes between your teeth for
"th" (as in thin) and "TH" (as in the).

3. Nose

Air flows through your nose to make "N", "M", and "NG" (as in "sing").

94 | P a g e
4. Ridge

Your ridge is right behind your two front teeth. It's the right spot for "S",
"Z", "L", "T", "D", and "N".

5. Front Roof

The front-roof is the right spot for "CH", "J", "SH", and "ZH" (as in
measure).

6. Back Roof

The back-roof is the right spot for "K", "G", and "R".

7. Front Tongue

The front of your tongue is used to make "T", "D", "S", "Z", "Y", "L", "Ch",
"J", "SH", "th", "TH" and "ZH" (as in measure).

95 | P a g e
8. Back Tongue

The back of your tongue is used to make "K", "G", and "R".

9. Vocal Cords

Your vocal cords vibrate to make ALL vowels and voiced sounds like "B",
"D", "G", "Z", etc. They don't vibrate for voiceless sounds like "P", "T", "K",
"S", etc.

10. Lungs

Your lungs give you air to make every sound - especially "H" because it's
all air!

Source: http://www.home- speech-home.com/speech-

helpers.html

 Producing K and G sounds

Dum Dum Pops or Tootsie Pop Mini can be used to touch/rub areas
of the mouth to teach placement and
awareness and can be used to hold the
tongue tip down in the front to prevent the
/t/ and /d/ that are typically substituted for
the /k/ and /g/.

Flavored Tongue Depressors can also be used in the same way as

DumDums

Source:http://www.playingwithwords365.com/2013/05/how-to-elicit-teach-the-k-g-
sounds-part-one-elicitation-techniques/

96 | P a g e
 OTHER ACTIVITIES TO IMPROVE SPEECH AND LANGUAGE

Strategies Activities
Teaching correct  Take his very first word “baby”.
sentence pattern  You can make this a two-word expression
by adding a description, thus you can teach
him to tell you:
- “ It is a crying baby” or “a happy boy”

High frequency  Some consonants are not heard because

consonants these consonants lie only in the higher
frequency where tends to increase
 High frequencies are: th, s, f, l
 Medium frequency: sh, ch, p, h
 Letter s is one such consonant that is
difficult to rear yet it is very important
because it occurs in so many words
 This is why you resort to writing and
scanning technique

Writing and  Expands child’s vocabulary and teaches

scanning proper sentence structure
 For example: He might see his father
outside driving a car, so he announces to
you, “Daddy car.”
 You correct his sentence structure by
saying: “Father drives a car.”

Sense training  Repetition is important

 Vocabulary list also serves as a personal
map
 It helps you see where you are at present,
and where you have come from.

Keeping a scrap  Keep a scrap book of words already learned

book  List down all the words learned so far on
the front page
 On the inside pages, paste or draw pictures
explaining each word
 Helps in the retention of the words

Common phrases  Include common phrases such as:

 Wash your hands.
 Come to dinner.
 Where are your shoes?
 Are you hungry?

 Drill him/her well in these phrases as early

97 | P a g e
 as possible, so he can cope well with
everyday living.

Words with the same  Expand his vocabulary by using different

meaning words that either mean the same thing or
are variations of a word
 Examples: “big” and “large”; “little” and
“small”; “mother” and “mommy”.

IV. DIFFICULTY IN MOBILITY

Introduction

Learners with Difficulty in Mobility substantially limit one or more

basic physical capacity and/or ability to move. It can be mild or severe.
At a mild level, a learner may successfully do most things that their
peers can do while the latter, may require significantly more assistance
in such areas as personal care, movement, communication and social
inclusion. Learners with difficulty in mobility may also be gifted. Physical
access can be a major concern for learners who have difficulties in
mobility as those who use wheelchair, braces, crutches, rotators, canes
or prostheses, or those who get fatigued easily may have difficulty
moving around a school. Despite the limitations they encounter, they
can still perform different activities when provided with the appropriate
assistance they need. When it comes to adaptive skills, some are
trainable, while others need lifelong support depending on the severity of
impairment. The educational goals for them may include independence
in terms of self-help skills, development of fine and gross motor skills,
social and communication skills, and mobility training.

Description

Learners with difficulty in mobility may have an acquired or

congenital physical and/or motor impairment such as cerebral palsy,
spina bifida, muscular dystrophy, arthritis, developmental coordination
disorder, amputations, genetic disorders, etc. The disability may interfere
with the development or function of the bones, muscles, joints and
central nervous system. Physical characteristics may include: paralysis,
altered muscle tone, an unsteady gait, loss of, or inability to use one or
more limbs, difficulty with gross-motor skills such as walking or
running, difficulty with fine-motor skills such as buttoning clothing or
printing/writing. Learners who are affected by this may experience
learning difficulty if not catered well.

98 | P a g e
 CATEGORIES OF DIFFICULTY IN MOBILITY

In classrooms, Learners with Difficulty in Mobility are usually

categorized in the following:

a. Staying in one body position

b. Changing in body position (sitting/ standing/ bending/ lying)
c. Transferring oneself (moving from surface to another)
d. Lifting/Carrying/Moving objects/ handling objects.
e. Fine hand use (picking up/ grasping/ manipulating/ releasing)
f. Hand and arm use pulling/ pushing/reaching/ throwing/catching
g. Walking
h. Moving around (crawling/ climbing/ running/ jumping)
i. Moving around using equipment/assistive devices
j. Using transportation to move around as a passenger
k. Driving a vehicle (car/ boat/ bicycle/ or riding an animal)

On the other hand, Learners with Difficulty in Mobility who have

been further assessed and diagnosed properly can be classified as to the
given conditions below:

Neurological Conditions – These are disabilities commonly caused by

damage to or incomplete development of the brain or spinal cord. The
most common neurological conditions are cerebral palsy, spina bifida,
and traumatic brain injury.

Orthopedic Conditions – This refers to damage, disease, or lack of

development of the bones, muscles, or joints of the body. There are
common conditions on this, such as juvenile rheumatoid arthritis,
muscular dystrophy, and absence or loss of all or part of a limb.

Health Conditions – This covers anything else caused by acute or

chronic disease. This is a very broad category but generally the difference
is that the condition is usually not affecting movement of motor
coordination directly. Some health conditions include asthma, diabetes,
cystic fibrosis, or sickle cell anemia. Many students in this category may
not need extensive support in their ability to learn, speak or walk. They
may need minor accommodations such as modification of curricula such
as physical education or need of the teacher to be aware of medication
requirements or effects.

99 | P a g e
 Characteristics of Learners with Difficulty in Mobility

Common Difficulties in Mobility Physical Features

Mild Cerebral Palsy  Abnormal muscle tone,
spasticity/abnormal posture,
involuntary movement,
irregular jerking movements
that most commonly begin in
the shoulders, neck, trunk
and face and poor in speech.

https://uk.pinterest.com/explore/symptoms-of-cerebral-palsy/

Mild Spina Bifida  The bones in the spinal

column do not completely
develop and join.
 It has a damaged spinal cord
usually with part of it
exposed.
 Paralysis or loss of sensation
to some parts of the body
http://biologyonline.us/Online%20A%26P/AP%202/Northland/AP2lab/lab12/abnormdevel.ht
m

Muscular Dystrophy  Progressive muscle weakness.

 Frequent falls
 Difficulty of getting up from
lying or sitting position
 Trouble running and jumping
 Waddling gait
 Walking on the toes
 Large calf muscles
 Muscle pain and stiffness
https://4.bp.blogspot.com/-RvIEJtcTLP4/Vxl5bNDlPUI/AAAAAAAAAjk/LjIOE7V-
eQ3CxGlW9BY_lcBXyz60sK6QCLcB/s1600/13043317_775821419215213_3084266175627938
531_n.png

 Pain in joints and muscles

particularly after a long day of
Arthritis strenuous activity.
 Stiff joints
 Inflammation of the joints

https://lovethelittle.com/2015/11/

100 | P a g e
  Clumsiness
 Uncontrollable gait
Developmental Coordination Disorder  Weakness of extremities
 No eye and hand coordination

https://calm201.wordpress.com/2015/02/26/quiet-eye-training-facilitates-visuomotor-
coordination-in-children-with-dcd/

Amputations  Absence of limbs

https://www.shutterstock.com/search/amputation

Bone Tuberculosis/cancer  Bone brittleness

 Sluggishness
 Frequent complaints of body
pain

https://www.pinterest.com/grammilolli/childhood-cancer-awareness/

Multiple Sclerosis  Bone deformation

https://www.pinterest.com/explore/multiple-sclerosis-awareness/

Poliomyelitis  Abnormal Posture

 Affected limbs appear smaller

https://www.granger.com/results.asp?search=1&screenwidth=1024&tnresize=200&pixperpa
ge=40&searchtxtkeys=polio&lstorients=132

 Appears to be physically
normal but sometimes
Epilepsy/ Seizure Disorder
experience seizure attack
 Temporary confusion

101 | P a g e
  Stare blankly
 Loss of consciousness and
awareness
 Drooling of saliva
 Jerky movement
https://www.granger.com/results.asp?search=1&screenwidth=1024&tnresize=200&pixperpa
ge=40&searchtxtkeys=polio&lstorients=132

Learner with Difficulty in Mobility can always be easily identified, but

there are cases that it is not physically evident. The checklist below
provides a guide for teachers and administrators to.

 Physically assess the disability and from information provided by

parents and/or medical records
 Form the basis for initial planning of the IEP

Common Affected Area Cause of Disability

Physical Neurological Orthopedic Musculo-
Disabilities / Brain /Bone skeletal/ Acquired Congenital
State State Muscle State
Cerebral Palsy √ √ √
Spina Bifida √ √ √
Muscular √ √ √ √
Dystrophy
Arthritis √ √ √
Developmental √ √ √
Coordination
Disorder
Amputations √ √ √ √
Bone Tuberculosis √ √ √
Multiple Sclerosis √
Poliomyelitis √ √
Seizure √ √ √
Disorder/Epilepsy
Table 1. Checklist of common type and causes of disability

Note: An orientation on the assessment of the learner’s health condition should

be done among a SPED Teacher, Receiving Teacher and Parents upon accepting
the child in a regular setting. The parent may present a record of medical history
for reference, if possible.

In case with severe Physical Disability learners, the regular teacher is

advised to refer the child to a SPED Center to be given home instruction.

102 | P a g e
103 | P a g e
 ACCOMMODATIONS FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Equipment
Physical Problem Classroom
Accommodation /Materials Teaching Strategies
Disabilities Area Management
Needed
-Place learner at Wheel Speech -Orient the class about Refer to Articulation
side of the chair/ the condition of the Skills teaching strategies.
classroom near Improvised incoming learner with
the doorway for chair disability.
Mild Cerebral easy access. Large table -Promote acceptance
Palsy -Allow a and encourage regular Refer to Mobility
voluntary learners to extend help Teaching Strategies.
Buddy System Mobility as needed.
for note taking.
-Place materials within
the learners’ reach.
-Make available Large flat Motor -Talk with the parents Teach skills that are at
the use of large desks Coordination the needs, strengths level of the learner.
flat desks. Computers and limitations of the
-Provide a (if available) learner.
Mild Spina
corner where -Work hand-in-hand
Bifida
he can stand with stakeholders.
comfortably.
( for back pain
problem)
-Place learner Mats Motor -Familiarize what Activities can be found in
Seizure
free from Coordination triggers seizures the list of teaching
Disorder/
flickering lights -Know the do’s and strategies page.
Epilepsy
-Place cushion Socialization don’ts when seizure -Fine and Gross Motor
mats on his skills occurs. skills

104 | P a g e
area for (SPED Teacher can - Self Advocacy
protection provide notes to -Self-Esteem
-Provide a Receiving Teacher on
buddy system Seizure Precaution and
*If seizure Management)
occurs:
- Loosen his
clothing around
the neck
-Remove
harmful objects
around him
-Avoid other
children
surround him
so he will be
ventilated.
-Turn him side
to prevent
suffocation and
allow drainage
of saliva.
-Inserting of
spoon inside the
mouth is
prohibited to
avoid mouth
laceration or
worst dental
fracture and

105 | P a g e
 suffocation.
-If seizure
continues more
than 5 minutes,
the child needs
immediate
medical
attention.
-The learner Wheelchair, Muscles -Needs an assistive or Engage the learner in a
must be personalized adaptive technological suitable, productive and
supported with table and devices in the classroom enjoyable task.
Muscular appropriate chair for writing Give ample time to finish
Dystrophy chair, table and -Require tutoring the task
a wheelchair for Consider the attendance
mobility. due to health condition

Learners’ Ramps/ Mobility - Arrange classroom Refer Mobility Teaching

Accessibility Inclined structuring with ample Strategies.
Amputees -Learner should Plane spaces
Poliomyelitis be placed in -Maintain a hazard-zone
classroom free area
nearest the -Emphasize to the class
gate. precautionary measures
-Learner should in assisting mobilization
occupy first- to orthopedically
Multiple level classroom challenged learners
Sclerosis and be seated
near the door
-One must be
provided with

106 | P a g e
 “show-me-
board/tag
board for class
participation.
-Avoid rigid Board Bones/ Involve the learner in Provide the learner with
physical activity games joints classroom activities with table activities
-Provide slow Lego blocks emphasis on safety or
pacing Clay precautionary measure
classroom Table
Arthritis
routines activities
-Offer bathroom
breaks

-Positioned Light objects Extremities Set short term goals. Teach children specific
properly for for play Breakdown achievable handwriting strategies
deskwork Computer physical activity into that encourage to print
-Ensure feet flat Worksheets smaller parts while or write letters in a
on the floor. keeping each part consistent manner
- Give extra meaningful and Use thin magic markers
time to achievable. or pencil grip.
Developmental
complete Focus on the purpose of
Coordination
Disorder
activities. the lesson
-Introduce use Encourage learners to
of computer to present report orally, use
reduce use of drawings to illustrate
handwriting their thoughts
- Learner Incorporate activities that
should be require a coordinated
accompanied by response from arms and

107 | P a g e
 buddy system / or legs, e.g. skipping,
bouncing and catching
large ball.

-Provide Board Bones Avoid stressful physical Provide the learner with
cushion for games such activities. worksheets and allow
comfortable as chess, Give simple/light more time to work on
seating position scrabble, classroom chores tasks.
puzzle and Allow learner to mingle
Bone Sodoku. or play with friends to Allow the learner to
Tuberculosis Connect the boost self-esteem participate in practical
dots and activities such as being a
painting timer, look-out, line
materials. judge, scorer and the like
that will improve his/her
ability.

108 | P a g e
Teaching Strategies for Learners with Difficulty in Mobility
 Articulation Skills

 Use visual pictures with words for the specific sound being targeted
to learn.
 Model correct speech to the student, emphasizing the correct mouth
formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner,
while being careful not to distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify mispronounced/substituted
sounds.
 Provide access to technology, such as text to speech, that allows
student to hear proper articulation or to make themselves
understood by others.
 Use preferential seating, so that the student can see the teacher’s
mouth when he/she is speaking.
 Reduce background noise in the classroom.

 Fine Motor Skills

 Use assistive devices, like pencil grips and various sizes of writing
instruments.
 Create opportunities for paired writing activities with peers who have
strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of
difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops
(larger/specialized if mouse is available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing
demands. (Power Point presentations, for example)

109 | P a g e
 Gross Motor Skills

 Use assistive devices as prescribed (orthopedic chair, desk, etc).

 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as to
be attainable by the student.
 Teach skills to address needs.
 Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate
needs to avoid injuries.

 Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select area(s)
of strength.
 Modify physical education expectations to meet the student’s needs;
consider greater focus on knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.

 Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the
student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

 Personal Safety

 Develop and implement alternative programming in collaboration

with other professionals, teachers and parents/guardians.
 Directly teach and practice alternate behaviors.
 Develop a consistent method of handling inappropriate behaviors.
 Use social stories to teach positive/alternate behaviors.
 Use visuals (photos of the student doing the preferred behavior
and/or other pictures).
 Use the student’s name and/or a key word to divert behavior.

110 | P a g e
 Focus on preventing the behavior by determining the function and
triggers (time of day, location, stress level, etc...).
 Re-direct when a trigger is present, preferably by using visual
and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent
undesirable behaviors.
 Teach the student to recognize emotions.
 Model the preferred behavior and vocalize steps for attaining it.
 Post visuals of steps for appropriate behavior.
 Post “stop” signs on areas that are not to be accessed by the student.

 Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored sticky
note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of
understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

 Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize
his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviors and language to combat negative
comments made to self or others.
 Post classroom rules, including “no put downs to others or self”.

 Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student with
it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.
 Use social stories.

111 | P a g e
  Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

 Social Skills

 Encourage peer interaction and teach how to interact.

 Provide disability awareness information for class members. Teach
them to ask the learner first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility on
social time with peers. Count the lost time each week to get a picture
of this.

 Communication Skills

 It is very important to ensure the learner has opportunities to

communicate. Utilize the communication system that has been
designed.
 Get to know the communication nuances of the learners. Eg., poking
out the tongue may be the learners way of indicating “no”, a kissing
nose may mean “yes”. A grimace may mean “stop”.
 Wait for the learner to process the incoming information, motor plan
and perform a response. Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities:
Activities Materials Procedures
Articulation
Choral/Oral Language cards -Model correct speech to the learners, emphasizing
Poem Reading the correct mouth formation.
Reading Booklets with -Pronounce the particular sound longer and slower
pictures to the learners, while being careful not to distort
the sound.
*Tic-Tac-Toe Board with 3x3 Draw the board.
grid of squares -First, you have to draw the board, which is made
up of a 3 x 3 grid of squares for basic players.
Advanced players may play with a 4 x 4 grid.
-The player draws an “X” or “O” in each grid one at
a time.
-The player first to form three series of X’s or O’s
in a row, whether horizontally, vertically, or
diagonally, wins the game. However, when both
players are playing with optimal strategy, there's a
good chance for a draw match. Players may play
again.

112 | P a g e
*News time Picture cards -Let the child share some important event
happened in their lives yesterday
*Rhymes Charts -Use a slower pace of speech.
and riddles Books -Let the child participates in choral reading.

Fine Motor
Free Hand- Modelling Clay Form any desired objects using modelling clay
activities
*Collage Free Form Paint -Give the topic to be mounted.
Illustration -Cut and paste on the board creatively.
board
Crayons
Scissors
Magazine
Scribbling Crayons -Allow the child to hold the pencil/crayon/marker
Pencil and make print on the paper provided
Marker
Used papers
Water and Sand box -Give your child a bunch of tools and toys that will
Sand water let him lift, dig, pour and explore with sand and
Activity water.
-Encourage your child to use her imagination to
get as creative as possible when playing with the
sand and water
Bolts and Tool box (Screw, -Give your child the bag and ask her to organize
Nuts, Hand nuts, bolts, the contents into groups. When she’s finished, ask
Grips washers, etc) her why she chose to group them in that way.
Then challenge her to find another way to group
the objects. For example, she might put the
screws and nails together because they’re all the
same length, or the washers and bolts together
because they are round. Another way to sort might
be screws and nails together because they're silver,
and other pieces because they're brass.
Clay Clay bars Let the children create any figure they imagine,
Activity/ and present it to group
Play dough
Tracing and Paper Scissor, Provide the children with materials and trace the
Cutting tracing wheel(if shapes given
available)
Stocking Wooden or Let children play with different shapes and figures,
and Piling plastic boxes then ask them to pile them
and geometric
figures, cups
Paper Newspaper or Let the children play and tear the papers
Tearing any paper
available
Hand Water-based -Show a Model
Painting Paint - let the children paint things that interest them
113 | P a g e
 *Bond Paper
*Paint Brush
*Create *Coarse Grain -Demonstrate on how to form simple objects using
Sculpture Sand sand or clay.
Paint -Have them form their own objects
Modelling Clay
Mobility
Ball Ball, hula-hoop Let the children play with ball and practice
throwing or anything shooting
they can shoot
into
Dancing Speaker Introduce precautionary measures.
Music Demonstrate basic steps in dancing(2-5 steps will
do)
Repeat procedures for mastery.
Paper Plate Paper plates Let the children move around the room on paper
Skating plates

Hop Skip Paper plates Arrange the paper plates around the room and let
and jump on the children step, hop and jump on each plate.
paper plate
Sensory Sand, sand Put these materials on the floor and let the
Walking papers, wet and children walk on these materials.
path dry cloth,
*Tape Road Masking tape -Put down lines of tape to make roads
-The road went through rooms, made
intersections, went around rugs and tables.
*I Spy Game Materials The teacher will say “I spy with my eye something
around the that. . .(describe). The children will look/ search
room for the thing the teacher described.
A Big Maze Chalk or any Draw a maze inside or outside the room with
marking object, enough space to move around. Let the children
follow the maze
Personal Care
*Grooming, Grooming kit -discuss grooming and personal care activities
bathing, such as bathing, washing, finger nail cutting,
washing combing hair, tooth brushing, etc…
- model each activity (explicit instruction)
*Dressing Different kinds Review the skill such as buttoning-unbuttoning,
of clothing with zipping-unzipping, and so on…
buttons, zipper,
Velcro, hook
Toilet toiletries Guided practice to master the skill
Hygiene
Personal Safety
Stop Drop Rubber Mats Introduce, discuss and Let the children practice
and Roll the Stop Drop and Roll as firefighting drill
Fire fighter Costume or Introduce and discuss the fire fighters job and give

114 | P a g e
friends safety gears if chance for role-playing
available
Playing with Bring the This is an outdoor activity to practice personal
environment children safety, introduce possible sources of injuries like
outdoor thorns, slippery surfaces,
Guess Who Picture cards of The teacher will say “guess who…. Describe the
community picture)
helpers
Balance Marking pen Draw a line or make a marking, depending on
Beam chalk severity of disability, let the children step/follow
the line and markings.
Self-Advocacy
News Today Provide children the chance to tell any news,
current events or experiences.
Our Different Let the children pick any emoticons and give them
Emoticons emoticons/ the chance to share why they pick such
emotions emoticon/emotions.
School Trip Tour the children around the school like canteen
drinking fountain, library

115 | P a g e
V. DIFFICULTY IN HEARING

THE ALPHABET SIGN LANGUAGE

116 | P a g e
Introduction

Hearing is one of the most important senses for each individual that
is concerned about perception of sounds. It allows and leads our everyday
lives without limitations. It enables us to work, communicate, socialize and
stay connected to the outside world. Moreover, it keeps us safe by warning
us of possible danger.
Hearing is all about auditory perception that refers to the capacity of
the brain to interpret and generate a clear impression of sounds.
Good auditory skills allow us to determine between different rhythms,
volumes, pitches and sources of sounds as well as words that will aid
teaching-learning reading the easiest way. It can also be the sense of sound
perception which can be detected through vibrations or the changes in the
pressure of the surrounding medium through time, through an organ such
as the ear.
Learners with Difficulty in Hearing have the right to equal access to
education and provide them the best possible education as regular
pupils/learners are enjoying. Their increasing numbers who are in school is
a manifestation that there is a need for regular school teacher to help these
children as an answer to the inclusion program of the Special Education.
This handbook could somehow help our regular teachers in the
holistic development of the Learners with Difficulty in Hearing (LWDH).

Description

Hearing loss can be:

 congenital - present at or soon after birth;

 acquired - which develops later;
 pre-lingual - before a child has fully developed speech;
 post-lingual - after the development of speech;
 conductive - caused by blockage or damage in the outer
and/or middle ear
 sensorineural - caused by damage to, or malfunction of, the
cochlea, or hearing nerve, or a combination of both.

DEGREE OF HEARING LOSS

 Deaf/Deafness refers to a person who has a profound hearing loss

and uses sign language.
 Hard of hearing refers to a person with a hearing loss who relies on
residual hearing to communicate through speaking and lip-reading.
 Hearing Impaired/Difficulty in hearing is a general term used to
describe any deviation from normal hearing, whether permanent or
fluctuating, and ranging from mild hearing loss to profound deafness.

117 | P a g e
 CHARACTERISTICS OF LEARNERS
WITH DIFFICULTY IN HEARING

Observations that a learner is suspected to have difficulty in hearing:

____ shows strained expression when listening

____ less responsive to noise, voice or music
____ moves closer to speaker when talked to
____ watches face especially the mouth and the lips of the speaker
____ often asks for repetition when talked to
____ delayed or no responses to questions
____ makes use of natural gestures, signs and movements
____ has a limited or no speech
____ has limited vocabulary
____ speaks in words rather in sentences
____ talks with poor rhythm

What Causes Hearing Loss in Young Children?

Hearing loss can be present at birth, or it may develop sooner or later

in life. It may be hereditary, or it may be caused by problems during
pregnancy or delivery. It is often difficult to pinpoint what has caused
hearing loss in a particular child. Hereditary factors cause a large
percentage of hearing loss in children. The hearing loss may be caused by a
defect of the outer or middle ear, but more often the damage exists in the
inner ear (cochlea).

Genetic counselling can be helpful to the family in determining

whether heredity is the cause.

Hearing loss may also be the result of:

- maternal illness during pregnancy (German measles, chicken pox,
mumps, diabetes, menopausal)
- exposure to certain drugs (gentamicin, neomycin, streptomycin,
kanamycin, quinine sulfate)
- complications during delivery (eclampsia, placenta previa)

Acquired hearing loss occurs after birth:

- may result from prematurity,
- low birth weight/malnutrition
- incompatibility of the Rh factor of blood between the parents,
- use of ototoxic drugs during the neonatal period

118 | P a g e
 - over dosage on antibiotics
- cytomegalovirus (CMV) or oxygen deprivation
- Illness (meningitis, encephalitis, mumps, jaundice, high fever)
- accidents
- loud sounds
- excessive/often cleaning of inner ear

TYPES OF HEARING LOSS

1. Conductive hearing loss

- an obstruction of air conduction that prevents the proper
transmission of sound waves through the external auditory canal
and/or the middle ear.
- may be temporary or permanent, depending on the cause that can
be differentiated by which part of the ear it affects - either the
outer or middle ear:

CAUSES:
Outer ear

 Stenosis or a narrowing of the ear canal

 Wax impaction
 Exostoses (bone-like protrusions that can develop
inside the ear canal and cause potential cause
blockages)
 Otitis externa (also known as swimmer's ear)
 Obstructions caused by foreign bodies inserted into
the ear (i.e. insects, foreign objects)

Middle ear

 A breach in the tympanic membrane caused by injury,

ear infections or extreme and rapid air pressure changes
 Tympanosclerosis or a thickening of the tympanic
membrane (pus)
 Otitis media or a buildup of fluid in the middle ear
 Blockages in the eustachian tube, which connects the
middle ear to the back of the nose and throat
 Otosclerosis, a rare medical condition that causes the
middle ear bones to freeze up
 Abnormal growths or tumors that form within the middle
ear, such as cholesteatoma or glomus tumours

119 | P a g e
  Ossicular chain discontinuity or a break in the
connection between the bones of the middle ear, caused
by injury or heavy trauma.

2. Sensorineural hearing loss

- occurs when the sensory receptors of the inner ear became
dysfunctional.
- it is the most common type of hearing loss and It is permanent.

CAUSES:

- damaged tiny hair-like cells in the inner ear or to the auditory

nerve

- congenital malformation of the inner ear, intense noise, trauma,

viral infections, ototoxic drugs (e.g., cisplatin, salicylates, loop
diuretics)

- fractures of the temporal bone, meningitis, ménière's disease,

cochlear otosclerosis, aging (i.e., presbycusis)

3. Mixed hearing loss

- A combination of sensorineural and conductive hearing loss.

CAUSES:

- illness
- trauma
- wax impaction
- aging

CATEGORIES OF HEARING LOSS

The definition of hearing loss is not the same for everybody. The
different degrees of hearing loss are divided into categories. The most
common categories of hearing loss classifications are mild hearing loss,
moderate hearing loss, severe hearing loss and profound hearing loss.

Mild Hearing Loss

On average, the quietest sounds that people can hear with their
better ear are between 25 and 40 dB. People who suffer from mild hearing
loss have some difficulties keeping up with conversations, especially in
noisy surroundings.

120 | P a g e
Moderate Hearing Loss
On average, the quietest sounds heard by people with their better
ear are between 40 and 70 dB. People who suffer from moderate hearing
loss have difficulty keeping up with conversations when not using a hearing
aid.

Severe Hearing Loss

On average, the quietest sounds heard by people with their better ear
are between 70 and 95 dB. People who suffer from severe hearing loss will
benefit from powerful hearing aids, but often they rely heavily on lip-
reading even when they are using hearing aids. Some also use sign
language.

Profound Hearing Loss

On average, the quietest sounds heard by people with their better ear
are from 95 dB or more. People who suffer from profound hearing loss are
very hard of hearing and rely mostly on lip-reading, and/or sign language.

The level of severity of hearing loss is defined as follows:

10 to 15 dB HL Normal Hearing
16-25 dB HL Slight Hearing Loss
26-40 dB HL Mild Hearing Loss
41-55 dB HL Moderate Hearing Loss
56-70 dB HL Moderate-Severe Hearing Loss
71-90 dB HL Severe Hearing Loss
>90 dB HL Profound Hearing Loss

(Average threshold level re for 0.5, 1 and 2 kHz, Clark (1981)

121 | P a g e
Normal sloping to Moderate mixed hearing loss for the left
moderate sensorineural hearing loss in the ear.
left ear.

Moderate conductive hearing loss in the left Mild to moderate conductive hearing loss
ear. Normal sloping to in the right ear
moderate sensorineural hearing loss in the
right ear.

122 | P a g e
 Degree of difficulty in hearing is measured by the decibels (a unit
used to measure the intensity of a sound or the power level of an electrical
signal by comparing it with a given level on a logarithmic scale. It also
measures the degree of loudness.)
The Speech Banana is used to explain the area where the phonemes
(sounds of human speech) appear on an audiogram. When the phonemes
are plotted out on the audiogram they take the shape of a banana, therefore
audiologists and other speech professionals refer to that area as the speech
banana. While many other sounds fall outside of the speech banana,
audiologists are most concerned with the frequencies within the speech
banana because a hearing loss in those frequencies can affect a child's
ability to learn language.

The speech banana enables you to understand further the audiogram

test given by the audiologist in your area.

In the audiogram test, the symbol “x”, typically marked in blue,

corresponds to the left ear.

123 | P a g e
 The symbol “o” typically marked in red,
corresponds
to the right ear.
If the audiogram test of the child is graphed within the range of 0-
20dB, he will likely to hear water drops, falling and whistling of leaves and
the chirping of birds, thus categorizing him to have a normal hearing.

If the audiogram test falls under the range of 20-40dB, he will likely
to hear the ticking of the clock and some phonemes ( l, ng, n, m, v, f, th, s)
thus categorizing him to have a mild hearing loss.

If the audiogram test falls under the range of 40-70dB, he will likely
to hear the cry of a baby, dogs barking and some phonemes ( j, z, g, i, u, b,
d, a, o, r, p, -ch, -sh, h, k) thus categorizing him to have a moderate
hearing loss.

If the audiogram test falls under the range of 70-90dB, he will likely
to hear the piano keys and telephone ringing relying to its vibration thus
categorizing him to have a severe hearing loss.

If the audiogram test falls under the range of 90-120dB, he will likely
to hear a truck siren, lawn mower, gunshot, airplanes and helicopters that
are about to take off thus categorizing him to have a profound hearing
loss.

124 | P a g e
 ACCOMMODATIONS TO SUPPORT HEARING IMPAIRED/DIFFICULTY IN HEARING LEARNERS

CLASSROOM ASSISTIVE PARENT’S TEACHING SUGGESTED

ACCOMMODATION TECHNOLOGIES / AWARENESS STRATEGIES ACTIVITIES
SUPPORT SYSTEM
MILD -Regular -Hearing Aids -Home -Use real -Group
classroom setting Visitations materials, activities
and may apply -Frequency objects, Picture
Modulation (FM) -Psycho Exchange -Film Viewing
MODERATE -Put the learner Education Communication
HEARING close to the -Telecommunications Seminars System (PECS) -Manipulation
LOSS teacher for better Device for the of objects and
sound reception Deaf(TDD) -Information -Total hands on
and visual clues dissemination communication activities
-Teletypewriter (TYY) during (using ASL and
-Reduce auditory barangay spoken language -Role playing
distractions -Speech therapist assemblies simultaneously)
-Proper hand
-Get the learners -Through the -Explicit and eye
attention before help of a instruction coordination
starting the class medical (repetitive
practitioner instruction) -Vocabulary
-Make use of the enrichment
residual hearing -Through -Collaborative (Pictographs,
by talking aloud advertisements learning spelling,
(television, -Oral puzzles,word
-Speak slowly, radio. communication hunt)
clearly and face to pamphlets and (teach without
face with the flyers) signing since the -Arts for fine
learner learner has motor

125 | P a g e
 -Listening to residual hearing) (drawing, clay
-Rephrase success stories molding, beads
-Field making,
-Write key words -Counseling trips(school and scribbling)
and outline community)
-Puppetry
-Clearly enunciate -Sign language -Keep narrative
speech program for report -Sorting
parents -Matching or
-Specialized -Step by step pairing
seating directions
-Family support
arrangement -Seizing
-Captioning or (search)
-Enhance scripts for
speechreading television, videos, -Classifying
conditions movies,
filmstrips -Sequencing
- Clearly
enunciate speech -visual -Identifying
supplements
-Educational -Comparing
interpreter
-Recognizing
-Obtain student’s
attention prior to -Solving
speaking Problems
(simple)
-Reduce visual
distructions -Organizing
Ideas

126 | P a g e
-Present
information in
simple,
structured,
sequential manner

-Allow extra time

for processing
information

-Frequently check
for understanding

127 | P a g e
 SEVERE
-Regular -Hearing Aids -Home -Practice and -Enhance
and classroom setting visitation allow Lip Reading speech reading
may apply -Frequency ( wear red conditions
PROFOUND Modulation (FM) -Psycho lipstick for (avoid hands
HEARING -Put the learner education women teachers) in front of face,
LOSS close to the -Telecommunications seminars no gum
teacher for better Device for the -Use Picture chewing)
visual clues Deaf(TDD) -Information Exchange
dissemination Communication -Allow extra
-Reduce -Teletypewriter (TYY) during System (PECS) time for
classroom noise barangay processing
-Cochlear Implant assemblies -Provide information
-Get the learners communication
attention before -Smartphone apps -Through the through Basic -Frequently
starting the class (android, ios) help of a Sign Language check for
medical (ASL, FSL, understanding
-Specialized practitioner Localized signs)
lighting -Repeat or
-Through -Assign a buddy rephrase
-Captioning or advertisements for note sharing information
labeling things (television, and discussion when
inside the radio, necessary
classroom (for pamphlets and -Field
familiarization) fliers) trips(school and -Group
community) activities
-Use of visual -Listening to
supplements success stories -Keep narrative -Film Viewing
(overheads, report
chalkboard, -Counseling -Manipulation

128 | P a g e
charts, vocabulary -Step by step of objects and
lists, lecture -Sign language directions hands on
outlines) program for activities
parents -Captioning or
-Vibrating alert scripts for -Role playing /
devices (used to -Family Support television, videos, Pantomime
signal fires, movies,
doorbells, weather filmstrips -Proper hand
warnings and and eye
more. These -visual coordination
devices can be supplements
used in the -Vocabulary
classroom to alert enrichment
to schedule bells (Pictographs,
and other spelling,
important puzzles,word
announcements) hunt)

-Arts for fine

motor
(drawing,clay
molding, beads
making,
scribbling)

-Puppetry

-Seizing
(search)

129 | P a g e
-Classifying

-Sequencing

-Identifying

-Comparing

-Recognizing

-Solving
Problems
(simple)

-Organizing
Ideas

130 | P a g e
OTHER BASIC SIGN LANGUAGE

NUMBER CHART

131 | P a g e
132 | P a g e
DAYS OF THE WEEK

133 | P a g e
SIMPLE GREETINGS

134 | P a g e
 PEOPLE

TD

D/TYY

135 | P a g e
TIME SENSITIVE SIGNS

136 | P a g e
PARTS OF THE HEAD

137 | P a g e
138 | P a g e
139 | P a g e
140 | P a g e
EMOTIONS

141 | P a g e
WH- QUESTIONS

142 | P a g e
143 | P a g e
144 | P a g e
145 | P a g e
 VI. LEARNERS WITH DIFFICULTY IN SEEING

BRAILLE SYSTEM

Figure 1. Braille is a system of reading and writing in which letters and words are
formed by patterns of raised dots that are felt with the fingers. This system had
twelve dots that were arranged in a grid that as two dots across and six dots down.
Braille was invented by Louis Braille in the early 1800s. He assigned different shapes
to each of the letters. (M. Cay Holbrook, Ph.D., 1996, Children with visual
impairments: a parents’ guide)

146 | P a g e
Introduction

The implementation of the Inclusive Education Program increases

the number of learners with difficulty in seeing enrolled in a regular
school, thus, general education teachers need to understand the
learners’ visual as well as academic abilities to provide them proper
accommodation in the teaching-learning process. The successful
implementation of the program depends on the proper accommodation of
this type of learners.

Learners with difficulty in seeing need specialized instruction in

order to understand concepts in a highly visual world. They need to be
provided with meaningful experiences and interactions with real and
tactile objects that they can touch, hear, smell and see. Their interaction
becomes more meaningful through guided exploration, explanation,
manipulation of concrete objects and have a unifying experiences.

Learners with difficulty in seeing can learn in general education

settings provided that appropriate instructions are used to equip them
with basic academic skills and competencies.

Description

Difficulty in seeing refers to a significant functional loss of vision

that cannot be corrected by medication, surgical operation, or use of
ordinary optical lenses such as spectacles or eyeglasses.

The terms low vision or partially sighted and blindness are often
used to describe and categorize levels of vision based in a clinical
assessment performed by a licensed ophthalmologist and optometrist.
Each category is considered in terms of the degree of vision acuity and
its implications for learners’ learning.

1. Low Vision/Partially-Sighted
Spungin (2002) defined low vision as learners who are not totally
blind but have visual impairments that cannot be corrected to normal
with regular eyeglasses or contact lenses. Generally, learners with low
vision are able to learn using their visual sense; however, they may need
to have print magnified, contrast enhanced, or type font or size changed
(Turnball et al., 2002).

2. Blindness
Blindness, on the other hand, is described by Spungin (2002) as to
the lack of usable vision. Hence, learners with total blindness receive no
stimuli from their visual channel and depend entirely on input from
other senses such as touch, hearing, smelling, and tasting.

147 | P a g e
 Characteristics of Learners with Difficulty in Seeing

Learners with non-correctable vision problems are experiencing

difficulty in seeing. Depending on the severity of their eye condition, the
following characteristics may be used in the special education or regular
education school environment.

Learners with difficulty in seeing shows the following common

characteristics:

1. Their sense of touch is very keen.

2. They move slowly and carefully due to the fear in bumping into
things or objects.
3. They tend to move, feel, and touch objects especially when
travelling to ensure that they are in the right path.
4. Oftentimes, they have the tendency to deviate of their normal
posture for fear of being hurt.
5. Their learning capacity is the same as that of the sighted but
their rate of learning is slower due to absence of sense of sight.
6. They can become independent, assertive and adventurous like
sighted children.
7. Generally, they have exceptional talents and interest in music,
arts and sports.

Category Characteristics
Low Vision The learners:
(Partially-  have vision between 20/70-20/160 and
Sighted) cannot be corrected;
 use correctional glasses and contact lenses;
 can use limited vision for functional tasks but
need their tactile and auditory channels for
learning;
 use a combination of limited vision for
functional tasks and other senses (tactile and
auditory channels) for learning
Totally Blind The learners:
 lack the ability to see anything;
 lack light perception;
 use tactile and auditory channels for learning
functional tasks;
 use cane for mobility;
 learn via Braille and other non-visual media.

148 | P a g e
 Accommodation to Support Learners with Difficulty in
Seeing
Some adaptations are as simple as moving learners to the front of
the class or in a well-ventilated environment. Accommodations and
modifications need to be based upon on their needs and learning
styles.

Select what specific accommodation would be beneficial for a

particular learner, especially on the classroom setting, material
adaptation, or what academic evaluation might be made.
Accommodations are vital in helping learners with difficulty in seeing to
access the general curriculum which should be appropriate for their
adaptations to support their learning.

Types of Accommodations:

Instructional Accommodations are changes made to the delivery

of classroom instruction, use of appropriate materials, and strategies.
Instructional accommodations are not changes to the scope or range of
the grade-level content standards and competencies or alterations to the
complexity of the knowledge learners are expected to learn.

Testing Accommodations are changes in the format or in the

conduct of tests but these changes do not affect what the evaluation
measures.

Accommodations
Instructional Testing
For both Low Vision and Totally For both Low Vision and Totally
Blind: Blind:
 Give clear, concise and specific  Read aloud the test questions.
directions when giving lectures  Allow extended time when
and activities. taking examinations.
 Give descriptive verbal
instructions to direct the For Low Vision:
learners inside and outside the  Provide large print version of the
classroom texts (font size 18-25 point)
 Allow sighted guide (classmate  Allow the learner to use symbols
on rotation) for orientation and (e.g. a check or a cross) to
mobility answer questionnaire
 Encourage peer support to help  Use magnification and
them in their academic activities illumination devices (prescribed
 Encourage “buddy” system by a low vision specialist) in
during recess/lunch break reading and answering written
 Allow them to rest and have examinations
ample time to recover from  Make use of a thicker and

149 | P a g e
 visual stress and fatigue in darker felt-tip or bold pen to
preparation for the next activity provide better contrast
 Use tactile materials to present  Maintain a well-ventilated
lesson learning area
 Expose learners to use assistive  Use portable lamps with
technology, audio and media adjustable arms to control the
materials (e.g. recorder, cd/dvd, intensity of light.
Braille note taker, computer,
cellphone, talking calculator, For Totally Blind:
talking watch)  Brailled test papers/materials
 Use applications and software and transcribed answer sheets
(e.g. Talkback, JAWS, NVIDIA) (by the SPED teacher)
to enhance lesson
 Allow the learners to record the
lesson if needed using audio
recorder
 Use adaptive materials

For Low Vision:

 Provide optical devices (e.g.
magnifier, telescope
 Observe color contrast (e.g.
green-gray; yellow-blue, black-
white) when making pictures,
illustrations, graphs, and maps.
 Avoid cluttered pictures and
illustrations
 Provide copies of the board work
activities

Suggested Teaching Strategies

Instructional Strategies are general strategies designed to

support individualized reasonable accommodations for which a learner is
eligible.
Environmental Strategies consider the learners’ visual condition,
type of educational program, child’s age and other challenges the
learners need depending on the eye condition, but in general it is
necessary to consider the following: seating arrangement, good
illumination, and adaptive workspace. Similarly, orient the learners in
the receiving class about the accommodation of the low vision/blind
learner that will be mainstreamed in their class.

150 | P a g e
 Teaching Strategies
Instructional Environmental
1. Modelling 1. Seating arrangement
o Hand-over-hand-under o Keep a front row seat open
(teachers’ hand is under the for a learner with difficulty
learner’s hand) in seeing to maintain close
o Speak slowly and clearly to proximity to the teacher
model the language you and activity/materials.
want the learner to use o Carefully consider the
o Provide a tactile sample of a arrangement of the
project for a learner to copy classroom so that mobility
is encouraged and
2. Assistive Technology comfortable for the learner.
o Use of applicable computer o Maintain a landmark that
software that can assist the will serve as cue for the
learner in writing learner to move around the
assignments and reading room. If ever changes in the
print materials classroom set-up is needed,
o Use handheld magnification inform and orient the
with regular text learner immediately.
o Use of photocopier to
enlarge small texts, 2. Good Illumination
pictures/diagrams, o Provide good illumination by
charts/tables incorporating combination
of natural and artificial
3. Contextualization light.
o Familiarize unknown o Consider environmental
concepts through direct adaptations such as lighting
experience (demonstrations, conditions, and contrast
media, manipulatives, between materials
repetition, oral o Use brightly colored or
opportunities) tactile cues in the room to
o Provide large print version promote independence,
of the text mobility, and signal location
and things.
4. Schema-Building o Avoid glaring environment
o Help the learner to see the o Reduce visual clutter
relationships between
various concepts (e.g. 3. Adapted workspace
compare and contrast, o Assess the safety level of the
jigsaw learning, peer environment and modify
teaching/cooperative what needs be changed and
learning and projects) alert the learner in the
different areas of the
5. Bridging classroom
o Establish link between the o Provide the learner with a
learners’ prior knowledge full orientation to the
and the material (e.g. think- outdoor and indoor area

151 | P a g e
 pair-share; quick writes, o Provide learning station for
anticipatory charts) tactile activities (e.g.
sandbox)
6. Adaptive materials o Use of book stand for
o Use felt-tip pen to produce reading activity for low
a dark bold line for the vision learner
learner to see the o Observe proper position of
picture/diagram/written learners’ table or chair
text clearly
o Use colored chalk whenever
possible
o Use whiteboard and darker
marker in writing. This will
give a better contrast of the
material.
o Use materials such as foam
paper, cardboard, yarn or
any dimensional materials
to create embossed effect
and tactual outlines in
making illustrations, tables,
charts, diagrams in a text

CONSIDERATIONS TO REMEMBER IN HANDLING LEARNERS WITH

DIFFICULTY IN SEEING

A. Cane Skills
There are two kinds of canes that a blind learner may use. The
first kind is a long, straight cane with or without a crook. It is made up
of either aluminum or fiber glass. It is usually covered with a quite
reflective material while a small portion of the lower shaft is covered with
a red reflective material (See Figure 2a).
The second type is the folding cane. It is made up of nylon or metal
(See Figure 2b).

152 | P a g e
 (2b)

(2a)

Figure 2a. Long Straight Cane; Figure 2b. Folding Cane

Cane skill depends on the environment. Modification can be used.

The following skills must be familiarized such as:

1. Diagonal technique is used primarily in familiar indoor

environment to detect low objects such as chairs and tables. The
cane is held in either hands positioned diagonally across the body
like a “bumper” with the tip either resting on the ground or about
one inch above the ground or extending one to the body (hips or
shoulder).

2. Touch technique is used in any environment, indoors or

outdoors, familiar and unfamiliar. The cane of the learner is held
on his/her dominant hand. It is positioned at the center of the
body while the tip swings from side to side, contracting the
walking surface about one inch beyond the widest part of the
body. The learner’s cane swings in a low, flat arch with the tip
touching the surface on the side opposite of the forwarded foot,
enabling the child to detect changes in the walking surface such
as steps or curbs.

153 | P a g e
 3. Shoreline technique is a basic technique to locate an intersecting
sidewalk. The learner walks parallel to the shoreline. (Shoreline
can be a line between the grass and the sidewalk.) As the learner
walks, his/her arc increases on the side of the body closest to the
shoreline, alternately touching the shoreline and the walking
surface until the intersecting sidewalk is located. Arc refers to the
left to right movement of the cane. The purpose is to detect if the
learner is on the right path/way.

B. Clues
Clues are any sound, odor, temperature, tactile or visual stimulus
that the learner can use to help identify where he/she is in space. A clue
may be something moving or stationary. It is not permanent.

C. Formal Orientation Skills

Efficient independent travel is possible if proper orientation skills
are introduced. The learner must first have understanding of his/her
body and the notion of himself/herself as a separate entity. Therefore,
the learner must master the skills such as identifying landmarks,
trailing and route travel.
C.1 Trailing
Trailing is demonstrated by
extending one’s arm at a 45-degree angle
in front of and to the side of one’s body
to follow a surface with one’s hand.
Trailing is used to determine one’s
position in a particular setting; to locate
specific area/object such as the door;
and to maintain a parallel line of travel
(See Figure 3). Figure 3. Trailing

C.2 Route Travel

The first travel routes that a learner
typically learns have true intrinsic meaning to
him. Parents can reinforce early route travel by
encouraging their child to travel the final steps to
a certain location such as the bathtub at bathing
time, the high chair at meal time, or to the toy
basket in the living room. This is called backward
chaining, where the child learns to accomplish
the last portion of the task first, with success
more steps of independence can be added (See
Figure 4).
Figure 4. Route
Travel
154 | P a g e
C.3 Landmarks
Landmarks is a fixed object (wall,
post) or tactile marker such that has a
known location within the environment.
It is permanent. It can be used for
position identification to determine a
reference point and to locate specific
objectives (See Figure 5).

Figure 5. Landmarks (fixed

D. Systematic Search Patterns object - wall)
Technique

Systematic search patterns technique is used to locate items that

have fallen or rolled away from the learner. He/She needs to stop and
listen as soon as an object falls. Encourage him/her to listen where the
sound is rather than automatically reaching for it (See Figure 6).

There are two basic search patterns in this technique. The first
pattern is using the hands and arms to find/retrieve nearby objects. The
learner establishes a starting point and uses a circular or fan motion of
his hands and arms in locating the object.

The second pattern is using the whole–body of the learner. This

search pattern is used in locating objects in larger area like classroom,
park, gymnasium, etc. There are two kinds of this search pattern. The
first pattern is the “perimeter” search method.

The learner establishes a starting point and walks around the area
giving him/her information about the shape and size of the space. The
second pattern is the “gridline” search method.

The learner establishes a starting point and then moves in straight

lines back and forth within the perimeter of the area to locate objects
within the perimeter.

155 | P a g e
 Figure 6. Systematic search pattern
technique

E. Self-Protective Techniques
Self-protective techniques help a learner travel in the environment
by his own self.

E.1 Upper-Hand-And-Forearm Technique

This technique is helpful in protecting

the upper body, especially the head and
chest. This protects the learner from head-
high hazards such as tree limbs. This can
also help protect the head when searching
for a dropped item under a desk or table. In
this technique, the learner stretches his arm
out in front and slightly bent at the elbow.
The forearm should be parallel to the
shoulders and the hand in line with the
opposite shoulder. The learner's hand
should be turned with the palm faced out
and fingers facing forward. (See Figure
7a)
Figure 7a. Upper- Hand- And- Forearm Technique

156 | P a g e
 E.2 Lower-Hand-And-Forearm Technique
This technique is helpful in protecting
the lower body, especially the abdomen and
groin when traveling short distances. This is
similar to the above technique, but the learner
lowers his arms to about 12 inches in front of
the opposite thigh (See Figure 7b).

Figure 7b. Lower-Hand-And-Foream Technique

F. Sighted Guide Technique

The sighted guide technique directs the learner. The learner holds
onto the sighted guide by grasping the arm just above the elbow. The
learner is position half step behind the guide and actively follows
him/her (See Figure 8).

Figure 8. Sighted Guide Technique

157 | P a g e
 G. Squaring Off
It is a technique done when the learner reaches the landmark. The
learner may either turn left or turn right and proceed to the chosen
direction (See Figure 9).

Figure 9. Squaring Off

H. Narrow Passageway Technique

It is a technique that allows for safe and efficient passage through

a restricted space that cannot be negotiated using the basic sighted
guide procedure. The learner strengthens his/her arm and moves
directly behind the sighted guide. (See Figure 10)

158 | P a g e
 It should be a prerequisite to a Receiving/Regular Teacher to be
acquainted with the basic activities in order to make adaptive
instructional materials suited to his/her learners.
Suggested Activities to Learners with Difficulty in Seeing
A. Orientation and Mobility (Movement) Activities

 Give clear and descriptive verbal instructions/cues (e.g. At

your right side is a wooden door; Always remember your
landmark such as post, station, plant)
 Give light/gentle touch cues (e.g. tapping his/her shoulder
to say something)
 Orient the learner to his/her classroom and its facilities (e.g.
going to the board, throwing garbage in the trash can,
washing area)
 Orient the learner to his/her school environment and its
facilities (e.g. going to the canteen, going to stage)
 Demonstrate the correct way of holding and using the cane
in traveling independently or with a sighted guide.
 Introduce the blind learner to his/her sighted guide
(classmate, peer)
 Expose the learner to different sports (e.g. Goalball,
Athletics, Swimming) and adaptive Physical Education (PE)

B. Language and Literacy Activities

 Determine what medium (braille, print, dual media,

computer devices, auditory strategies, objects, symbols, or a
combination of available devices) is suited to the needs of
the learners.
 Provide vocabulary building activities such as word puzzles
and scrabbles in either tactile or large print format.
 Read aloud stories that are interesting and age appropriate.
 Provide big books with large print for low vision learners and
Braille books for totally blind learners.
(See Figures 11a, 11b, 11c and 11d for examples)

Braille cells how to write and read

CVC words
Magic Spoon
159 | P a g e
A sample of movable alphabet. Use A sample of tactile alphabet cards. Use
foam paper or thick cardboard to create buttons for braille letters and thick
an embossed effect of the material. yarn for the alphabet letters. Photo
Photo credit: Sheryline L. Bustarga credit: Sheryline L. Bustarga

C. Writing Activities
 Use guided sheets such as window cards for tracking and
pre-braille writing
 Use black felt-tipped pens/ markers in writing, tracing, and
drawing activities.
 Use handheld monocular telescope (Figure 12a) in viewing
distant objects to access information that is not within the
learner’s reach
 Use magnifying glass and eye glasses to aid writing
 Use teacher made Braille cards for copying Braille exercises
 Use slate and stylus in writing (Figure 12b)
 Use braille paper in writing activities for the blind but if not
available, use oslo paper/cartolina following the size of the
braille slate (ruler slate, half slate, whole slate)
 Use manual Brailler (Figure 12c) /Electronic Brailler if
available
 Use of assistive technology (e.g. android cellphone or tablet,
JAWS software) to access information

Handheld Monocular telescope. This is used when viewing distant objects.

160 | P a g e
Slate and Stylus. The slate is a template of several rows of braille cells, and the stylus is
a device with a blunt metal tip that is used to punch each dot individually.

Manual Brailler

D. Numeracy Activities
 Use tactile materials such as counters, pegboards, real
objects and indigenous materials
 Use Cranmer Abacus (Figure 13) for mathematical
computations
 Use guided sheets e.g. window cards for the low vision
 Introduce paper folding to teach fractions
 In making graphs, tables, charts, and maps, use yarn to
create the outline of the illustrative materials
 Use push pins in locating
Figure 33. Sample Cranmer Abacus
and identifying places in a
map
 Use of talking calculators, talking watch/clock, talking
thermometer
 Use games to integrate number concepts. Examples of
games are as follows:

161 | P a g e
 o Running relay with different sounds (Number 0 – get
ready; Number 1 - clapping; Number 2 – animal sound
(dog); Number 3 – animal sound (cat) etc.)
o Running with a guide rope (A learner runs holding and
following the direction of the rope – left, right, straight,
curved)
o Passing the ball over-head and under
o “The boat is sinking” through clapping with sighted guide
o Matching numbers with Braille Number Cards

E. Auditory Activities
 Train the learner on how to manipulate/use computer
technology in order to access lessons into digital audio files.
 Acquaint the learner to certain settings of the audio digital
device that may need to be changed for accessibility such as
the speaking speed, voice volume, etc.
 If digital audio files are being used in classroom, allow the
learner to use headphone for him/her to concentrate in what
he/she is listening. If two or more users will access the same
recording, use a splitter to connect multiple headphones.
 To facilitate listening to classroom activities/instructions
and digital audio material at the same time, the headphones
should cover only one ear.
 Convert text documents to digital audio format such as mp3
using available conversion programs or applications.
 Books with digital audio format can either be played on a
digital audio player or computer. In case there are no
available books in this format, read and record the content
of the book/text material.

F. Art Activities
 Add textures to paints (e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny and grainy)
 Add scents to modelling clay (e.g. Red – apple scent; Orange
– orange scent; Yellow – banana scent; Green – mango scent)
 In assembling an “Art/Craft Making,” introduce first a model
of the finished craft, then, guide the learner’s hands to
locate/put important features and associations in the
project.
 Use a black felt-tip pen to highlight outlines of picture. Help
the learner trace the outline.
 Allow the learners to experience cutting exercises/activities,
however, strict guidance in using the scissors is necessary.
 When gluing real objects on paper, it may be helpful to show
the learner a finished model first, so that the learner can see
the end result. Encourage to use low vision devices to
identify colors of objects, shapes and feel the texture.

162 | P a g e
  Create a tactual outline or border of the area they need to
color in. There are a number of ways to create a tactual
border. Use dimensional glue or paint, a glue gun, tracing
wheel, or a sewing pattern wheel poked from the underside
to provide tactual information of lines.

A sample of texture sticks. Cutting exercises. Note: Guide the

low vision learner in handling
scissors.

Figure 14c. Tracing wheel. Use this to

make a tactual border in creating
different figures like shapes, etc.

Coloring Exercise. Use yarn to

create a tactual border.

G. Music Activities

 To develop listening skills

o Use shakers, bells, drums, and other objects that can
create rhythmic patterns to help the leaners explore,
distinguish, play and control sound sources.
o Have a “Sensory Adventure” trip in a sensory park,
then ask the learners to list all the things that they
can hear, smell, touch, and see. Let them chant the
things that they observed using their senses.
o Use a rhythm signal such as clapping back that will
mean “stop and listen me”

 To develop music appreciation

o Expose the learners to a variety of music (e.g.
concerts, recorded media, videos, etc.)
o Use tactile musical notations or enlarged musical
notation, Braille Music Book, Braille Music Charts

163 | P a g e
  To develop skills in playing musical instruments
o Use improvised music devices such as cardboard
clappers, music wall using old cups and pots, etc.
o Expose the learners to different musical instruments.
Piano, violin, and guitar are commonly used
instruments that can give the most tactile-aural
feedback.
o Drums and cymbals require circular or static motion.
These instruments are commonly used for learners
who have difficulty scanning from left to right.

Sample tambourine

Reminders for the Receiving Teacher

o Preferential seating is often necessary for a learner with

low vision.
o Let the learner sit as close to the board as practical.
o Reduce glare from windows and lights, as much as
possible by putting curtains or venetian/window blinds.
o Let the learner sit with his/her back to the windows.
o Provide clear copies of printed materials. Contrasting (light
and dark) colors of printed materials should be considered.
o Preferably bold fonts must be used for printed materials.
o Take in consideration the adaptive devices such as caps,
sun shields, bookstand or reading stand, tinted lenses,
computers with speech, and tape recordings helpful to
learners if available in the community.

164 | P a g e
 o Provide more time for learners to complete written
activities.
o Give the learner the grade he/she earns. Giving much
consideration may not help the learner at all.
o Use the words “look and see” instead of “touch and feel.”
o Recommend the learner for a vision test for further
assessment.

VII. DIFFICULTY IN REMEMBERING/CONCENTRATING

Introduction
Learners with intellectual disability have memory deficits resulting
to difficulty in remembering information and difficulty on self-
regulations. The term “intellectual disability” is a medical term and can
be used only to label learners who have completed medical diagnosis
from a developmental pediatrician, but those learners who have no
medical diagnosis and observed to have memory deficits shall be
considered to have difficulty in remembering/concentrating.

Description

Intellectual abilities include reasoning, planning, solving problems,

thinking abstractly and comprehending complex ideas, learning quickly
and learning from experience. Learners with intellectual disabilities
develop gradually in the different domains (cognitive, motor, socio-
emotional and behavioral, language, self-help, creative and aesthetic
developments). (Hardman, Drew & Egan, 2014).

According to American Association on Intellectual and

Developmental Disabilities (AAIDD, 2009), Intellectual Disability is
characterized by significant limitations both in intellectual functioning
and in adaptive behaviour as expressed in conceptual, social, and
practical adaptive skills. This disability originates before age 18. It also
defines adaptive behaviour as a collection of conceptual, social, and
practical skills that have been learned by people in order to function in
their everyday lives. The AAIDD defines the age of onset for intellectual
disabilities as prior to 18 years. The reason for choosing age 18 as a cut
– off point is that intellectual disability belong to a family of conditions
referred to as developmental disabilities.

165 | P a g e
 CHARACTERISTICS
The characteristics observe among learners with intellectual
disability or those with difficulty in remembering/concentrating
(DIR) show significantly on the developmental domains. They are
presented like books vertically arranged to emphasize Erikson’s
epigenetic principle. This principle states that development happens
through a gradual unfolding. The learner is embracing the domains
implying that these are his/her foundation to gradually develop skills
and competencies. As stated in the “National Kindergarten
Curriculum Guide”, (2011), there are 6 developmental domains.
These are: (1) Socio-Emotional and Behavioural, (2) Activity for Daily
Living/ Self-Help, (3) Motor and Perceptual, (4) Cognitive Learning/
Academic Development, (5) Language / Communication Development,
and (6) Creative and Aesthetics Development.
1. Socio-Emotional and Behavioral Development
Refers to a developing understanding of justice and fairness, right
and wrong, love and respect for different arenas of the learner’s life

 Social development and skills- variety of social problems like

relationship with family, making new friend, and poor self-concept
 Difficulty to pay attention
 Will have important relationships with people in their lives
 Struggling in certain social situations
 When married needs support to raise the family
 Can find a job suited to their skills
 Can travel and live independently
 Need help to handle money and plan to organize their daily routine
 Memory-difficulty remembering information
 Self-Regulation- difficulty in regulating one’s behaviour or employing
strategies to help in problem-solving situations

2. Activity of Daily Living (ADL)/ Self-Care Development

Refers to a learner’s physical growth, health and safety, and self-
Care
 Difficulty bathing, dressing, grooming, and feeding oneself
 Clumsy
 Need reminders about hygiene
 Difficulty following rules and routines
 Need support in their daily lives

166 | P a g e
3. Motor and Perceptual Development
Refers to the development of skills related to the use of large and
small muscle groups

 Gross Motor Skills Development- has difficulty in either rolling,

sitting, crawling, standing, walking, running, jumping or skipping
 Fine Motor Skills Development-has difficulty in reaching, grasping,
and manipulating objects

4. Cognitive Learning/Academic Development

Refers to a learner’s ability to abstract, understand concepts and
their logical relations, and to manipulate them to arrive at new
ideas or conclusions

 Lack of general academic performance

 Memory deficits
 Low achievement in most or all academics areas (e.g. reading
comprehension, Mathematics, and written expression)
 Short attention span and easily distractible
 Difficulties with learning concepts
 Academic difficulties across the school years
 Learn more slowly than the other learners
 Difficulty in using academic strategies (e.g. note taking and
memorizing definitions)
 Difficulty with generalization of information one day and forget it the
next
 Difficulties with more advanced academic skills related to content
(e.g. Math word problems, identifying themes, and symbols in
literature)
 Learn to read and write in appropriate educational setting
 Likely to develop reading, writing, and Math skills at a basic level
 Need visual prompts such as daily schedules and pictures of routines

5. Language / Communication Development

Refers to a learner’s ability to understand and use language to
communicate ideas and learn to acquire language skills in
preparation for reading, writing, and counting

 Delay in speech development

 Difficulty understanding and using language (verbal and non-
verbal)
 Use simple, long, and short sentences
 Have little or no speech
 Rely on gestures, facial expressions and body language to
communicate

167 | P a g e
6. Creative and Aesthetic Development
Refers to the learner’s awareness and development of his/her
innate talents and creative skills

Music
• Fond of listening to music
Art
• Manipulate art materials
• Love to draw pictures and other things

Movement
• Get-up and move freely
Dramatic Play- often dramatize actions

ACCOMMODATIONS TO SUPPORT LEARNERS

As part of accommodation support to learners with intellectual
disability or difficulty in remembering/concentrating (DIR), the
following adaptations are appropriate and necessary for teachers to
consider:

Pacing
Extend time requirements
Vary activity often
Allow more breaks for student
Omit timed assignments
Work on vocabulary before lesson
Pick out only major concepts for learning
Environment
Reduce/minimize distractions
Provide extra paper and pencils close to student’
Presentation of Subject Matter
Teach learners learning style (visual, auditory, tactile-kinesthetic,
and experiential)
 Use visual whenever possible
 Use visually colorful computer programs
 Use pictures and mnemonics for memory
 Use chants or songs
 Use sand in a pan for writing
 Use manipulative and hands-on activities
 Write with finger on desk when learning
 Wet writing on chalkboard
 Practice with board games

168 | P a g e
Type of instruction
Individual and small group instructions
Functional application of academic skills
More review
Move around the room to gather information
Errorless learning

Materials
Large print
Arrangement of non-distracting material on page
Calculator
Graph paper
Computer
Assignments
Visual daily schedule
Calendars and assignment books
Use written back up for oral directions
Request parent reinforcement
Reduce paper and pencil tasks
Shorten assignment
Lower difficulty level
Testing and Proof of Learning
Provide thorough reviews before tests
Oral assessment
Correct missed problems for extra credit
Test administered by aide or special education teacher

Social Interaction Support

Peer advocacy
Shared experiences in school
Extracurricular activities
Structure activities to foster social interaction
Debrief peer tutors
Motivation and Positive Climate
Offer choice
Plan motivation
Sequence of activities
Mostly positive reinforcement
Verbal praise
Concrete reinforcement (if needed)
Set up token system
Use strengths/interests often
Cultivate a general positive attitude

169 | P a g e
 It is possible that some learners with intellectual disability or
difficulty in remembering/concentrating may be able to do exactly the
same work in the class as the other learners. Concrete thinkers will need
adaptations in the way the lesson is taught or in how the learner shows
his learning. There will probably need to be some modifications in the
content of what the learner will be learning as he gets to the higher grade
levels.

Types of Adaptations in the Classroom

1. Size-reduce the number of items
2. Time-extend amount of time for test or assignments
3. Level of Support-provide more assistance
4. Input-modify the way the instruction is given to the learner (e.g. read
the problems aloud to him, or provide manipulatives)
5. Difficulty-make the problems easier (e.g. by using a calculator or
simplifying the rules of a Math game)
6. Output-adapt how the learners reports his learning (e.g. using stamps
or labels with numbers printed on them, rather than writing them, or
having an aide write down the learner’s answers.)
7. Participation-the learner participates in only part of the task (e.g. the
learner could gather data about favorite ice cream flavors with the
other learners, but then not figure out what percentage like vanilla
best.)
8. Alternate goals (modifications of classroom goals)-have less complex
goals than the rest of the class (e.g. Learning single-digit subtraction
instead of three-digit subtraction)
9. Substitute curriculum and goals - learner has different instruction
and activities for his specific goals.

TEACHING STRATEGIES
When we teach a learner with intellectual disabilities or difficulty
in remembering/concentrating we need to keep in mind several
factors. We need to set goals that are most important for the learner. We
need to use some teaching strategies to teach and motivate the learner to
learn. Effective teaching strategies for learners with intellectual disability
or difficulty in remembering/concentrating are grouped in six
developmental domains.

170 | P a g e
1. Socio-Emotional and Behavioral Development

Group Learning - is one of the most effective teaching strategies for

learners with intellectual disabilities or difficulty in
remembering/concentrating . It is when you bring learners
together in a group to teach various skills. Learners often do better
when they are in a group. Behavior difficulties are less, and learners
motivate each other. The only difficulty in group learning is that you
need enough hands to help learners learn together.

Play-Based Learning - Play-based learning is when we use play

activities to teach cognitive skills. For example, if a learner is playing
with cars, we sit with the learner and start playing too. While playing we
use statements like “can I play with the red car? Can you give it to me?"
In this way we teach skills to the learner while he or she is playing.

Positive Reinforcement - is to reinforce the learner positively every time

he learns a new skill, or performs or practices a known skill. It is a great
way to motivate learners with intellectual disabilities or difficulty in
remembering/concentrating. Use reinforcements that are appropriate
for the learner. These are just a few effective teaching strategies for
learners with intellectual disabilities or difficulty in
remembering/concentrating.

Other Practical Strategies

 Provide frequent opportunities for learners to learn and socialize
with typically developing peers.
 Involve the learner in group activities and clubs.
 Provide daily social skills instruction.
 Directly teach social skills, such as turn-taking, social distance,
reciprocal conversations, etc.
 Break down social skills into non-verbal and verbal components.
 Explains rules / rationales behind social exchanges.
 Provide frequent opportunities to practice skills in role-playing
situations.
 Provide opportunities to practice skills in many different
environments.
 Serve as a model for interactions with learners.
 Value and acknowledge each learner’s efforts.
 Provide many opportunities for learners to interact directly with
each other.

171 | P a g e
 Work to expand the young learner’s repertoire of socially mediated
reinforces (e.g. tickling, peek-a-boo, chase, etc.).
 Ask learners to imagine how their behavior might affect others.
 Specifically comment on and describe what the learner is doing.
 Model tolerance and acceptance.
 Provide opportunities for learners to assume responsibilities, such
as distributing papers.
 Teach other learners to ignore inappropriate attention-seeking
behaviors.
 Have other learners (who demonstrate appropriate behavior) serve
as peer tutors.
 Be aware that some learners may work better alone.
 Carefully consider and monitor seating arrangements in the
classroom.
 If learner is motivated by adult or peer attention, find ways to
recognize positive contributions.
 Model desired behaviors, and clearly identify what behaviors you
expect in the classroom.
 Use behavior contracts or token economies if necessary.
 Ensure consistency of rules and routine.
 Reinforce desirable behaviors that serve as alternatives to
inappropriate behaviors.
 Ensure that the learner knows the day's schedule at the start of
each day and can refer to their schedule throughout day.
 Have a "hands to yourself" rule to respect personal space of all
learners.
 Ensure understanding of all assignments and tasks (and materials
needed).
 Ensure consistency of expectations among all staff.
 Create a structured environment with predictable routines.
 Create a visual / picture schedule with daily routine.
 Allow learners opportunities to move during instruction.
 Use visual organizers to help the learner evaluate appropriate
alternatives to maladaptive behavior.
 Create a “calming area” or a “sensory area.”
 Explicitly teach and practice coping, calming strategies.
 When dealing with conflict, explain what happened in as few words
as possible and use a calm, not-angry voice.
 Point out consequences of the learner’s behavior.
 Brainstorm better choice(s) with learners.
 Use language to describe feelings and experiences.

172 | P a g e
 Explain your reasons for limits and rules in language that learners
can understand.
 Model the benefits involved in cooperating.
 Use natural consequences when possible to reinforce cause and
effect involved in a rule, request, or limit.
o Activity of Daily living (ADL)/ Self-Care Development

Chaining- the process of breaking a task into its small steps and
teaching them in a sequential manner. It is usually used to teach
daily living skills and life skills. For example, we first teach a learner
to hold his pants with two hands, and then we teach him to hold it
and bring it down to his legs. Next we teach him to hold it, bring it
down to his legs, and put one leg inside. This process is called
forward chaining. Backward chaining is when you teach the learner
the last step first. We do the activity of the child and let the learner do
the last step on his own. Then we do the activity till the second last
step. In this way the learner does more and more of the activity and
we do less till the learner can do the whole activity on his own.

Other Practical Strategies

 Break down / task-analyze skills into steps.
 Model targeted skills and provide opportunities.
 Use visual schedules with pictures/icons to demonstrate each
step.
 Systematically fade prompts to promote independence.
 Teach occupational awareness and exploration, as appropriate.
 Teach material in relevant contexts.
 Reinforce learners for generalizing information across material or
settings.
 Provide many opportunities for learners to apply information they
have learned.
 Explicitly teach life skills related to daily living and self-care.
 Plan experiences that are relevant to the learner's world.
 Find ways to apply skills to other settings (field trips).
 Minimize distractions and the possibility for over-stimulation.
 Teach and model personal hygiene habits such as washing hands,
covering mouth and nose when sneezing or coughing, and dental
care.
 Arrange the environment so learners have many opportunities to
practice personal care and self-help skills.

173 | P a g e
 Teach and model rules and practices for bus safety, safety outside,
staying with the group, and safety in the classroom.
 Teach learners to provide personal identification information when
asked.
 Teach and model procedures for dealing with potentially
dangerous situations, including fire, severe weather, and
strangers.
3. Motor and Perceptual Development
Hands-on learning is the process of using activities and other hands-on
tasks to teach skills. All learners and especially learners with intellectual
disability or difficulty in remembering/concentrating learn best
through this process. An example would be to do Science experiments to
learn Science concepts. Another idea is to use play dough and make
letter shapes to learn letters. Hands-on learning is also a great way to
learn Math.

4. Cognitive Learning and Academic Development

Baby Steps-Learners with intellectual disabilities or difficulty in
remembering/concentrating need to learn through baby steps. Every
task, skill, or activity needs to be broken down into small baby steps.
The learner is taught one small step at a time. Slowly, he or she learns to
combine these baby steps to learn a bigger concept.

Other Practical Strategies

 Use short and simple sentences to ensure understanding.
 Repeat instructions or directions frequently.
 Ask learner if further clarification is necessary.
 Keep distractions and transitions to a minimum.
 Teach specific skills whenever necessary.
 Provide an encouraging and supportive learning environment.
 Use alternative instructional strategies and alternative assessment
methods.
 Explicitly teach organizational skills.
 Keep conversations as normal as possible for inclusion with peers.
 Teach the difference between literal and figurative languages.
 Direct learner’s attention to critical differences when teaching
concepts.
 Remove distractions that may keep learner from attending.
 Increase difficulty of tasks over time.
 Teach student decision-making rules for discriminating important
from unimportant details.

174 | P a g e
 Use strategies for remembering such as elaborative rehearsal and
clustering information together.
 Use strategies such as chunking, backward shaping (teach the last
part of a skill first), forward shaping, and role modeling.
 Use mnemonics (words, sentences, pictures, devices, or techniques
for improving or strengthening memory).
 Intermix high probability tasks (easier tasks) with lower probability
tasks (more difficult tasks).
 Use concrete items and examples to explain new concepts.
 Do not overwhelm a learner with multiple or complex instructions.
 Be explicit about what it is you want the learner to do.
 Do not assume that the learner will perform the same way today as
he did yesterday.
 Ask learner for input about how they learn best, and help them to be
in control of their learning.
 Put all skills in context so there is a purpose for learning certain
tasks.
 Involve families and significant others in learning activities.
 Develop a procedure for the learner to ask for help (e.g. cue card,
raising hand).
 When it appears that a learner needs help, discretely ask if you can
help.
 Be aware that a learner may be treated with medications that could
affect performance and processing speed.
 Maintain high yet realistic expectations to encourage social and
educational potential.
 Proceed in small ordered steps and review each frequently.
 Emphasize the learner’s successes.
 Consider alternate activities that would be less difficult for the
learner, while maintaining the same or similar learning objectives.
 Provide direct instruction in reading skills.
 Offer "standard" print and electronic texts.
 Provide specific and immediate corrective feedback.
 Encourage learners to use relaxation and other stress reducing
techniques during exams.
 Allow more time for examinations, tests, and quizzes.
 Show what you mean rather than just giving verbal directions.
 Use visual supports when relating new information verbally.
 Provide the learner with hands-on materials and experiences.
 Break longer, new tasks into small steps.

175 | P a g e
 Demonstrate the steps in a task and have learner perform the steps
one at a time.
 Address the learner and use a tone of voice consistent with their age.
 Speak directly to the learner.
 Avoid long, complex words, technical words, or jargon.
 Ask one question at a time and provide adequate time for learner to
reply.
 Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to
promote understanding.
 Target functional academics that will best prepare learner for
independent living and vocational context.

5. Language/ Communication Development

 Ensure that the learner has a way to appropriately express their
wants and needs.
 If the learner is non-verbal, identify and establish an appropriate
functional communication system (e.g. sign language, Picture
Exchange Communication System (PECS), voice output, etc.).
 Understand that picture schedules and functional communication
systems are NOT the same thing; they do not serve the same
purpose.
 Develop a functional communication system that is easy and
portable.
 If the learner is non-verbal, ensure that the learner has access to
his/her communication system across all contexts, all of the time.
 Reinforce communication attempts (e.g. gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Label areas in the room with words and pictures.
 Use sequencing cards to teach the order of events.
 If you do not understand what the learner is saying, ask them to
repeat what they have just said.
 Ask learner to show you how they say “yes” and “no” – and then
ask yes/no questions.
 Engage learner in role-plays to target reciprocal conversation
skills.
 Program for generalization of communication skills across all
contexts.

176 | P a g e
  Use large clear pictures to reinforce what you are saying.
 Speak clearly and deliberately.
 Clarify types of communication methods the learner may use.
 Provide puppets/pictures as props when using finger plays and
songs.
 Develop a procedure for the learner to ask for help (e.g. raising
hand, signal cards).
 Speak directly to the learner.
 Model clear speech and correct grammar.
 Establish easy and good interactive communication in classroom.
 Consult a speech language pathologist concerning your class.
 Be aware that some learners may require another form of
communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Use gestures that support understanding.
 Be patient when the learner is speaking, since rushing may result
in frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into conversational exchanges.
 Use storybook sharing in which a story is read to the learner and
responses are elicited (praise is given for appropriate comments
about the content).

6. Creative and Aesthetic Development

 Emphasize visual learning-learn better by seeing actual objects or
 Pictures of concepts rather than hearing someone talking about
those concepts.
 Use hands – on activities-learners who are concrete learners learn
by manipulating objects and working out solutions with hands-on
activities.
 Provide structured learning with flexibility-concrete learners are
more comfortable with having a schedule and following it
faithfully.
 Make learning relevant to the real world-It is important that you
weave the skills you are teaching in different areas into the other
parts of the academic day and into real-life settings.
 Focus the learner’s attention-getting the learner’s attention may be
difficult for several different reasons. If he is young, he is at the

177 | P a g e
 stage where he should be exploring and going from an activity to
activity.
 Provide non distracting written work-written material should not
distract from the purpose of the activity.
 Minimize Fine Motor Demands- Fine motor problems can make it
harder and more tiring for learners with intellectual disability or
difficulty in remembering/concentrating to hold a pencil and
form numbers. You should minimize the amount of copying you
ask the learner to do. Whenever possible, it is preferable for an
adult to copy down the problems or to use photocopied pages that
the learner can write on.
 Give simple, clear homework-homework should always be
something that the learner has already learned.
 Expect and work toward appropriate behavior-learner’s behavior
keeps him from learning. Appropriate behavior is not an area
where we can give a few tips that will fit all learners who are
concrete thinkers. You need to step back, look at the disturbing
behavior and find out what is causing it.
 Ensure early success in the lesson-success is very important at
every level of teaching for learners with intellectual disability or
difficulty in remembering/concentrating. The steps should be
very small and each one should be praised for effort if not
correctness.
 Consider the use of peer assistant- Peer intervention worked better
than teacher assistance. Learners are striving for more
independence, and being helped by a friend was perceived as
better than being helped by a teacher aide.
 Facilitate short and long – term memory-assist the pupil to
facilitate short and long term memory storage by musical or
rhythmic associations with the concepts, concrete visualizations,
creative practice, and the use of mnemonics.
 Use the calculator early and frequently-the use of calculator,
alongside with traditional Math instruction improved the average
learner’s ability to do pen and paper calculations to problem solve
(Hembee and Dessart,1986).
 Make your interactions enjoyable- Make your teaching fun and
indicate your pleasure in working with them.
 Use the computer-Most computer programs are not designed to
teach Math but instead provide practice for concepts that have
already been learned.
 Break tasks into smaller chunks (task analysis) - breakdown the
goals and tasks into small steps that can be mastered easily.

178 | P a g e
THEMATIC APPROACH IN TEACHING LEARNERS WITH DIFFICULTY
IN REMEMBERING/CONCENTRATING

1. Breakdown learning tasks into smaller steps and introduce each

learning task, one step at a time, to avoid overwhelming the learner.
a. Demonstrate the steps
b. Provide assistance if necessary
c. Once mastered, the next step is introduced
2. Be as concrete as possible.
a. Demonstrate what you mean rather than just giving
verbal directions.
b. Most of the learners are kinesthetic (learn best by
performing a task “hands-on”, rather than by thinking
about in the abstract).
3. Give immediate feedback in order to make a connection between their
answers, behaviors, or questions, and the teacher’s responses
4. Teach the learner life skills such as daily living, social skills, and
occupational awareness and exploration, as appropriate.
5. Work together with the learners’ parents and other school personnel
to create and implement an educational plan tailored to meet the
learners’ needs

ACTIVITIES FOR LEARNERS WITH DIFFICULTY IN REMEMBERING/

CONCENTRATING

The following are some activities that could be used to enhance

learning of learners with intellectual disability or difficulty in
remembering/concentrating

Socio-Emotional and Behavioral

1. Practice greeting (routine)
2. Grooming & hygiene (demonstration)
3. Toileting (observation)
Activity of Daily Living
1. Recognizing Stranger
*Role Playing
2. Identifying community helpers
*Showing pictures
*Touring

179 | P a g e
Motor and Perceptual Skills
1. Play dough (make shapes, letters, numbers)
2. Using pegs
3. Cutting and pasting
4. Bunching things with rubber bands
5. Packing up activities
6. Fixing materials used after the activities
7. Playing toys and games with puppets
8. Dancing and exercise with rhythm of music
9. Typing, basic computer operations
10. Numerical Template
11. Walking (going up and going down, with alternating foot)
12. Putting up chairs
13. How to Use a shovel
Cognitive Learning and Academics
1. Telling/reading time and directions
2. Counting numbers/money for fare
3. Perform work/ task based on Directions/Process/Steps
4. Taking messages/information to and from another class/office
Communication Development
1. Practice greeting (routine)
2. Reading important signages, warnings and directions
(community tour)
Creative and Aesthetic
1. Plan menus/meal (cooking)
2. Make a grocery list (mall / grocery
3. Singing Bottles

180 | P a g e
 Instructional Guide for Receiving Teachers Handling Learners With Difficulty In Remembering/Concentrating

CLASSIFICATION ACCOMMODATION STRATEGIES ACTIVITIES

Mild and Moderate  Inclusion Socio-Emotional and Behavioral Socio-Emotional and

 Group Learning Behavioral
(Partial/Full  Play-Based Learning  Reporting, Role Playing
Mainstreaming)  Positive Reinforcement  Practice greeting
(routine)
 Pull out Program
 Reward System
(Resource Room)  Praising
 Grooming & hygiene
 Transition Program
Activity of Daily living (ADL)/Self-Care (demonstration)
 Pacing  Toileting (observation)
 Chaining
 Extend time Activity of Daily Living
requirements * Recognizing Stranger
- Role Playing
 Vary activity often
* Identifying
 Allow more breaks for community helpers
learner - Showing pictures
*Touring
 Omit timed
Motor (Gross and Fine)
assignments  Hands-on learning
 Work on vocabulary  Provide frequent opportunities for Motor and Perceptual
learners to learn and socialize with

181 | P a g e
 before lesson typically developing peers Skills
 Pick out only major  Involve the learners in group activities * Play dough (make
and clubs shapes, letters, numbers)
concepts for learning
 Provide daily social skills instruction * Using pegs
 Directly teach social skills, such a * Cutting, bunching things
turn-taking, social distance, reciprocal with rubber bands
conversations, etc. * Packing up activities
 Breakdown social skills into non-verbal * Playing with puppets
and verbal components * Typing
 Explains rules/rationales behind social * Numerical Template
exchanges * Let’s Walk
 Have other learners (who demonstrate * Putting up chairs
appropriate behavior) serve as peer * How to Use a shovel
tutors
 Find ways to recognize positive
contributions
 Ensure that the learners know the
day’s schedule at the start of each day
and can refer to their schedule
throughout the day
Cognitive Learning and
 Create a “calming area” or a “sensory
Academics
area.”
* Telling/reading time and
Cognitive Learning and Academics
directions, counting money
 Baby Steps for fare
 Use short and simple sentences to * Perform work/ Task
based on

182 | P a g e
 ensure understanding. Directions/Process/Steps
* Putting up the chairs at
 Repeat instructions or directions
the end of the day
frequently. * Giving out equipment
* Taking messages to
 Ask learner if further clarification is another class
necessary. *Putting up chair
 Keep distractions and transitions to a
minimum.
 Teach specific skills whenever
necessary.
 Provide an encouraging and supportive
learning environment.
Communication
 Use alternative instructional strategies
Development
and alternative assessment methods.  Signage,
 Explicitly teach organizational skills.  Warning and
Direction
 Keep conversations as normal as  Practice greeting
possible for inclusion with peers. (routine)
 How to Use a shovel
 Reading important
Communication Development signage
 , warnings and
 Ensure that the learner has a way to directions
(community tour)

183 | P a g e
 appropriately express their wants and  Community Helpers
needs.
 If the learner is non-verbal, identify
and establish an appropriate functional
communication system (e.g. sign
language, Picture Exchange
Communication System (PECS), voice
output, etc.).
 Understand that picture schedules and
functional communication systems are
NOT the same thing; they do not serve
the same purpose.
 Develop a functional communication
system that is easy and portable.
 If the learner is non-verbal, ensure that
the learner has access to his/her
communication system across all
contexts, all of the time.
 Reinforce communication attempts (e.g.
gestures, partial verbalizations) when

184 | P a g e
 the learner is non-verbal or emerging
verbal.
 Paraphrase back what the learner has
said or indicated.
 Label areas in the room with words and
pictures.
 Use sequencing cards to teach the
order of events.
 If you do not understand what the
student is saying, ask them to repeat
what they have just said.
 Ask learner to show you how they say
“yes” and “no” – and then ask yes/no
questions.
 Engage learners in role-plays to target
reciprocal conversation skills.
 Program for generalization of
communication skills across all
contexts.
 Use large clear pictures to reinforce

185 | P a g e
 what you are saying.
 Speak clearly and deliberately.
 Clarify types of communication
methods the learners may use.
 Provide puppets/pictures as props
when using finger plays and songs.
 Develop a procedure for the learner to
ask for help (e.g. raising hand, signal Creative and Aesthetic
* Plan menus / meal
cards).
(cooking)
 Speak directly to the learner. * Make a grocery list (mall/
 Model clear speech and correct grocery)
* Singing Bottles
grammar.
 Establish easy and good interactive
communication in classroom.
 Consult a speech language pathologist
concerning your class.
 Be aware that some learners may
require another form of
communication.

186 | P a g e
 Encourage participation in classroom
activities and discussions.
 Model acceptance and understanding
in classroom.
 Use gestures that support
understanding.
 Be patient when the learner is
speaking, since rushing may result in
frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into
conversational exchanges.
 Use storybook sharing in which a story
is read to the learner and responses
are elicited (praise is given for
appropriate comments about the
content).
 Explain your reasons for limits and
rules in language that learners can

187 | P a g e
 understand
 Ensure understanding of all
assignments and tasks (and materials
needed)

Creative and Aesthetic

 Emphasize visual learning
 Use hands
 Provide structured learning with
flexibility
 Make learning relevant to the real
world
 Focus the learner’s attention
 Provide non distracting written work
 Minimize Fine Motor Demands
 Give simple, clear homework
 Expect and work toward appropriate
behavior
 Ensure early success in the lesson
 Consider the use of peer assistant

188 | P a g e
  Facilitate short and long – term
memory
 Use the calculator early and frequently
 Make your interactions enjoyable
 Use the computer
 Break tasks into smaller chunks (task
analysis)

Severe  Self-Contained Socio-Emotional and Behavioral Socio-Emotional and

 Group Learning Behavioral
 Transition Program
 Play-Based Learning  Reporting, Role Playing
 Hospital Based  Positive Reinforcement  Practice greeting
(routine)
 Home  Reward System
Bound  Praising
 Grooming & hygiene
Activity of Daily living (ADL)/Self-Care (demonstration)
 Itinerant Teaching  Toileting (observation)
 Chaining
 Life Skills Activity of Daily Living
* Recognizing
Stranger
- Role Playing
* Identifying
community helpers

189 | P a g e
Motor (Gross and Fine) - Showing pictures
 Hands-on learning *Touring
Motor and Perceptual
Skills
* Play dough (make
shapes, letters, numbers)
* Using pegs
* Cutting, bunching things
with rubber bands
* Packing up activities
* Playing with puppets
* Typing
* Numerical Template
* Let’s Walk
Cognitive Learning and Academics * Putting up chairs
 Baby Steps * How to Use a shovel
Cognitive Learning and
Academics
Communication Development  Self-care activities
Communication
 Ensure that the learner has a way
Development
to appropriately express their wants *Functional
and needs. Communication System
activities (e.g. signs,
 If the learner is non-verbal, identify
gestures, etc.
and establish an appropriate

190 | P a g e
 functional communication system
(e.g. sign language, Picture
Creative and Aesthetic
Exchange Communication System
(PECS), voice output, etc.) *Activities will depend on
the recommendations of
Creative and Aesthetic the Clinical and Medical
 Emphasize visual learning team.

 Use hands – on activities

 Provide structured learning with
flexibility
 Make learning relevant to the real
world for survival.
Profound  Home Bound (ABA /PECS Method) Activities will depend on
 Trained professionals/para- the recommendations of
 Hospital Based professional/shadow Teacher (e.g. the Clinical and Medical
Occupational Therapist, Speech and team.
Language Therapist etc.

191 | P a g e
192 | P a g e
 SAMPLE SUGGESTED ACTIVITIES

Activity 1: Singing Bottles

Developmental Domain: Creative and Aesthetic
Needed Materials

 8 bottles same sizes and shapes

 String
 Water
 3 feet stand (2 pcs. Bamboo)

How to make
1. Build a stand out of 1”x1” bamboo pole.
2. Fill 8 bottles with water ascending respectively.
3. The first bottle is filled with water around 2” from the bar.
4. Fill all the bottles with water in increasingly until the 8th bottle.
5. tap the bottle and add water until, you arrived at the desired
sound of the ascending DO in the musical staff.
How to use it
1. Present pictures of musical instruments.
2. Tell the learners to produce sounds by clapping, stumping their
feet or tapping their table.
3. Introduce the singing bottles.
4. Tap the bottles one at a time till the 8th bottle.
5. Count the bottles in the sound of de, re, mi, fa, so, la, ti, do or
1,2,3,4,5,6,7,8
6. Count the bottles in descending order 8,7,6,5,4,3,2,1
7. These bottles could produce sounds, thus they can be a musical
instruments.
Activity 2: Sorting Shapes

Developmental Domain: Fine Motor, Creative and Aesthetic

Sorting flat shapes in different ways

 Print out shapes (in Color) and then cut them

out
 Print shapes (black and white) on different
colors of paper or card, cut them out, then
mix them up or color them in yourself.

Sort them by color

Sort them by size

Sort them by how many edges they have.

 A circle has 1 edge,

 A triangle has 3 edges.
 And there is at least one shape with 8 edges

Sort them by how many corners they have and by curves.

 Shapes with a curve

 Shapes with only straight edges

Sort them by two methods at the same time. By color, but with the
curved shapes on the top row:
Bonus task:

Sort them by color and how many edges. Now just go ahead and combine
the shapes into artwork.

Activity 3: Sand Which? Launch Box!

Developmental Domain: Physical Health, Well-Being and Self-Help

Needed Materials
 (1) 24x24 plywood * nails
 (5) 1x4x24 good lumber * hammer
 (2) 1x4x7 good lumber * cut-out of foods
 Sand paper * white sand
 Wood glue * paint
 Popsicle stick *glue gun w/ glue stick

Illustration:

Cut –out pictures of Cut –out pictures of Cut –out pictures

foods/toy foods foods/toy foods of foods/toy foods
 White Sand

A. How to make
o Make a wooden box using (1) 24x24 plywood and (5) 1x4x24 good
lumber. Use the wood glue, nail and hammer to make the sand
box.
o Put a divider using the 1x4x24 good lumber and (2) 1x4x7good
lumber to produce 3 more boxes to serve as a compartment for the
cut-out pictures/ toys.
o Use the sand paper to smoothen the surface of the wooden sand
box to make it more presentable to the eye of the learner.
o Put 10 kilos of white sand on the box.
o Cut pictures of foods (healthy & junk foods) paste it in a cardboard
and stick it to the popsicle stick.
B. How to use it
1. Call one learner after another to get one picture/toy that is
consider healthy food.
2. Let the learner identify the pictures.
3. Ask him to stick it in the sand.

Variations
This can also be used in making an activity on “My Accordion
Book of Food “.
Materials:
Bond paper (Long)
Pencil
Crayola

How to make
 1. Get a piece of long bond paper.
2. Prepare one blank accordion book for each learner in the class,
with around 4-6 pages..
How to use it
1. Give one accordion book to each learner in the group.
2. Ask them to pick out pictures in the Sand Which? Launch Box!
3. Have them copy the picture in their accordion book in
chronological order on the accordion book in a left-right manner.
4. Ask them to write name of the food they drew. Have them color
their work when they are done drawing and writing.

Activity 4: PUPPETS WHY?

Developmental Domain: Socio-Emotional and Behavioral
Needed Materials
3 pcs.paper bag
2 pcs.construction paper (orange)
paste
scissors

How to make
1. Prepare an orange construction paper.
2. Trace the body parts like eyes, nose, ears and mouth.
3. Cut the body parts named in number 2.
4. Get three pieces of paper bags.
5. Paste the body parts on each paper bag showing the three
emotions.
6. Hold them one after another to check and identify the differences
of the finished materials.

How to use
1. Show the puppet one a time and let the learner identify the
emotion.
2. Do this repeatedly for learners’ maximum participation and
mastery.
 Activity 5: Numerical Template
Developmental Domain: Motor and Perceptual
Needed Materials

 Carton boxes
 Cutter
 Poster paint
 Paint brush

Illustration

0 1 2 3 4 5

How to make
1. Cut carton boxes into 4x4 square shaped card.
2. Trace numbers 0-5 into the 4x4 square card.
3. Cut the numbers using a cutter.
4. Do not throw the numbers that were cut from the card.
How to use it
1. Let learners trace the number using his finger over the card- one
at a time to feel the shape, form of the numbers.
2. Let the learners trace the pattern card over a bond paper using a
pencil.
3. These process is done repeatedly until the objective is attained.

Activity 6: LET'S WALK

Developmental Domain: Motor and Perceptual

Illustration

walk backward
start here

String is tightly
tied on both sides

footprints
 Finish
walk forward
start here

Needed Materials
 Footprints
 string (atleast 2 meters long and ½ inch thick )
 cartolina (red and green
 scotch tape

How to create
Trace the feet of one of your learner in a cartolina (red color for
left foot and green color for right foot). Make atleast 12
footprints.

How to use
1. Place the footprints on the floor. Arrange it alternately (red green,
red-green, etc.) Fix them by putting scotch tape on it.
2. Get the string. Look for a safety material that you can tie up the
string end to end. Make two lines. Place the string beside the
footprints.
3. Now, show to the learner how to do the activity.
Steps:
 Go to the starting line.
 Begin to walk forward. Now, use your left foot and step
on the red footprints, right foot step on the green
footprints and so on...
 When you reach the last footprint, step twice to your
right and begin to walk backward. Use the string as
your guide until you reach the finish line.

4. Let the learner do the activity. Do it several times for mastery.

5. Praise the learner for his effort.

Activity 7: Signages, Warnings, and Directions

Developmental Domain: Cognitive and Communication/Language
Needed Materials
-Pictures of different signages, warnings, and directions found in the
community like school signages, road signs, warnings, and directions
-video clip

Principal’s Office No Parking This Way

Silence No U Turn
 Keep Right High Voltage STOP

Don’t Step On The Grass

Procedure:
1. Present a video clip about signages, warnings, and directions.
2. Discuss the signages, warnings, and directions they saw in the
video clip.
3. Present some pictures and illustrations of signages, warnings, and
directions.
4. Discuss the meaning and importance of the different signages,
warnings, and directions.
5. Let them enumerate the signages, warnings, and directions they
see around the school and in the community.
6. Ask them if they know the meaning of those signages, warnings,
and directions.
7. Let them draw some signages, warnings, and direction.

Activity 8: Greeting the School Authorities

Developmental Domain: Socio-emotional Development Skills
Needed Materials
White board markers/whiteboard eraser, pictures of situation
Illustration:

Procedure:
1. The teacher will discuss first the lesson by writing the polite
words and expression on the board.
 2. The teacher will read the following polite expression to be
followed by the learners.
3. Let the learners pronounce the words or expression correctly
and repetitively.
4. Show the pictures to the learners and call them one by one
to respond with the proper polite word / expression
5. The teacher will pick one learner at a time to demonstrate
when and what to say the following polite words or
expression.
6. Show the picture of the person in the following offices and
identify the names.
7. The teacher will accompany the learners in going to the
different offices and greet the people with proper polite
words and expression.

Activity 9: Grooming – Taking a Bath

Developmental Domain: Socio-emotional and Personal Development
Skills
Needed Materials:
Bath soap or body wash, shampoo, face towel or body scrub
and bath towel

I. Illustration:

Procedure:
1. The teacher will discuss the things needed for the activity by
showing the real soap, shampoo, body scrub or face towel and
bath towel.
2. Allow the learners to pick one of the things on the table and tell
how it was used.
3. Give step by step instruction. (Baby Steps or commonly called task
analysis)
4. Prepare clean clothes to wear before going to the bath room.
 5. Get your towel before going inside the bath room.
6. Use shampoo to clean your hair.
7. Use body scrub or face towel with soap or body wash to clean your
face and the entire body.
8. Wash the whole body entirely with water.
9. Wipe the body with bath towel to dry.
o The teacher will ask help of the parents or care giver to be
check at home.
o Furnish the parents or caregivers of the activity in their
respective communication notebook.
o Make sure the teacher provides the necessary checklist for
the parents or care giver for the feedback of the activity.

Activity 10: Telling Time By The Hour

Developmental Domain: Cognitive and Numeracy Development
Skills

Needed Materials:
 A large model of a clock for the teacher with only the hour hand (can
be made of cardboard or a plain paper plate with the hour hand
fastened on with a paper fastener).

 Learners clocks with the numbers and hour hand (a commercial

teaching clock with hour hand only, or a clock made from a paper
plate with a cardboard hour hand colored black and fastened in the
center with a paper fastener)

Illustration:

Procedure:
1. Demonstrate how the hour hand sweeps to each number on the
large clock. Talk about the hour hand and how it moves slowly
for each hour.
 2. Have learners move the hands on their own clocks to each hour. If
a paper fastener attaches the hour hand, adjust it so that the
hour hand moves freely. At first tell them to move the hand to the
number. “Put the hour hand on the 5.” Later you may change your
wording and say, “ Make the hour hand show 5 o’clock.”
3. Relate the different hours to your daily schedule. “When the hour
hand is on the number 12, we go to lunch.”
4. At random, give the hours orally (6 o’clock, 3 o’clock) to the
learners and have them move the hour hand to that hour.
5. Teach the learners how to read the hours, saying “one o’clock, two
o’clock, etc.” Set the hour hand on your large clock to the different
hours and ask the learners, “What time is it?”
6. On a real clock, the hour hand will move slowly toward the next
number. If the hour hand is half past a number, tell the learners
that if doesn’t count as the next hour until the hour hand is right
on the next number.

Activity 11: Role Playing/Shopping Activity For Two (or More) Items
Developmental Domain: Numeracy Skills, Communication Skills and
Vocational Skills
Needed Materials:
 Newspaper ads, flyers, or catalogs

 Index cards and marker so the prices can be visually listed for
learners

 Realistic play currency- 2 or 3 peso bills (adjust the amount of money

depending on the prices in the flyers or catalog)

Illustration:

Procedure:
1. Give learners 2 or 3 ten peso bills (or the amount you have decided
is enough).
2. When she has marked or cut out the items she desires from the
catalog or ads, have her add the amount (on the calculator) to get
a total.
 3. Have her count the money you have given her.
4. Then have her tell you which amount is bigger - the total price of
the items she wants or the amount of money that she now has.
Expand upon the activity by making other similar situations. At
this time, make up only situations where she has enough money.
Let her pretend to buy the items.
5. When she is secure in the situations where she has enough
money. (You may need to take back some of her play money.) If
she does not have enough money, she can’t purchase the items.
Do three situations or more in which she does not have enough
money. Hopefully she will get a little upset at not being able to buy
what she wants. Then you can say to her, “How much does not
know that this situation calls for subtraction, show her on paper
how you figure the answer.
6. Determining how much more money is needed is one of the most
difficult uses for subtraction that learners learn. Have the learner
practice many of these how-much-more-money-do-I-need
situations until, at least when dealing with money, they will
automatically subtract the smaller number from the larger to find
the answer.
7. The multi-step process discussed above may be too difficult for
some learners now. Find out what step(s) is not clearly understood
by having the learners talk through the various steps out loud. If
her communication skills are limited, you may have to explain
each step and ask her to indicate whether the step is right or
wrong. If she still has difficulty knowing how much more is
needed, focus instead on achieving the objective of adding the
prices of two items and seeing whether she has enough money to
buy both of them.
(Teaching Math to People with Down Syndrome and Other Hands-On
Learners, De Anna Horstmeier, Ph.D.)
Activity 12: Putting Up Chairs
Developmental Domain: Gross Motor Skills and Numeracy Skills
Needed Materials:
 12 pieces of mono block chairs

Illustration:
Procedure:
1. Carry the monoblock chairs one by one.
2. Carry with two (2) hands correctly.
3. Bring the monoblock chairs in one corner.
4. Put the chairs one after the other.
5. Make it three (3) pieces per set.

Activity 13: How to Use a Shovel

Developmental Domain: Gross Motor Skills and Communication
Skills
Needed Materials:
 12 pieces of monoblock chairs

Illustration:

Procedure:
1. Stand with your feet a comfortable distance apart.
2. Keep your back as straight as possible.
3. Use your leg muscle to push the blade into the ground.
4. After the blade is inserted into the ground, slide your non-
dominant hand about half way down the shaft of the shovel while
handling at your knees not your waist.
Activity 14: Community Helpers
Developmental Domain: Activity of Daily Living Skills
Needed Materials:
pictures of different community helpers

Illustration/Drawing:

Procedure:
Discuss: The teacher will present the learners with objects
that each community helper utilizes. The learners will associate
each object with the community helper. The next level will include
the type of community helper such as Doctor/Nurse, Farmer,
Firefighter, Librarian, Police Officer, Teacher and Veterinarian. The
last level will describe the service each community helper provides.

Type of Community Helpers.

Doctor/Nurse-Doctors and Nurses help you when you are sick or hurt.
Farmer- Farmers work hard to keep their fields and crops healthy, and
provide fruits and vegetables to grocery stores.
Firefighter-A firefighter is a person who puts out fires and saves people's
lives. Librarian-Librarians take care of libraries and help people find
books.
Police Officer-Police officers enforce laws and keep order.
Teacher- A teacher is someone who teaches the learners
Veterinarian- Veterinarians help animals when they are sick or hurt.
Perform:
1. Each group will be given a different hat that is worn by a
community helper they will color the hat, cut it, and paste it on
construction paper. The learners will share what service there
community helper provides.
2. Every learner will be asked to choose a community helper and write
down 2 roles that specific community helper plays. Some of the
learners will share their responses with the class.

Activity 15: Strangers Danger-Buddy System.

Developmental Domain: Safety Skills, Language/Communication
Skills.
Needed Materials
Popsicle Sticks
Scraps materials
Glue
White paper (safety)
Illustration

Procedure:
Discuss: Talk to learner about the importance of always going
somewhere together. Every learner should pick a person to be there
“buddy” for the day. Explain to the learner that it is always important to
have someone in case something happen. That way the other person can
go for help.
 Don’t talk to strangers.
  Don’t take anything from strangers.
 Don’t go anywhere with someone you don’t know.
 Stay more than an arm’s reach from strangers. If you are
approached by a stranger, seek help immediately.

 Trust your instincts, if you feel you are being followed or something
is not right, seek help immediately.
 Use the buddy system, avoid walking anywhere alone.
Perform: Have each learner make two stick puppets out of paper and
then can use the materials to make a dress or short to put on the person
made. Have them made two puppets each to remind them they always
need a buddy with them.

Activity 16: Strangers Danger-Know some way to get away

Developmental Domain: Safety Skills, Communication Skills

Needed Materials
Picture
Illustration

Procedure
Discussion: The teacher talk to learner about what they could
do if someone grabbed them and tried to take them to their car.
Perform:
1. Some of the best things to do are: Scream and yell “this person is
taking me” another things to do if there is not many people around
is to bite the person very hard and then run as fast as you can!
Yell, run and tell an adult you know and trust.
2. Have the learner practice yelling and Saying: this person is trying
to take me! Get them used to being assertive!
Activity 17: Strangers Danger-Know your phone number and address
Developmental Domain: Safety Skills, Communication Skills,
Number skills

Needed Materials:
Telephone toy (with numbers/digits)
Illustration:

Procedure:
Discussion: Many learners who get lost do not know their full name and
address. Explain to the learner how important it is to talk clearly and
slowly so people who can help them can understand what they are
saying. Tell learner if they are lost it is important to go to a grown up. If
a police officer or someone who works at the place is around that is the
first person they should go to.

Perform:
1. Have on a file card each learner name and address along with their
phone number.
2. Practice with them saying their name and phone number; Make
sure they are saying it clearly and slowly so it can be understood.
3. It is also important also that the learners know their mom’s and
dad’s first name.
 VIII. DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Introduction
Learners with difficulty in performing adaptive skills represent a
wide range of specific conditions, other forms of incapacity will typically
share deficits in five distinct areas of development: intellectual
functioning, motor skills, sensory functioning, communication skills and
adaptive skills which are the practical, everyday skills needed to function
and meet the demands of one’s environment including skills to effectively
and independently take care of oneself and to interact to other people
(Reynolds,2007).These deficits occur for many reasons namely: Attention
Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder ( ASD),
Tourette Syndrome (TS) and Deaf Blindness (DF).

CHARACTERISTICS

Learners with difficulty in performing adaptive skills may exhibit a

wide range of characteristics, depending on the combination and severity
of disabilities and the person’s age. These are, however, some traits may
share, including:

1. Psychological
- May feel ostracized
- Tendency to withdraw from society
- Learners with multiple disabilities tend to become fearful,
and upset in the face of forced or unexpected changes.
-May execute self-injurious behavior

2. Behavioral
- May display an immature behavior inconsistent with
chronological age
- May exhibit an impulsive behavior and low frustration
level
- May encounter difficulty in his/her
interpersonal relationships
- May have limited self-care skills and independent
community living skills

3. Physical/Health
- A variety of medical problems may accompany severe
disabilities Examples include seizures, sensory loss,
hydrocephalus and scoliosis.
- May be physically clumsy and awkward
- May be unsuccessful in games involving motor skills
 The Table (1) below presents the following characteristics in one or
more area of difficulty with corresponding accommodation, strategies
and suggested teaching activities when the learner is not diagnosed.

DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Table 1
CATEGORY
Basic Skill Difficulties DEAF/BLIND CP/OD ASD ADHD TOURETTE
1. Conceptual
Skills
 Reading / / / / /
 Numbers / / / / /
 Money / / / /
 Time / / / /
 Communication / / / / /
Sills
2. Social Skills
 Getting along / / / / /
with others
 Understanding / / / / /
and following
social rules &
customs
 Obeying Rules / / / / /
and Policies
 Detecting the / / / /
motivation of
others to avoid
victimization &
deception
3. Practical Life
Skills
 Daily living / / / /
skills
 Occupational / / / /
skills
 Navigational / / / /
skills

Note: Column under category with check (/) indicates the manifested
difficulty of the learner. There are suggested accommodations and
activities below depending on the expressed difficulty.
ADAPTIVE SKILL ACCOMMODATIONS SUGGESTED
DIFFICULTIES ACTIVITIES
1. Conceptual
Difficulty
 Reading  Adaptations and  Mnemonics for
modifications of method phonics. Teach
of instructions. (attn. the child
p.20). mnemonics that
 Incorporate a great deal provide
of multisensory reminders about
techniques and hard-to-learn
developmentally phonics rules
appropriate activities (e.g., tongue
 Use materials that are twister, “when
fun and engaging like two vowels go
using colorful activity walking, the first
sheets (picture-word does the talking”)
association). (Scruggs &
 Relate story or reading Mastropieri,
materials on personal 2000).
experience and  Picture-letter
background knowledge. charts. Use
 Generate interest and these for children
increase learners who know
background knowledge sounds but do
and frame of reference not know the
before reading. letters that go
 Modify worksheets by with them.
eliminating distractions  Word
and too much families. Teach
information on a page the child to
 Work for fewer items recognize and
per page or line and/or read word
materials in a larger families that
print size (morin) illustrate
particular
 Let the learner sit
phonetic
comfortably
concepts (e.g.,
 Allow learner to follow
“ph” sounds, “at-
along with the finger or
bat-cat”).
use a bookmark
 Let learners
 Tapes or reader for
apply what they
textbooks
have learned by
 Read out loud in a tape using charts and
recorder to listen for fish bone
improvement graphic
 Read questions first organizer.
before reading story  Learners will be
 Use headphones to asked some
 block out noise simple questions
related to story
theme.

 Numbers  Provide many

kinds of
manipulative
(cubes, chips,
tiles, beans,
base – ten
blocks,
number line)
to help
students
visualize in
counting and
work out
math
problems.
 Introduce
mathematical
concepts with
demonstration
s using real,
actual objects
and
motivating
 Modify the amount of situations.
 Money work to be completed  Money
bank. Establish
 Vary activities by a bank (box) in
alternating between the classroom,
individual or group and provide
activities. opportunity or
learners to draw-
 Allow the use of a out compare the
calculator without money they got
penalty from the box to
the one in the
 Have a table of math money chart.
facts available This will
familiarize the
 Break story problems learner with the
into shorter segments appearance and
amount of
  Use graph paper or money.
notebook paper turned
sideways to keep work  Real-life
in columns examples of
money
skills. Provide
the child with
real-life
opportunities to
practice target
money skills. For
example, ask the
child to calculate
his or her change
when paying for
lunch in the
school cafeteria,
or set up a class
store where
children can
practice
calculating
change.

 Time • Instruct one task at a  Time

time. sequenced
• Consider alternative movements:
methods of completing physical and
tasks or testing verbal
knowledge conversational
(oral, visual or hand on  Sequencing a
projects). narrative
story,
procedure:
before, during
and after.
 Communica Language Problems  Ask probing
tion Skills  Provide visual input as questions.
- Speech well as auditory Give opportunity
whenever possible. The to demonstrate
- Language pupil could receive and express their
written directions as opinion about
well as oral ones, or the activity and
have a copy of a lecture how they arrived
outline to follow while at their solution
listening to or answer.
instructions. Pictures
and graphs that “Story Walk”
illustrate the text are (Asking and
 usually quite effective. answering WH-
 Give directions one or questions)
two steps at a time. Ask
the pupil to repeat the
instructions. Then have
the complete one or two
items and check with
you to see that they
have been done
properly.
 If you notice a learner
mumbling while
working, suggest a seat
where he will not
disturb others.
Sometimes quietly
"reauditorizing"
instructions or
information to himself
can help a student
grasp and remember
the assignment.
2. Social
Difficulty
 Getting Classroom Behaviors:  Use
along with  Let the learner sit next cooperative
others to a responsible learning
seatmate to limit strategies
distraction (Be careful such as
that this does not Think-Pair-
negatively affect the Share where
other learner) teachers ask
 Reward forgetful students to
learners for think about a
remembering rather topic, pair
than punish them for with a partner
forgetting. to discuss it,
 Ignore behaviors that and share
are minimally ideas with the
disruptive. group. (Slavin,
 Provide modifications 2002).
for behaviors that are  “ Embrace Me
disturbing (e.g. foam on “
desk if they tap they  Build a
tap their pencil, tennis positive
balls on chair legs). climate
 Have a code or private class
signal to use for the  Arrange
learner when his/her learner’s
 behavior is seat for
unacceptable inclusion
 Provide structure,  Build
consistency and opportuniti
predictable situations es for
 Support the learner to friendship.
participate in the  Give
classroom with private, explicit
discreet cues to stay on instruction
task and advance s and
warning that he will be accessible
called upon shortly. equipment
and
Attention Problems materials
 Let the learner sit in  Supply the
front of the teacher for learner
clearer instructions and with
directions. standard
 Let the learner sit away books and
from windows, doors, or equipment
other sources of  Involve the
distraction. learner in
 Pair the LSEN with all class
other fast learners activities
whom he/she feels
more comfortable.
 Provide the learner a
quiet workplace.
 Let the learner work in
short intense period
with breaks.
 Different subtasks
introduce in every
learning activity.
 Set agreed rules with
the learner in
accomplishing every
activity.

 Understanding Classroom Environment Make use of

and following  Use seat chart as a “Social Stories”
social rules & guide for any like Behaving in
customs misbehavior. the
 Eliminate all classroom,Partici
unnecessary items from pating in class
the learner’s desk activities and
  Provide another making friends.
textbook for learners

 Obeying Rules Organization:  Construct a

and Policies  Establish a daily schedule
routine inside the class (chart) for
 Teach the learner on daily activities
simple organization and
self-management skills
 Engage learner in
“Time-on-task”
activities
 Highlight important
ideas in teacher’s
worksheets
 Be organized/ using
color coding
 Detecting the  Maintain a warm and  Values
motivation of accepting school Formation
others to avoid environment  Role modeling
victimization &  Inclusion
deception during school
activities

3. Practical Life
Skills
 Daily living  Provide ideal  Housekeeping
skills Classhome /Home
Economics Room for  Cooking
skills training  Laundry
 Proper
grooming and
hygiene
 Personal
Safety
 Eating
etiquettes
 Occupational  Grant specialized skills  Flower
skills trainings depending on making
the individual’s  Arts and
strength Crafts
 Marketing
 Safety
Precautions
 Retail Trade
 Massage
  Beauty Care
 Dressmaking
 Baking &
Pastry
 Fruit Juice
Making

 Navigational  Teach clear directions  Visit places in

Skills through pairing the school
 Friendly outdoor setting and
with guided/sighted community
adult. including
school and
community
helpers

DIFFICULTY IN PERFORMING SELF-CARE, MOVEMENTS,

COORDINATION AND COMMUNICATION SKILLS

Children who have difficulty in performing self- care, movements,

coordination and communication maybe considered to have a brain
disorder caused by the abnormalities during its development, it may be
also due to the injury or malformation that occurs while the child’s brain
is under development. It affects body movement, muscle control, muscle
coordination, muscle tone, reflex, posture and balance.
Brain abnormalities associated with this disorder may also
contribute to other related problems like autism and intellectual
impairment. It also affects fine and gross motor skills and other health
and sensory problems such as, seizure, visual or hearing impairment.
Moreover, dysfunctions noted are problems in comprehension or the
receptive and expressive use of language skills, and other cognitive skills
as cited in the Educational Guide for Children with Severe Cerebral Palsy
by UNESCO.

While motor disabilities are important factors with regard to the

potential development towards leading a meaningful, independent life,
locomotion is but one single consideration. Ability to communicate and
mastery of daily living, including transportation, which is essential to
personal independence and obtaining employment, are probably more
important to the outcome. In order to understand more completely the
function of this people, it is not enough to identify the effect of isolated
additional dysfunctions; the interaction of multiple dysfunctions in each
individual person’s mastery and adjustment must be appreciated.
 Characteristics:

1. Movement and coordination problems may include: variations in

muscle tone, (either too stiff or too floppy)
2. Stiff muscles and exaggerated reflexes (Spasticity)
3. Stiff muscles with normal reflexes (Rigidity)
4. Lack of muscle coordination (Ataxicity)
5. Tremors or involuntary movement
6. Slow, writhing (twisting of the body from side to side) movements
(Athetoxoid)
7. Delays in reaching motor skills such as pulling up of arms, sitting
up alone or crawling
8. Favors one side of the body such as reading with only one hand or
dragging a leg while crawling
9. Difficulty in walking such as on toes, a crouched gait, assessors-
like gait with knees crossing, a wide gait or an asymmetrical gait
10. Difficulty in sucking or eating
11. Delayed speech development or difficulty speaking
12. Difficulty with precise motion such as speaking up of crayon or
spoon.
13. Seizures

Accommodations Teaching Strategies Activities

& Modifications
 Keep learners involved by Activities for Motor Skills
1. Note taker or talking less and asking the 1. Play dough (make shapes,
use of a scribe learners more. letters, numbers)
 Talk with them in a direct 2. Using pegs
way. 3. Cutting
 Explicitly teach attending 4. Packing up activities,
behaviors and strategies. bunching things with rubber
 Give eye contact focusing bands
on a spot near the 5. Playing with puppets
speaker’s eyes. 6. Typing
 Using an acronym to help 7. Sports
self-regulate SAFE (Seek 8. Use body language,
Assistance From Elders) pantomime and natural
gestures
9. Finger spelling

 Use group work

approaches to allow
2. Adjustable interaction and activity Activities for Independence
tables  Incorporate learning 1. Life skills training
preferences and multiple - Flower making
intelligences especially the - Housekeeping
 kinesthetic - Cooking
 Choose multi-sensory - Laundry
activities - Arts and Crafts
 Be visible - Marketing
 Teach routines, practice - Safety Precautions
role play - Retail Trade
 Use buddies to help with - Massage
3. Laboratory routines - Beauty Care
equipment  Break tasks into smaller - Dressmaking
within reach chunks and list on - Baking & Pastry
checklist- teach the - Fruit Juice Making
learner to make lists

 Use prompts as needed

 Use backwards chaining
 Use a multi-sensory
4. Classrooms in Approach such
4 as
accessible 2. Give responsibility and then
(gestures, actions, facial
locations record child’s efforts.
expression, practical
-Putting up the chairs
demonstration and written
at the end of the day
examples and verbal
-Giving out equipment
explanations)
-Taking messages to
another class
 Use rewards and
reinforcements
 Develop an intervention
5. Additional time plan for dealing with
and separate unexpected issues
3. Positive behavioral
space in the  Be aware of the learner’s interventions
classroom for legitimate need to move - Giving of Rewards and
test taking and program for breaks- a Reinforcement
run, energizer, exercise, - Token System
games will enable learners - Applied Behavioral
to benefit from this. Analysis (refer to SPED
teacher)
 Use real things in the
child’s experience to help
connect learning
 Use favorite things for the * Make charts to show
same purpose progress, achievement and
rewards. Initiate cooperative
rewards- the learner
completing their schedule
 Keep the child active in earns rewards within the
tasks rather than listening whole class.
and answering
 Use repetition
-lots of active practice * Encourage social skills
 - say the same thing in a development and class team
different way building by getting everyone to
- say the same thing with “catch” the positive behaviors
gestures of classmates. When someone
- say the same thing and reports catch a classmate,
show a visual cue his/her name is drop in a
- one thing at a time container. At the end of the
 Model what to do day/week, a name is
- give practical randomly drawn and that
demonstrations learner chooses a class
- talk as you show activity for everyone to do.
- Let the learner copy
alongside you, then repeat
what you did with verbal
coaching
- Stick to a routine way of
closing things, even use the
same language
- show what the finished
products look like
- demonstrate how to deal
with mistakes tool
- teach and practice self-
talk

 talk through routines as

you go Activities for
- repeat and practice Speech/Language and
internally the things that Communication
need to be learnt
- prompt to help Training of motor skills is
internalize necessary for speech. This can
 Give help when it is only be initiated when the
needed child is able to:
- set up for success 1.Imitate mouth movements
- give a choice of two and sounds
answers 2.The child learns the basic
- quietly put a marker movements and functions:
under/near needed text
- start a sentence for the
learner to finish
- tell the answer as if you
knew they were about to say
it and re ask in a few
moments ex. ”Yes, Riza was
on her way home.”….”Where
did you say she was going?”
- use guided movement

 IDEAS recommend to
communicate regularly
with the learner’s parents
through a communication
diary or notebook.
a. Bite Swallow Spit Smell
Exercises
-involving these
movements and
functions must be
carried out daily, prior
to the sound production
stimulation. The
 VISUAL SUPPORTS training may become
suggested to put a range more meaningful for the
of visual supports in the child and gives better
class like- results.
- labels and signs
- Tape a cross on the b. Dribbling.
floor where the learner will -The following exercises
set for some activities have an active restraining
- Provide proformas to effect on dribbling, while
help the learner organize speech is encouraged
work b.1.Exercises for
- Seat or place the smelling
learners in a position with full b.2. Teach closing
visual access to the teachers of mouth
b.3. Breathing
through nose
o Speak face to face with b.4. Practice the
the learner in a slow retracting muscular
and clear manner. movements of the
o Make use of residual tongue.
hearing by using
amplification.
o Get the learner’s
attention before
commencing talking
o Reduce classroom noise
levels with wall
hangings, mats and
curtains.
o Make sure the light,
 natural or artificial, falls
on the teacher’s face
rather than behind. c. Swallowing Activities
1.Smiling/Pouting -
o Repeat a new word Make the following sounds: O
numerous times (25 -I-E
times). 2. Sounds make the lips
more flexible and encourage a
firm closing of the mouth.
3.Biting makes the
following sounds: H - B - P - D
- T - L.
4. Spitting makes the
following sounds: S - F - T.
5. Blowing Strengthens
the ability to make firm
lips, prolongs the
expiration phase of the
breathing and increases
lung capacity. Results
in clear, and
pronounced vowels.

d. Sucking and drinking

with a straw
1. Closing of mouth
exercise (see also a., c., d. and
h.).
2. In order to suck, the
child must be able to close
his/her mouth.
3. The child must also
learn to breathe through the
nose.
4.Children with CP have
a tendency to fix lips in a
permanent “grin” due to
reflexes and spasms.
5. It is necessary to
counteract this by direct
massage around the mouth.
6.If the child bites the
straw instead of sucking,
assist him in loosening the
teeth by pressing the cheeks
with the thumb and index
finger.
7. You must always be
very careful when handling
the child’s face, mouth and
throat.

e. Good preparation for a

pleasant meal.
1. Encourage the child
to chew with mouth closed.
2. Strengthening the
mouth’s motor functions;
3. Let the child hold a
wooden spatula (or other
suitable object) between the
lips for a period of time;
4. Increase the length of
the period progressively. (find
counting valuable in this
context, to show the child that
he/she is getting better in
each exercise.)

f. Cleaning up game on the

table.
1.Use small and light
objects (pencil, bottle top,
cotton bobbin, lump of sugar,
lego block, etc.)
2. Ask the child to clear
the table by putting each
object into a basket or box
using the lips only.
3.(Pretend to be a dog or
cat) a. Insert a thin elastic
object in a
four-hole button;
b. The child sticks the
button in his mouth and tries
to hold it there (with closed
lips); and
c. Pull with increasing
strength the thin elastic object
until the child let it goes.
(Motivation: Use stop
watch to record how long the
child can resist the pressure
without letting go.) Children
above the age of 7 may be
verbally stimulated and
reminded to swallow the
saliva. It is very important to
remind them to swallow, as
this function does not come
naturally to them as it does to
other children.

Specific Speech Training

activity:
1.Imitation of mouth
movements by encouraging
the child to watch and follow
the teacher’s mouth
2.Make faces- Grumpy
mouth/Happy mouth
3.Tongue from one comer of
the mouth to the other licking
upper lip
4.Make bump on the cheeks
with the tip of the tongue
“Cleaning house” –
in this context. the inside of
the mouth - licking walls,
ceiling, floor
5.Make clicking sounds with
the tongue. Make sucking
noises (ah - ah with the vocal
chords)

a. How to teach spitting

1.Stick the tongue out
and blow air first, then say T.
with the tongue out.
2.Finally, spit (saying T)
with the tip of the tongue
behind the front teeth,
smacking lips - (tip of the
tongue),

b. Play - (lift the rear part of

the tongue)
1.Make engine noises -
(let the lips vibrate),
2.Fire engine - o - i – ba
- bu.
3.Imitation with sounds
4.The child must still be
watching the teacher’s
lips
5.Occasionally by both
 of them looking in a
mirror

6. Let the child imitate the

vowels one by one and
keep the sound for as long
as possible (“Vowel song” with
fixed melody).
Note: Vowels are very
important in all speech.
8.Time each vowel as a
competition between them for
the motivation of the child.
9. Imitation of similar,
meaningless monosyllables:
ma-ma- ma, da-da- &, ga-ga-
ga, la-la-la, etc. (May be sung
to a well-known melody and
with varied rhythms.)

c. Imitation of dissimilar,
meaningless monosyllables:
La- le-li. ga-ge- gi, la-ga-le,
etc.
1. Make many different
animal sounds.
2. Imitation of
meaningful words. It is
important that when the child
makes an attempt, hopefully
with an increasing frequency,
you should never correct his
articulation! Everything is
acceptable! Give praise and
encouragement. Corrections
will be made later. It is also
important to remember that at
this stage the training is
aimed at exercising the speech
organs and encouraging the
need to speak, and the joy of
talking!

Activities on Articulation
Development
(When the child’s imitations
improve, and it uses the
words spontaneously to a
greater extent in everyday
situations, it’s time to
check/correct the words
uttered by the child).
1. The teacher should prepare
a list of the sounds that are
still missing, and choose one
sound at a time for practice
during a specific period.
2. The lip-produced sounds
are the easiest to learn: M - P
- B.
3. Practice volume through
blowing exercises. T - D - N - L
- R which demand lifting of
the tongue tip, are also
difficult to master.
4. In order to overcome these
problems, an intensive licking
training is advisable:

A. Licking Activities:
1. Licking with the tongue,
the upper lip (put some
chocolate there) is necessary.
2. Licking a saucer (ice
cream. etc.) can also be
included in the training.
3. Previous experience has
revealed that the sounds S - F
- V are difficult to express for
children with CP, these
sounds can be articulated
later. With paralysis of the
pharynx the sounds K and G
are normally the last to be
learned.
Suggestions for the teacher:
Ideally, the teacher should
place himself/herself in front
of a mirror and watch closely
how his/her mouth forms the
sounds.
4. The teacher shall now
show the child how to form
 the mouth and produce the
sound.
5. Explore which sounds the
child can manage at the
moment.
6. Combine the sound which
is being practiced, with a
vowel and imitate meaningless
syllables.
7. Practice ma-me-mi-mo.
8. Then switch the letters
around: am - em - im - om.
9. Continue with some simple
words, with the sound as the
first letter: man - mammy.
10. If the exercise was
successfully performed, you
can reward the child by
putting a nice picture in the
child’s note book that follow
his/her speech training
sessions.
11. Write the word
underneath the picture.
12. Repeat in the next speech
training period, the words
written in the book.
13. Do this after the warm up
part containing motor training
of the mouth.
14. Perform automatic
counting from 1 – 15.

DIFFICULTY IN SEEING and HEARING

- It is a condition in which the child experiences a combination of
hearing and vision loss. Learners with this condition commonly
demonstrate problem behavior (e.g. self-injury)(Purvis,2012).
Characteristics:
- The child with deaf-blindness requires considerable
modifications to teaching content and different teaching strategies. He
cannot learn from what he sees like the deaf child does. He cannot learn
from listening like the blind child does. He learns only by what he does.
 - The child may also have problems experiencing new things. He
maybe withdrawn or passive, content to stay in one place and let the
world come to him.
- The range of sensory impairments included in the term “deaf-
blindness” is great.
- More than 90% of children who are deaf-blind have one or more
additional impairments or health problems.

- Young children who have both hearing and vision loss learn
the same way with those in the regular but in a different manner.

Accommodations & Teaching Strategies Activities

Modifications
 Access 6. Language –is a Teaching Skills that
- Communication Tactile Sign way facilitate hand
systems of communication development and
- Sensory for learners with expressiveness in
accommodations both sight and learners who are
and adaptations hearing deaf-blind.
impairment and
deaf-blindness.

How to do Tactile
 Participation Sign Language
- Trustful  The deaf-blind
relationships learner puts his/
- Cues and prompts her hands over the 1. Watch and/ or
- Consistent signer’s hands to touch the
Routines feel the shape, learner’s hands
- Calendar System movement and and learn to
location of the read them.
signs. Some signs 2. Think of hands
and facial as initiators of
expressions may topics in
need to be conversational
modified (e.g, interactions,
signing” not particularly
understand” with young
instead of signing children who
“understand” by do not yet use
shaking one’s words.
head. Spelling 3. Use under
“dog” rather than hand touch
 Support signing “dog”) through
- Team approach  Learners can use exploration,
- Training and one or two-handed initiation of
technical tactile sign topics and
assistance specific language. expression of
to deaf-blindness  Those who have feelings.
acquired hearing 4. Make your
impairment and hands available
loss of vision, for the child to
prefer tactile use as he/ she
fingerspelling for wishes.
they find sign 5. Imitate the
language difficult. child’s own
hand actions
- Conversation while your
can be done by hands are
setting next to under the
the child or child’s hand.
tapping, 6. Play interactive
touching gently. hand games
frequently
(Guessing game
on identifying
common fruits).
7. Make
environmental
provisions to
encourage
hand activity,
appropriate to
the
developmental
level of the
child (trees,
flowering plants
etc.)
8. Encourage
energetic
throwing in an
appropriate
settings and
developmental
times.
(manipulative
balls to the
basket and or
against the
wall).
9. Invite access of
your own
hands while
they are
 engaged in a
wide variety of
activities.
10. Invite
deaf-blind
learners to
have a frequent
tactual access
to the
environment.

11. Demonst
rate whatever
hand skills you
wish the
learner to
acquire and
allow him/ her
tactual access
to it.
12. Make
language
accessible to
the hands of
the learner who
is deaf-blind.
13. Be aware
of your hands
as carriers of
feelings and
pragmatic
functions.

1. Anticipation or
Calendar System

• Access – provide a 1. The child and

- Communication structured way in the teacher go
systems which to refer to the
- Sensory events in a child’s accessible
accommodations and day. Sometimes location where
adaptations called the calendar
- Environmental “anticipation box is stored
• Participation boxes” or object and find the
- Trustful calendars. first object on
relationships - a series of the left.
- Cues and prompts meaningful 2. Together they
- Consistent symbols are identify the
Routines arranged in item and its
- sequential order to significance,
let the child know using
what happens appropriate
next. speech and
sign language.
- It also provides 3. For example,
a way to make they might pick
the beginning, up an umbrella
middle and end and say/sign:
of an activity, "Umbrella!”.
as well as time “Today is a
concept such as rainy/sunny
before, during, day.”
and after of 4. The teacher
symbols and the
representing learners can
different then carry the
activities item to the
place where the
activity will
occur (in this
Anticipation/Calendar case they will
System - Anticipation go outside the
• Support schedules classroom) and
- Team approach provide continue to
- Training and activities that touch/look at
technical assistance are represented the umbrella.
specific to deaf- by symbols, 5. Through this
blindness time concepts activity the
from past to learners begin
future, to take on the
direction from meaning of
left to right (e.g. umbrella.
Daily 6. Similarly, a
schedules, cup, spoon,
Weekly, glass, and plate
monthly, can represent
annual the activities
schedules). which will give
meaning to the
Note: (Picture of a said utensils.
calendar with 7. Once the
different activities) activity has
been
completed, the
learners and
the teacher
carry the object
back and place
 it in a special
box to the right
of the other
boxes, saying
and signing
"finished. Then
take the next
object out from
the next box
and repeat the
process.
8. As learners
begin to
associate the
objects with
certain
activities, they
can already
form concepts.

Access 2. Cues and Prompts

- Communication  Touch cues – Parts of the body
systems specific signals identification using
- Sensory that are touch cues:
accommodations and executed on the
adaptations learners’ body 1. Ask the learner
- Environmental using touch
• Participation - Touch cues cues to touch
- Trustful should reduce different parts
relationships startling, help of her/his body
- Cues and prompts develop like nose, eyes,
- Consistent anticipatory ears, etc.
Routines responses and 2. Give her a cue
provide clearer like tapping
information his/ her
about your shoulders if
expectation she/he
Anticipation/Calendar responses
System correctly
• Support 3. The teacher
- Team approach  Object cues - can target
- Training and everyday another lesson
technical assistance objects that are using touch
specific to deaf- presented to the cues.
blindness learner as cues
and that may
be touched on
the body Activities using object
cues: Deaf-blind
- Presented to leaners could
child as cues participate in various
for particular activities in different
activities goals with other
- Provide learners.
information or
directives Recess Time
- Allows child to
get ready 1. Direct the children
- Consistent and to “pull” the deaf
predictable blind learner to
- Facilitates the chair.
development of 2. Let the learner
expectations practice pulling
and with the help of
anticipation the classmate
during play time.

Types of object
cues
1. Actual object
(e.g. real spoon Role Play
and fork to 1. Teacher will
indicate time to present different
eat) common toy
2. Partial or animals found in
associated the farm.
object (e.g. 2. Learner touch
plastic spoon each toy animal.
and triangular 3. Let him/her
placemat to eat) explore each toy
3. Arbitrary object animal through
(e.g. paper plate touching.
in different 4. Slowly teach
shape with him/her the name
triangular of each toy animal.
placemat) 5. Once the learner
can identify
already,
6. Incorporate role
playing.
7. Teacher will ask
the class if they
have been to a
farm.
8. Let them share
their experiences
when they were in
the farm.
 9. Let them pretend
to be animals,
while deaf blind
could “rub” and
“pat” them, as if
he/she is the
farmer who come
for attention. (The
deafblind learner
will be given
differentiated -
instructions by the
teacher).

a. Touch cues for 1. Introduce every

personal child in the
identifiers class with
 Unique personal personal
cue to identify identifier.( e.g.
yourself bracelet for
(e. g. ribbon for Emma, pencil
Luz, feather for for the teacher,
mother, chain handkerchief
for father, for Jay-ar, or
string for etc.)
brother, pencil 2. The personal
for teacher, etc.) identifiers
should be
arranged on the
 Needed by board with
everyone in regular label which is
contact with the easy for the
child deaf-blind to
 Use each time you access.
greet and leave 3. The learner will
 Familiar trusted choose among
individuals should the personal
introduce someone identifiers
new whom she
Note:(pictures with wants or needs
corresponding to.
personal identifiers:
e.g bracelet Emma,
pencil- teacher,
handkerchief Jay-ar,
etc)
 Other suggested
activities that deaf-
blind learners are
capable of doing

Arts
Deaf-blind learner
can “pat” or “pull”
a modelling clay to
help a classmate
form different
shape
Science:
1. Deaf-blind can use
his vision to find
objects in the sand
box.
2. “Open” and “close”
the door, zippers
in bags, buttons in
/out blouses and
etc.
3. Can “pour” sand
in the toy animals.
4. “Pull” the shovel
out of the sand.
5. Arrange the
shapes in the box.

DIFFICULTY IN HEARING WITH OTHER DISABILITIES

A chronic or acute health problem leading to inability of an
individual to comprehend verbal language due to its inability to hear.
Most individual suffering from hearing impairment also suffers health
issues due to asthma, attention deficit disorder or attention deficit with
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia,
and Tourette syndrome which adversely affects their educational
performance.

Characteristics
1. Weak during health impairment occurrence
2. Shows strained expression when listening
3. Difficulty following verbal directions
4. Often follows and rarely leads
5. Will usually exhibit some form of articulation difficulty
 6. Can become easily frustrated if their needs are not met — which
may lead to some behavioral difficulties
7. Less responsive to noise, voice or music
8. Watches faces of the speaker especially the mouth and lips.
9. Delayed or non-responsive to questions asked
10. Makes use of natural gestures, signs and movements
11. Often fails to give close attention to details or makes careless
mistakes in schoolwork or with other activities.
12. Often does not seem to listen when spoken to directly.
13. Often does not follow through on instructions and fails to finish
school work and chores (e.g., loses focus, side-tracked).
14. Often has trouble organizing tasks and activities.
15. Often avoids, dislikes, or is reluctant to do tasks that require
mental effort over a long period of time (such as schoolwork or
homework).
16. Often loses things necessary for tasks and activities (e.g. school
materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
17. Is often easily distracted
18. Is often forgetful in daily activities.
19. Often fidgets with or taps hands or feet, or squirms in seat.
20. Often leaves seat in situations when remaining seated is
expected.
21. Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to feeling restless).

Accommodations & Teaching Activities

Modifications Strategies
1. Note taker or use of 1. Visual Strategy 1. Dactylology
a scribe a. Teacher (Fingerspelling)
accommodates a. Teacher spells the
2. Interpreter learner’s needs by words using her
writing all fingers.
assignments, class
3. Flexible attendance instructions and 2. Pretend Play
requirement procedural changes a. Let learners pick
on the board. up dolls, talk to
Providing a visual them and play with
4. Additional time for cue eliminates them.
test and other confusion on the b. Learners with
classroom activities hearing impaired sign language use
learners. signs when
5. Many students with talking.
hearing disabilities b. Arrange desks in
will have some form a circular pattern if * If the child is not
of specialized possible so hearing doing it on his/her
equipment impaired learners own, teacher
recommended by can see other demonstrates and
 an learners. This is involves the child till
audiologist. Help th especially important he/she learns.
e child to feel if they need to read
comfortable with lips.
his/her hearing c. Consider using a 3. Classroom
device and promote talking stick for Responsibilities
understanding and group discussions
acceptance with since this can help a. Teacher will
other children in the hearing impaired give the
the class. learners know who learners tasks
is speaking. such as putting
6. Remember that their chairs
devices DO NOT d. If possible, give back to where
return the child's printed copies of the they are
hearing to normal. notes about their properly placed
lesson so that they and keeping
7. Noisy environment can focus on things from
will cause grief to discussions and their tables.
the child with a questions while the b. Learners can
hearing device and teacher is teaching. also be tasked
noise around the to open the
child should be e. Utilize visual aids windows in the
kept to a minimum. such as posters, morning and
8. Check the device charts, flash cards, closing them in
often to ensure it is pictures, the afternoon.
working. manipulatives,
graphic organizers 4. Music
9. When using videos or any visual items a. Teacher can let
— make sure you to illustrate the learners
use the 'closed concepts whenever utilize drums
captioning' feature. you can since vision and other
10. Shut classroom becomes a hearing vibrating
doors/windows to impaired student’s instruments
help eliminate primary means for during
noise. receiving instruction so
11. Cushion chair information. that they can
bottoms Note: ( for the appreciate
12. Use visual different suggested music even if
approaches activities, real they miss out
whenever possible objects are needed, hearing it.
13. Establish or teachers may
predictable routines make modifications,
for this child. targeting the same 5. Story Time
14. Provide older skills to develop) a. Teacher retells
students with a short story to
visual the learners
outlines/graphic using pictures.
organizers and Teacher sees to
clarification. it that each
15. Use a page contains
home/school few words for
communication them to grasp
book the concept
16. Enunciate words clearly.
clearly using lip Contextualized
movement to assist stories are
the child to lip suggested.
read. b. Let the learners
17. Keep close do some signs
proximity to the with you during
student. the story.
18. Provide small c. Use the story to
group work when talk about other
possible. things related
19. Make to the story.
assessment
accommodations to 6. Paired Activities
enable a clear a. Teacher can
picture of pair a hearing
demonstrated impaired with
academic growth. health
20. Provide visual impairment
materials and learner with
demos whenever his/her
possible. classmate to do
21. Provide visual arts and crafts
materials and activity and in
demos whenever getting
possible. materials
22. Classroom floors around the
should have rubber school for
mats utilization
during their
activity in the
different
subjects.
2.Communication
Strategy
a. Look directly at 1.Train the learners how
the student and face to order food in a fast
him or her when food chain
communicating or
teaching.
b. Consider
teaching specific
social skills such
as joining into
games or
 conversations.
c. Use facial
expressions,
gestures and
body language to
help convey your
message, but
don’t overdo it.
d. Do not
exaggerate your
lip movements,
but slowing down
a little may help
some students.
e. Say the student’s
name or signal
their attention in
some way before
speaking.
f. Speak naturally
and clearly.
Remember
speaking louder
won’t help.
g. Male teachers
should keep
mustaches well
groomed.
h. Ensure good
lighting on your
face. The glare of
strong lighting
(such as a
window) behind
the speaker
makes lip reading
difficult.

i. Speak clearly but

naturally;
exaggeration or
shouting can
make it more
difficult for the
child to
understand
speech.
j. Try to remain in
one area while
 talking. It's
difficult to lip
read someone
moving about a
lot.
k. Don't talk while
your back is
turned to the
child (e.g. writing
on blackboard).
l. Try to use as
many visual aids
as possible.
m. When reading
aloud, try not to
let the book cover
your face.

Teaching Language and Communication for learners with hearing

impairment with other disabilities
Accommodations & Teaching Activities
Modifications Strategies
Accommodations Gestures and Teaching skills for
 Access Sign language is gestures and sign
- Communication the aid suited to language for learners
systems replace/assist who have hearing
 Participation speech for all problems.
- Consistent use of children with Facial Signs Game
language speech is a great game to
impediments. practice facial
expression.

 Support How to do the How to do the

- Team approach Gesture Sign game:
- Training and Language:
technical - The hands 1. Learners will
assistance specific are at all times form a circle.
to deaf-blindness available to the 2. Everyone
child, and the should get into
use of signs the circle and
may in itself, chooses their
gesture and favorite sign.
sign language 3. Then the leader
can be of good says a feeling,
help for like sad, happy,
children with excited, scared,
 language etc.
problems. 4. Everyone in the
- If the child circle then sign
can manage while showing
the motor this feeling.
skills, let him 5. Teacher should
learn the signs sign something
or gestures you that is funny
are using. and yet she/ he
- Use your hands sign it with a
in helping the very sad
child to make the expression of
proper signs for her/ his face.
the individual (like the teacher
letter and number sign “ice
. cream”).
- You must 6. Observe how
also inform the learners
your colleagues react, they
and other staff should be
as new signs laughing.
are introduced. 7. Teacher will
Informing process their
parents and reactions.
siblings is
particularly
important, and
they should
also learn the
signs for use at
home. If the
child has
difficulties
moving a body
part,
manipulating it
may get the
child started.
- This is quite
difficult with
actions of
the mouth.
With the
fingers.
however, it
is much
easier to
achieve
voluntary
 movement
- We can
train the
fingers by Teaching numbers and
moving alphabets through sign
them, language.
bending and 1. The teacher
stretching prepares
them. flashcards of
letters and
Note: Flashcards numbers with
of numbers and corresponding
letters with pictures.
corresponding 2. The teacher should
pictures with choose at least 2-3
names) letters or numbers
as targets for a
day.
3. Let the teacher
present each target
letter in a manner
that catches the
interest of the
learners.
4. The teacher will
show the letter
through a
flashcard and
fingerspell it.
5. Let the child
imitate.
6. When the child can
imitate correctly,
let him imitate the
lips position when
giving the name
and sound of the
letter.
7. Present the picture
with its name that
initialized the letter
presented.
8. Let the child
imitate the lips
formation when
giving the name of
the picture.
9. Give the sign
language of that
 picture and let the
learner imitate.
10. This activity
can be use also
when introducing
numbers.
11. Proceed to
the next level of the
lesson as soon as
mastery of
identifying and
signing letters and
numbers is
evident.

DIFFICULTY IN COMMUNICATING
(Learners with Attention Deficit Hyperactivity Disorder)

DEFINITION
ADHD (Attention Deficit Hyperactivity Disorder) is a
neurobiologically-based developmental disability in children and adults
with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful in
daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant to
engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are dull;
sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
  Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the go”

 Leaves seat and roams around the classroom; Can’t sit still
 High degree of unnecessary movements like pacing, tapping
feet, drumming fingers
 Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects to
play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with own
boundaries
 Difficulty “settling down” or calming self

Impulsitivity

 Talks excessively; blurts out answers before questions;

making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called; wants
things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins
tasks without waiting for directions; hurries through tasks;
does not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things
 Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

Other Sign and Symptoms:

 Acts without thinking.

 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.

Components Strategies for Instructional Procedures

Accommodations

 learner will be seated near

the teacher for easy 1. Introducing lessons
monitoring but away from
the windows and doors. a. Provide an advance
 Fix shelves, tables and organizer. Prepare
children’s portfolio / art students for the day's
Classroom set- materials in a manner lesson by quickly
up that is accessible to summarizing the order of
children and where there various activities
is leeway for movement. planned.
 Provide prominent area b. Review previous
where to post calendar of lessons. For example,
activities, daily schedules, remind children that
and assignments. yesterday's lesson
 Where possible reserve an focused on learning how
area for reading/study to regroup in
and free activity subtraction. Review
 Remove decorations or several problems before
postings on wall that are describing the current
not essential and may lesson.
only create distractions. c. Set learning
 Clearly label in pictures or expectations.
written words the areas or State what students are
things to make it easy for expected to learn during
learners to access the lesson.
materials. d. Set behavioral
  Adaptations and expectations.
Class Standing modifications of method o Describe how students
(performance instructions. (attn. p.20) are expected to behave
and written  Color-code materials, during the lesson
works) notebooks for each e. State needed materials.
subject. crayons, scissors, and
 Provide lesson outline colored paper for an art
 Provide daily written project.
schedules for routines.
 Incorporate a great deal of a. lesson (particularly for
multisensory techniques seatwork and group
and developmentally projects) how much time
appropriate activities remains.
 Use materials that are fun b. Check
and engaging like using seatworks/assignments
colorful activity sheets, .
 Provide activities that Check completed
allow for some physical assignments for at least
movements (indoor and some students. Review
outdoor activities). what they have learned
during the lesson to get a
 Pair or seat the child near
sense of how ready the
a student role model.
class was for the lesson
 Teacher will stand near
and how to plan the next
the ADHD learner when
lesson.
teaching and once in
c. Preview the next
while make eye contact
lesson.
 Prompt/make signal cues
Instruct students on how
to get the learner engaged
to begin preparing for the
and focused on task
next lesson. For example,
 Lower your voice and inform children that they
resist rising you voice to need to put away their
get LSEN’s attention textbooks and come to
 Allow appropriate the front of the room for
response time to process a large-group spelling
information lesson.
 Allow time for transition
from one activity to
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next.
 Split lengthy test into
several parts. Schedule
 the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..

.
 Make a journal of
Improving learner’s behavior and
behavior and monitor significant
increasing self- positive negative/
esteem, changes
 Don’t compare the
performance of the
learner/s with ADHD with
other learners in the
class.
 Provide opportunity to
make LSEN to participate
in school activities that
showcase the LSEN’s
areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and
the ability to stay calm
(not react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
  If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
can have your lunch. If
not, you will stay with me.
Let me know when you’re
ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”
 Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in
front of the classroom how much time remains in the lesson of
which the child can see how much time remains. Short-term
prompts can also be used.
 Light. Turning the lights on and off prompts that the noise level is
in the classroom is too high and should be quiet. It can be also a
signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child
with ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:

 Silent reading time. Establish a fixed time each day for silent
reading (e.g., D.E.A.R.: Drop Everything and Read and Sustained
Silent Reading).
 Follow-along reading. Ask the child to read a story silently while
listening to other students or the teacher read the story aloud to
the entire class.
 Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners take
turns reading orally and listening to each other.
 Storyboards. Ask the child to make storyboards that illustrate the
sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can role-
play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-
read” sight-vocabulary words.
 Board games for reading comprehension. Play board games that
provide practice with target reading-comprehension skills or sight-
vocabulary words.
 Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with sight
vocabulary words.
  Recorded books. These materials, available from many libraries,
can stimulate interest in traditional reading and can be used to
reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students a
second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two vowels
go walking, the first does the talking”) (Scruggs & Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-bat-
cat”).
 Board games for phonics. Have students play board games, such as
bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds but
do not know the letters that go with them.

3. WRITING

In composing stories or other writing assignments, children with ADHD

benefit from the following practices:

 Standards for writing assignments. Identify and teach the child

classroom standards for acceptable written work, such as format
and style.
 Recognizing parts of a story. Teach the student how to describe
the major parts of a story (e.g., plot, main characters, setting,
conflict, and resolution). Use a storyboard with parts listed for this
purpose.
 Post office. Establish a post office in the classroom, and provide
students with opportunities to write, mail, and receive letters to
and from their classmates and teacher.
 Visualize compositions. Ask the child to close his or her eyes and
visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a recent
event while the other students close their eyes and visualize what
is being said as a written paragraph.
 Proofread compositions. Require that the child proofread his or
her work before turning in written assignments. Provide the child
 with a list of items to check when proofreading his or her own
work.
 Tape recorders. Ask the student to dictate writing assignments
into a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell “sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a personal
dictionary of frequently misspelled words.
 Partner spelling activities. Pair the child with another student.
Ask the partners to quiz each other on the spelling of new words.
Encourage both students to guess the correct spelling.
 Manipulatives. Use cutout letters or other manipulatives to spell
out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with spelling
lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled
words sorted alphabetically.

5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his or
her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her finger
to measure how much space to leave between each word in a
written assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
  Structured programs for handwriting. Teach handwriting skills
through a structured program, such as Jan Olsen's Handwriting
Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g., the
digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add up to
9).
 Partnering for math activities. Pair a child with ADHD with another
student and provide opportunities for the partners to quiz each other
about basic computation skills.
 Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to add
and that the “minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics that
describe basic steps in computing whole numbers. For example,
“Don't Miss Susie's Boat” can be used to help the student recall the
basic steps in long division (i.e., divide, multiply, subtract, and bring
down).
 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the
child to calculate his or her change when paying for lunch in the
school cafeteria, or set up a class store where children can practice
calculating change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children when
they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing
whole numbers.
 Computer games for basic computation. Schedule computer time
for the child to drill and practice basic computations, using
appropriate games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and have
children track their own performance.
 Solving word problems

To help children with ADHD improve their skill in solving word problems
in mathematics, try the following:

 Reread the problem. Teach the child to read a word problem two
times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example, words
such as “sum,” “total,” or “all together” may indicate an addition
operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What is
the question asked in the problem? What information do you
need to figure out the answer? What operation should you use to
compute the answer?
 Real-life examples of word problems. Ask the student to create
and solve word problems that provide practice with specific target
operations, such as addition, subtraction, multiplication, or
division. These problems can be based on recent, real-life events in
the child's life.
 Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned
word problems.

 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when
computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
 Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing whole
numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:
  Solicit the support of SpEd Teacher. This SpEd teacher will help
review the student's progress through progress reports submitted
by other teachers and will help act as the liaison between home
and school. Permit the student to meet with the SpEd teacher on a
regular basis (e.g., Monday morning) to plan and organize for the
week and to review progress and problems from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders to
help organize assignments for different academic subjects (e.g.,
reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to
help record homework and other seatwork in the assignment
notebook and file work sheets and other papers in the proper
folders.
 Clean out desks and book bags. Ask the child to periodically sort
through and clean out his or her desk, book bag, and other special
places where written assignments are stored.
 Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being
learned.
 Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
special materials and practices that help them to improve their
time management skills, including:

 Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.
 Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.
 Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment into
a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of planned
daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can also
use a blank piece of paper to cover the other questions on the
page.
  Venn diagrams. Teach a child how to use Venn diagrams to help
illustrate and organize key concepts in reading, mathematics, or
other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has
learned, perhaps with the use of a program such as Anita Archer's
Skills for School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a checklist
of mistakes that he or she frequently makes in written
assignments (e.g., punctuation or capitalization errors),
mathematics (e.g., addition or subtraction errors), or other
academic subjects. Teach the child how to use this list when
proofreading his or her work at home and school.
 Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for homework
assignments (e.g., books, pencils, and homework assignment
sheets).
 Uncluttered workspace. Teach a child with ADHD how to prepare
an uncluttered workspace to complete assignments. For example,
instruct the child to clear away unnecessary books or other
materials before beginning his or her seatwork.
 Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework. Discuss
and resolve with them and their parents any problems in
completing these assignments. For example, evaluate the difficulty
of the assignments and how long the children spend on their
homework each night. Keep in mind that the quality, rather than
the quantity, of homework assigned is the most important issue.
While doing homework is an important part of developing study
skills, it should be used to reinforce skills and to review material
learned in class, rather than to present, in advance, large amounts
of material that is new to the student.

DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION
Autism , or autism spectrum disorder, refers to a range of
conditions characterized by challenges with social skills, repetitive
behaviors, speech and non verbal communications, as well as by unique
strengths and differences.
“If a special child is given all the love he
needs, he will be smiling, hugging and responding
positively all the more…. If given all the trust he
needs, he will believe in himself all the more…. If
given all the opportunities he needs, he will be
growing in skills and values all the more…It is only when a special child
is loved, trusted and given the opportunities to grow that he becomes
very much a part of living!” - Edilberto I. Dizon, Ed.D.
Characteristics of Autism

Each child is unique. The manifestation and severity of a child

with autism varies upon its degree from mild to severe and is usually
occur prior to the age of three.
Traditionally, there are three areas of development which affects a
child with autism: communication, social interaction and behavior. Some
other characteristics depend on other category that affects the lives of
Children With Autism. Despite of these difficulties with categorization,
the following are the characteristics of ASD’s listed below:

Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD
could not communicate using speech pattern and
others may have very limited speaking skills,
although others are good in vocabularies and
could talk eloquently. This result, somehow affects their communication
skills.
Below are some patterns of language that are common in children with
ASD:
● Delay or lack of speech and language development
• Loss of speech development previously demonstrated
• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability to
engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and over
again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:
Peer social interaction can range from totally absent to inability to
maintain desired relationships.
 • Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors
(e.g., eye contact, facial expression, postures and gesturing) to
regulate social interaction.
• Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with the
ability to respond and participate in social exchange and play.

Behavior

Behaviors among children with ASD are the

most challenging and stressful issues faced by
teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of objects.

• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling, complex
body movements).
• Rigid and repetitive patterns of behaviour, interest and activities.
SYMPTOMS OF AUTISM:
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommo Teaching Activities

dations Strategies
Establishi  Structured “ Staple Me “
ng proper Teaching  Show a picture of a pupil collating
Learning papers and tell the child the task
Environme he/she is doing.
nt  Show the stapler and collated
papers
 Demonstrate procedure on how to
staple them
 Ask the learner to do it himself.
Accommod  note taking “ Just Do It ! “
ations for buddies  Let the learner copy assignment
writing and from the board
problems homework  Praise learner for the neatness in
partner writing and for the completion of
works
Accommod  Role “ Role Out ”
ations on Playing and Teach the child to :
Language group • exchange greetings and farewells
Problems activity • using cordial expressions like
“Thank You”,
“Excuse Me “ and “Sorry“
Reply to conversations
appropriately.
Covey a simple message
Accommod  Behavior “ I AM OBEDIENT”
ations for Modificatio - Instruct learner to keep his/her
Attention ns things.
Problems  Applied - Instruct learner to get a new
Behavior activity
Analysis by physically prompting him/her.
- Praise learner if he/she could
suggest in changing activity.
Supporting MI (Multiple “ Embrace Me “
LSEN’s Intelligences) • Build a positive class climate.
(Learners Approach • Arrange learner’s seat for inclusion
Special • Build opportunities for friendship.
Educational • Give explicit instructions and
Need) in equipment and materials accessible
Regular • Supply the learner with standard books
Class and equipment.
• Involve the learner in all class
activities.
• Affirm the learner
• Set rules and routines
 TEST TAKING ACCOMODATIONS
BEFORE DURING TESTING AFTER TESTING
TESTING

• Allow time • Avoid • Interpret the test carefully as he

to review having him have rushed through the test,
directly transfer answered impulsively or may
before test answers have been distracted.
• Allow ample from one • Score content rather than
space for sheet to mechanics such punctuation,
student another. capitalization and grammar.
responses • Read test to
• Use him if
alternative needed.
forms of • For essay
assessment formats,
that speak consider
to the accepting
student’s outlines,
areas of lists,
strength. mappings,or
• Consider diagrams
the use of instead of
extra time. paragraphs
• Make the and essays.
first few • Remind and
items on encourage him
the test the to review his
easiest in work.
order to
instill a
sense of
confidence.
• Teach test
taking skills
strategies
STRATEGIES FOR READING COMPREHENSION
Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to complete
or reading how to filling out charts and graphic
materials to paraphrase, organizer.
his putting into • Make connections through
experience his own relatedwriting activities and do
and words the futher entension activities
background main idea related to theme and content.
knowledge. and
• Generate significant
interest and detail.
increase • Teach how
 students to find
background introductory
knowledge and
and frame summary
of reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
supporting
details from
the text

TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.
• Give out one task at a time.
• Consider alternative methods of completing assignments or testing
knowledge( oral,visual or hand on projects ).
• Use organizers,divided notebook, assignment pads and daily
planners to keep track of assignments.
• Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed.Try to be cognizant when” enough is
enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more time
to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
 TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it involves

breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long strings

of verbal information. Supporting verbal instruction with visual cues and
representation will help children comprehend material and understand
expectations.

Applied Behaviour Analysis (ABA)

This refers to the application of behavioural principles of learning

and motivation to address socially significant problems; to increase skills
and decrease problematic behaviours. Socially,significant behaviours
include such things as academics, reading, social skills, communication
and adaptive living. The focus is on systematically targeting small
measureable units of behaviour (Maurice, Green, and Luce 1996)

INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:

Assistive Technology Description Used to Address

Portable Word Keyboard with small Poor fine motor or

Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that provide planning, and
speech feedback cognitive
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio format decoding, fluency, etc.
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
 cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues

Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related
Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.” The
principles of structured teaching include:
• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable
Individualized Visual Daily Schedules
Children with ASD need proper scheduling as part of the
classroom structure since it will greatly help in their daily routine, aid in
transitioning independent activities and will make learning sessions
more enjoyable and meaningful one. Besides, giving direction can help
children predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter problems
with sequential memory and time mismanagement. Children with less
initiative lead them to a more difficult learning situation. It will create
anxiety and commit more mistakes once they are not informed of their
daily routine.

Beginning Schedule

Object Schedule

Written Picture Schedule

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change, particularly
for new situations and unfamiliar activities. Visual cues used in
combination with
verbal instructions can help the children to understand what is
expected.

Picture Exchange Communication System (PECS)

PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple,
single words and then building to phrases and sentences and eventually
more complex communication, the individual can effectively
communicate without voice. The emphasis is on helping an individual
develop the skills for initiating communication with other people.

Samples of PECS

Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting witha emotionally.Allowing for some
personal expression even non-verbal ones.
Below are pictures of an Art therapy session with learner with ASD.
SUGGESTED STrATEGIES IN TEACHING CHILDREN WITH AUTISM
 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit positive
reactions (e.g., food, toys, books , tokens ,sticker) or activities (e.g.,
hugs , kisses, praises ).A reinforce is also any object or activity
that is reinforcing to a particular child (e.g., jumping or trampoline
, articles of clothing, wrappers touching of a favourite objects). The
reinforcing value of the object is evaluated by nothing if the child
reaches for it or manipulates it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has. Reinforce
a skill in successive approximation –step by step-until the desired
behaviour is achieved.
 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes. The
child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has 2
objectives:
a. To over correct the environmental effects of a maladaptive
response.
b. To require the disrupting child to practice a correct form of
an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
The teacher and the child specify and agree on expected behaviour
or task the child ought to exhibit/do for self- improvement.
 Afterwards, they agree on rewards the child will get if the
tasks/behaviours are exhibited/done and also “punishments” if
not. The agreement is written on paper for both teacher and child
to sign. A copy is posted on the board to serve as reminder. A
punishment may be in the form of with- holding of things the child
likes or depriving him of privileges.
 Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.
 Stimulus Control
This involves presenting a visual or aural cue with which the child
associates stopping or continuing on with a behaviour. Examples
of visual cues are nodding and smiling to signal letting the child go
on with a behaviour or task. Examples of aural cues are saying No
or stop to stop a behaviour and Go ahead or good to let the child
go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable
behaviour.Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time.
Make the questions really easy—it’s not the content we’re learning, but
how to communicate questions and answers. e.g., give the more
advanced students the more difficult questions. You can make it more
fun by handing out buzzers or bells—the first person to “ring in” gets to
answer the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

Find a television program that is appropriate for your class’ age
and learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking,
and see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple
word and ask the person to your left to say the first (English) word that
comes to mind. Then, the person to his or her left should say the first
word that comes to his or her mind. Be sure to stop every so often to
debrief and define any mysterious words. A variation of this game is to
have each student say a word that begins with the last letter of the
previous word, e.g., word, donkey, yodel, loon.
Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut
them into little slips of paper and put them into a hat or bag. Invite each
student to draw two words from the hat (you can use more for more
advanced students). Give them each a minute to come up with a
sentence that uses those two words, and makes sense. Then invite each
of them to share their sentence with the class. Collect the words and go
again. It’s okay to repeat words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD
 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the brain

and nervous system), characterized by a combination of involuntary
noises and movements called tics. It usually starts during childhood and
continues into adulthood. In many cases Tourette's syndrome runs in
families and it's often associated with
obsessive compulsive disorder (OCD)
or attention deficit hyperactivity disorder
(ADHD).

Tourette Syndrome is one type of Tic

Disorder. Tics are involuntary, repetitive
movements and vocalizations. They are the
defining feature of a group of childhood- https://twitter.com/tourettepics
onset, neurodevelopmental conditions
known collectively as Tic Disorders and
individually as Tourette Syndrome, Chronic
Tic Disorder (Motor or Vocal Type), and Provisional Tic Disorder. The
three Tic Disorders are distinguished by the types of tics present (motor,
vocal/ phonic, or both) and by the length of time that the tics have been
present.

Individuals with Tourette Syndrome (TS) have had at least two

motor tics and at least one vocal/ phonic tic in some combination over
the course of more than a year. By contrast, individuals with Chronic Tic
Disorder have either motor tics or vocal tics that have been present for
more than a year, and individuals with Provisional Tic Disorder have tics
that have been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples are:
1. Simple
 Motor – eye blinking, head jerking, shoulder shrugging,
facial grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing, grunting,
gulping, sniffing, tongue clicking, etc.
 2. Complex
 Motor – jumping, touching other people and things, twirling
about, repetitive movements of the torso or limbs, pulling at
clothing and self-injurious actions including hitting or biting
oneself
 Vocal – uttering words or phrases, coprolalia (the
involuntary utterance of inappropriate or obscene words),
echolalia (repeating a sound, word or phrase just heard) or
palilalia (repeating one’s own words)

The most important thing to understand about the tics associated

with Tourette Syndrome is they are the result of a neuropsychiatric
condition. The sounds and behaviors are involuntary and are not being
done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in
almost every day or throughout
the period of more than one year
with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social
and occupational skills, or other
important areas which creates
marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a https://elcomunista.net/2016/11/24/sindrome-de-tourette-o-enfermedad-
substance or any general medical de-los-tics/comment-page-1/

condition is not a cause of the

disturbance.
 ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom Environment:
Grade  Use seating chart to allow  Provide a safe  Place the
VI for any movement tics place – Some learner away
learners benefit from
 Eliminate all unnecessary from a specific distractions
items from the learner’s place (as well as
desk to prevent a back-up in  Use assistive
distractions case this is not devices like
available), where tape
 Have a duplicate set of a learner may recorders,
text books for the learner release typewriters,
to keep at home. (Great to symptoms. or
use if learner misses computers
school or is having a hard  Give breaks out for oral and
time concentrating) of the writing
classroom, as it problems
 Use a study corral if can be helpful to  Expanding
needed have a change abilities:
in settings; e.g., Developing a
the bathroom, gradually
the drinking broadening
fountain, a real range of skill
or made up areas.
errand.
Handwriting:  School
 Minimize writing for transition:
homework  Modify written Advocating
assignments and
 Have a computer for that professionall
learner  Assign buddy or y supporting
homework the
 Allow the learner to copy partner transition to
another learner’s notes at school, and
home  Gross and fine liaising with
motor skills: teachers, as
 Provide a printed outline Determining the required.
if watching a movie current age level
of a learner’s  Visual cues
 Provide a print out what gross and fine can be used
is written on the motor abilities. to support
blackboard routine and
to introduce
new
activities, or
 Speech and a change in
Language Problems Language tasks.
 Provide visual input as Assessment
well as auditory whenever  Devise goals:
possible. The pupil could  Conversation Setting
receive written directions skills: functional
as well as oral ones, or Developing and
have a copy of a lecture conversation achievable
outline to follow while skills (e.g. back goals in
listening to instructions. and forth collaboration
Pictures and graphs that exchange, turn with the
illustrate the text are taking) learner,
usually quite effective. parents and
 Give directions one or two  Enhancing teachers so
steps at a time. Ask the verbal and non- that therapy
pupil to repeat the verbal has a
instructions. Then have communication common
the complete one or two including focus
items and check with you natural beneficial to
to see that they have been gestures, everyone
done properly. speech, signs, involved.
pictures and
 If you notice a learner written words.  Educating
mumbling while working, parents,
suggest a seat where he  Video Modelling teachers and
will not disturb others. others
Sometimes quietly  Social stories: involved in
"reauditorizing" Providing ideas the learner’s
instructions or and education care about
information to himself can around social Tourette
help a student grasp and story Syndrome
remember the development. and the age
assignment. appropriate
 Direct skill skills a
 Learner with difficulty in teaching learner
controlling and through a task should be
communicating may based approach. demonstrati
repeat their own words or ng.
those of someone else.
This may sound like  Task
stuttering but it actually engagement:
involves the utterance or Providing
words or whole phrases. alternative
Other learners may ways to
exploit this problem by encourage
whispering inappropriate task
things so that the child engagement.
with difficulty in
controlling will  Developing
involuntarily repeat them  Behavior underlying
 and get into trouble. Be Management skills
alert to this provocation. necessary to
 Concept skills: support
Attention Problems Developing whole body
 Seat the learner in front concept skills, (gross motor)
of the teacher for all especially and hand
instruction and directions abstract dexterity
to minimize the visual concepts, such (fine motor)
distraction of classmates. as time (e.g. skills, such
yesterday, as providing
 Seat the learner away before, after). activities to
from windows, doors, or support:
other sources of  Visuals can be  balance and
distraction, i.e., where used to help coordination
reading groups meet. with  strength and
understanding endurance
 Give the learner an and the child’s  attention
"office," a quiet workplace. ability to and
This could be in a corner, express their alertness
the hall, or the library. needs, wants,  body
This place should not be thoughts and awareness
used as a punishment, ideas.  movement
but rather a place the planning
learner can choose to go  Management
to when focusing becomes strategies:  Speech and
more difficult. Providing language
management assessment
 Have the learner work in strategies/ ideas to help the
short intense periods with to assist the family to
breaks to run an errand child in the understand
or simply wiggle in the home, at school how the
seat. and the child is
community. processing,
 Change tasks frequently. understandi
For example, complete  Communication ng, learning
five math problems, then strategies: and using
do some spelling, etc. Providing the language
family with and
 Contract for work to be strategies and communicati
done in advance. For techniques to on.
example, finish a specific increase and
number of problems by a enhance  Daily
certain reasonable time. communication activities:
Short assignments with with the learner. Helping the
frequent checks are more learner to
effective than two or three understand
sheets of independent the
work at one time. With environment
younger children, simple , routines
 gestures, such as a hand and
on the learner's shoulder, language.
can be a helpful reminder  Field Trip
to focus during listening  Developing  Developing
periods. Conversation language:
Skills Helping the
First Day of School: learner to
 Introduce the learner with  Daily activities: understand
difficulty in controlling Helping the and use
(with permission of the learner to richer
learner and family) to the understand the language
rest of the learners on the environment, and to use
first day routines and language
language. more
 If the learner with spontaneous
difficulty in  Social skills: ly.
controllingfeels Development of
comfortable, he/she can social skills (i.e.  Liaising with
describe the condition to knowing when, educational
the class how to use staff
language in regarding
 Make sure the other social nature of the
learners understand that situations). difficulties
tics will happen during and ways to
the school day and the help the
learner with difficulty in child to
controllingcannot help the access the
tics curriculum.


 Whether or not the

learner with difficulty in
controlling is in the room
at this point is up to the
child and the parents.

 As teachers, do not
encourage the child to
hold tics in; this can
make it much worse

 Make sure the rest of the  Enhancing

class understands that verbal and non-
just because one learner verbal
swears, that does not communication
mean they can swear including
natural
gestures,
speech, signs,
Material Presentation: pictures and
 Use as few words as written words.
necessary when
explaining  Visual
strategies: Using
 Check for understanding visual
(have the learner repeat information to
directions for a task back help
to you) understand,
organize and
 Present a syllabus for the plan the routine
whole quarter, so the for the day.
learner knows what is
expected of him

 Use phrases like “This is

important” and “Listen
Carefully”

 Avoid lots of visual

distractions in the room
and don’t sit them near
the door or window

 Have a cue (both you and

the learner know) that
can be given if he/she
needs to leave the room.
Provide a certain place
they may go if needed

Tests and Grading:

 Give extra time to finish
test or turn in homework
if necessary

 Reduce amount of work

(e.g.: odd numbers or half
the problems)

 Allow extra time, read the

test to them, allow oral
responses, etc.

 Provide movement breaks

during the test if
necessary
 Part of the grade could be
based on individual effort
or improvement

 Allow learner to retake the  Behavior

test (rework problems) for Modification
a passing grade
 Daily activities:
 Avoid ALL timed tests Helping the
learner to
Classroom Behaviors: understand the
 Sit the learner with environment,
difficulty in routines and
controllingnext to a language.
responsible learner so
distractions are limited  Token Economy
(Be careful that this does
not negatively affect the  Reinforcement
other learner)

 Reward forgetful learners

for remembering rather
than punish them for
forgetting

 Ignore behaviors that are

minimally disruptive

 Provide modifications for

behaviors that are
disturbing (e.g. foam on
desk if they tap they tap  Conversation
their pencil, tennis balls skills:
on chair legs). Developing
conversation
 Have a code or private skills (e.g. back
signal to use for the and forth
learner when his/her exchange, turn
behavior is unacceptable taking).

Organization:  Social skills:

 Establish a daily routine Development of
and remain consistent social skills (i.e.
knowing when,
 Teach the learner how to use
organization and self- language in
management skills social
situations).
 Enhancing
 Have clearly defined rules verbal and non-
and be consistent verbal
enforcing them communication
including
 Write the due date at the natural
top of worksheets/ gestures,
assignments speech, signs,
pictures and
 Highlight important ideas written words.
so worksheets aren’t  Scheduling
cluttered

 Remain very organized,  Concept skills:

use color coding, and Developing
provide a schedule concept skills,
especially
abstract
concepts, such
as time (e.g.
yesterday,
MATH: before, after).
 Allow the use of a
calculator without penalty

 Have a table of math facts

available

 Break story problems into

shorter segments

 Use graph paper or

notebook paper turned
sideways to keep work in
columns

READING:  Expanding
 Let the learner sit abilities:
comfortably Developing a
gradually
 Allow learner to follow broadening
along with the finger or range of skill
use a bookmark areas.
 Social stories:
 Tapes or reader for Providing ideas
textbooks and education
around social
story
 Read out loud in a tape
development.
 recorder to listen for
improvement  Enhancing
verbal and non-
 Read questions first verbal
before reading story communication
including
 Use headphones to block natural
out noise gestures,
speech, signs,
pictures and
written words

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING AND

COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to the

class. Please remember that they are occurring involuntarily, and
do not react with anger or annoyance! This requires patience but
reprimanding a learner with difficulty in controlling and
communicating is like disciplining a pupil with cerebral palsy for
being clumsy. If the teacher is not tolerant, others in the class may
feel free to ridicule the child with difficulty in controlling and
communicating.

 If some aspect of the child's tics affects the privacy or safety of

others (e.g., touching others), it is important to find ways to work
around the problem, but acceptance of the child is critical even
when the behaviors are unacceptable.

 Provide opportunities for short breaks out of the classroom. Time

in a private place to relax and release the tics can often reduce
symptoms in class. Private time may also enhance the learner's
ability to focus on schoolwork, because energy will not be used to
suppress the tics.

 Allow the learner to take tests in a private room, so energy will not
be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation in

front of the class for a while. Oral reports might be tape recorded,
so those skills can be judged without the added stress of standing
before the class.
  Work with other pupils to help them understand the tics and
reduce ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the child
about difficulty in controlling movements and sounds.
 Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling
and communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the effects
of tics – these treatments may help a person to develop better
awareness and learn to control their tics better. However, the tics
are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling and

communicating can take to help manage their tics:

A. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get their
own.

Banging and tapping

 Try put something softer on the table (e.g. a mouse mat) to avoid
hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

 Visit dentist to request a fitted tooth guard be made
 Chew gum
  Gum shields can help short term (can be purchased from sports
shops)

Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of
inactivity, as you would before exercise
 Stretch muscles regularly
 Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or in
any other public space

Headshaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are using
painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly supported
by a parent or by lying down

Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber
wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
 Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood
floors.
Stabbing with sharp objects
 Avoid using sharp objects. Use blunt pencils, plastic knives and
rounded end scissors.

Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they
have time to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

 Try using something thicker (e.g. wool) to avoid cutting into the
skin.

B. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the
mouth and out through the nose. Sounds are made by air coming
out over the larynx so reversing the process calms most vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head. Some
people have said that going through a rhyme enables the impulse
for coprolalia to pass.
 Help children with coprolalia to formulate a way of explaining the
symptom to others.

Coughing
 Try to support neck during coughing fits.

High pitched scream

 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to reduce
risk of damage to hearing.
 Fearfulness and apprehension
 Afraid of consequences of activities
 Affirmation seekers
 Constant worry about things that might happen or have
happened
 Over exaggerating the negative
 Self-criticisms and guilty thoughts
 Avoidance behaviors, such as avoiding things or places or
refusing to do things or go places
  Perfectionism – Tearing off a drawing to redo it, or
scratching outline or a word till it cant be seen before
rewriting it
 Eating disturbances- hides to eat snacks, shows sudden
aversions to some foods.

II. Accommodations

a. Clearly stated posted expectations and consequences

b. Notice when any change in the routine expected.
c. Seating near a door to help the learners feel they can
quickly escape or seating by the teacher where he feels
safe.
d. Not requiring a learner to answer questions aloud during
class, asking only “yes/no” questions, gives notice before
it is the learners turn to answer and ask questions based
on the learners knowledge.
e. Use positive reinforcement in the class
f. Extend time for test.
g. Writes instructions on the board, use a signal to indicate
when instructions or directions are being given in order
to understand it clearly.
h. Allowing tests to be taken in a quiet, distraction free
environment.
i. Designate a “safe person “ the learners can talk to whom
anxious. This could be the school nurse, a resource
teacher, the librarian. It should be someone who is
understanding and provides a calming provides a calming
presence
j. Appoint a lunch / recess buddy. This can be an older
students, mentor or a classmates.
k. Reformat test to reduce anxiety for example use multiple
choice or allow tests to be given orally.
l. Provide notice for any upcoming test. Have more
frequent, shorter test. Allow for extra time for tests.

III. Strategies

a. Get learners deep breathing

- When learners slow down their breathing, they slow
down their brain.
b. Get outside
 - Being in the nature can also calm an anxious
brain. Sometimes just a change of scenery is what
makes the difference.
c. Get learners moving; Walk and Talk
- Exercises helps anyone who is feeling anxious. It
helps the learners to calm down.
d. Think positive; Gratitude Journals
- The brain is incapable of producing thoughts come
from gratitude. If you can trigger a positive
thought, you can sometimes remove the anxiety.
e. Help learners eat healthy and stay well
- A healthy diet and plenty of sleep makes a
difference in how well a learner is able to handle
situations that could be overwhelming.
f. Share a story
- Some learners may not be willing to direct, one-on-
one interventions but will respond beautifully if
they know the whole class is receiving the same
information.

IV. Activities

a. Paint Relaxation Stone

Materials:
Stone
Watercolor / acryllic paint

Procedure:
1. Find some good stone and wash it before you begin
painting.
2. Consider varnishing your stone. The learners apply a
layer of clear varnish once the stone is clean and dry.
3. Paint a circle in the very center. Let the learners to
choose the color that they want to put in the stone.
4. Let the learners decide what design they want to
apply.
5. Let the learners to paint the stone in artistics design.

b. Worry Can
To help the learners to identify and discuss their worries. They
can write down their worries and place them inside a can. This
helps the learners to express their worries instead of keeping
them bottled up inside which can lead to even more difficulties.
 Materials:
Can
Paper
Coloring Materials (crayon, color pencil, etc)
Writing Materials
Glue

Procedure:
1. Ask the learners to label the can titled “Scary Things”,
“Fears”, “Worries” or whatever seems appropriate for their
experience.
2. Ask the learners to write down their worries on a sheet of
paper.
3. Let the learners to put the sheet of paper inside can.

c. Calm Down Box

Everyone has things that make them feel more at ease. Helping
learners with anxiety to become more aware of their own
functioning including what triggers them to become anxious or
feel any emotion, what helps them to relax and to believe that
they can master control over their inner experience can greatly
help them in managing their emotions and overcome their
challenges.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

Procedures:
1. Instruct the learners to go near the box.
2. Let the learners to get the object that can help them to calm
down and relax.
3. Let the learners to share why did they choose that object.
 Mood Disorder

I. Characteristics
 A decreased in ability to make decisions
 Anxious habits such as nail biting or hair pulling
 Blaming self, extremely self-critical- “It is my fault, that’s why
my teacher got angry.”
 Change in appetite or weight
 Difficulty in mingling/interacting with others
 Expressing feelings of worthlessness, hopelessness- blame
themselves for being sick, failing to meet a particular
responsibility in their life
 Lack of interest to classroom/school activities
 Feelings of wanting to die/Thinking or talking repeatedly of
suicide
 Frequent physical complaints (headaches, stomachache,
fatigue, etc.)
 Low self-esteem
 Hypersensitivity to failure of rejection
 Excessive anger
II. Accommodations
a. Resource Room
Resource room gives specific time for learner with
Mood Disorder to get extra help to organize themselves if
they’re having a bad day and reduces stimulation.
b. Added Adult Supervision
Added adult supervision may help learners interact
with others at school, transitions and staying focus.
c. Referral to Mental Health/Other Agencies
The school can assist in arranging referrals to mental
health services for the learners, family therapy (if necessary)
and parent counseling/education.
d. Peer Education
Educating learners about depression and mood
disorders will not only help the learner who is suffering from
it but will also help other learners recognize when they need
help or when a peer or family member might be at serious
risk of suicide.
e. Parent Counseling
Parents need training from school personnel so that
they can learn what to do in the home to support the
 school’s effort. This helps the parents structure the learners
in terms of homework, providing the parents with
information on how to establish good habits. It helps the
parent establish an appropriate level of responsibility for the
child in the home.
f. Empower the Learners
One of the things all of us want is to empower the
learners. Boosting confidence of learners with Mood
Disorders will help them achieve self-awareness and achieve
in their endeavors

III. Strategies
a. Reduced Academic Level
Due to attention, cognitive, and memory-related
issues, learners often find advanced lessons too difficult and
demanding. Teachers should give lessons according to their
needs at their own pace.
b. Time-outs
With the various medication side effects and
symptoms of the illness experienced by children with mood
disorders, learners may need sort breaks from the
classroom. These should be set up in a structured in order
to minimize disruption to classmates and limit attention to
the child’s difficulties.
c. Time extensions
Additional time may be needed for timed tasks and
test due to issues such as slower working/processing
memory and medication-related writing difficulties like hand
tremors.
d. Oral Tests
Issues from hand tremors, fine motor skills, or
thought expression and writing may require the presentation
of content orally.
e. Individualized Programs/Program
Modify the learner’s program/s according to his/her
need. Allowing the learner to work at his/her own pace can
be very beneficial as well as providing flexibility in the
evaluation process
IV. Activities
a. The Feeling Game
Materials:
5 pieces red etc
Scissors
Pencil

Steps:
1. Let the learners write the things that makes them feel
happy, sad, angry, excited and afraid inside the colored
circle.
2. Instruct the learners to do the following:
For every red circle write one thing that makes you
happy.
For every yellow circle write one thing that makes you
sad.
For every blue circle write one thing that makes you
angry.
For every green circle write something that makes
excited.
For every orange circle write something that makes you
afraid.
Note: If the learners are not capable of writing, let the learners
recite the things that makes them feel happy, sad, angry,
excited and afraid.

b. Box of Events

Materials:
Pictures of a child doing the following:
Vandalizing desk/wall
Hitting classmates
Getting things without permission
Listening to the teacher
Waiting for their turn
Helping the teacher cleaning the classroom
Boxes with happy face and sad face

 
 Procedure:
1. Show the learners the different pictures prepared.
2. Let the learners place the prepared pictures inside the
box.
3. After which evaluate and discuss the different pictures
to the learners.

c. Games of Self-control
To get along well with peers, learners need to develop
focus, attention skills and the ability to restrain their
impulses. Traditional games like “Simon Says” and “Red
Light, Green Light” give learners practice in following
directions and regulating their own behavior.

Procedure: Simon Says

1. The teacher will give instruction such as:
- Simon says nod your head.
- Clap your hands
- Simon says jump.
Rules: If the instruction given has SIMON SAYS, the
learners should do/act the instruction. On the other
hand if the instruction given doesn’t have SIMON
SAYS, the learners should not do/act the given
instruction. The learner who does the instruction
without SIMON SAYS will be out of the game.
d. Story-based discussions about moods/emotions
When learners participate in group conversations about
emotion, they reflect on their own experiences, and learn
about individual differences in the way people react to the
world. Understanding helps kids develop their “mind-
reading” abilities.
Materials: book or any reading material
Procedure:
1. Read a story with emotional content.
2. Have learners talk about it afterwards.
3. Ask the following questions:
- Why did the character in the story get angry?
- What are the things that make you angry?
- What do you do to calm down/cool off?
 Social and Interpersonal

I. Characteristics
 Self-isolation/Avoiding work activities that involves
contact with others (fear of criticism, disapproval, or
rejection)
 Unwilling to get involved with other people unless they’re
sure they like him/her
 Fear of being criticized or rejected in social situations
 Feeling of inferiority to others and unappealing
 Afraid of embarrassment (unlikely to take part in new
activities)
 Be able to act witty and charming
 Be good at flattery and manipulating other people’s
emotions
 Dependence on addictive substance, especially alcohol or
drugs
 Lying, stealing and fighting often
 Not showing guilt or regret

II. Accommodations

a. Set clear rules with the leaners and post them visibly
within the classroom. Remember to:
(1) state the rules in positive terms
(2) use clear, concrete, and concise language
(3) Identify specific expected behaviors
(4)use illustrations when necessary.
b. Provide a variety of privileges for learners with EBD.
Privileges should be given daily, weekly or quarterly
and must only be given for every positive behavior.
c. Arrange classroom setup in order to foster calm and
safe environment for learners with EBD. Minimize
destruction by providing individual desk, provide free
access to different parts of the classroom, make
teacher desk relatively accessible for every learner and
classroom rules must be visible.
d. Provide frequent realistic and constructive feedback
on learner’s successes and areas of concern.
III. Strategies
School-wide programs for dealing with social and interpersonal
problems
a. Constructive Discipline (Mayer et. al., 1983b, 1999, 2000)
-Designed to address contextual factors within the school
environment that contributes to antisocial behavior such as
over-reliance on punitive methods of control, unclear rules,
weak or inconsistent administrative support for staff, academic
failure experiences, student lacks critical social skills, a misuse
of behavior management procedures, lack of understanding
cultural differences and lack of student involvement.
b. Social Skills Training
-involves training learners to assess own emotions in social
situations and determine appropriate responses. It gradually
develops in students who avoids being in groups of people the
necessary skills to function well in social situations like if they
present skill-based deficits in social skills, motivational skills
and discrimination skills
Strategies for each subcategory of disorder
Avoidant Personality Disorder
1. Don't scold or reprimand the student for having a skill-based
deficit; instead, teach the skill.
2. provide ample demonstration/ modeling, guided practice with
feedback, and independent practice when teaching social skills
-Giving positive feedback
-Giving negative feedback
-Accepting negative feedback without hostility or
inappropriate reactions
-Resisting peer pressure to participate in delinquent
behavior
-Solving personal problems
-Negotiating mutually acceptable solutions to problems
-Following instructions
-Initiating and maintaining conversations
3. Guide learners to discriminate among the behavioral options in
each situations and match the situation with the proper
behavior pattern
 4. Teach environmental cues
5. Facilitate their interaction with others and their participation in
the class.
6. Involve them in group work with clearly stated roles/task to do
to enhance.
7. Gradually increase the social circle of the learner (dyad to small
group to large group)
8. Do not overwhelm learner by forcing him to work in large
group.
9. Be flexible and allow a learner with social and interpersonal
disorder to work alone in some activities or tasks.
10. Guide learner when in small or large group activities to provide
a secure environment.
11. avoid drawing attention to them or putting them in situations
that will require that they be the center of attention
12. The teacher should form the groups rather than allowing
students to group themselves. Teachers can take this
opportunity to pair shy youngsters with socially competent
students who will serve as models for them.
13. Do not ignore or be overly protective of learners with social and
interpersonal problem
Antisocial Personality Disorder
1. Integrate in values education lessons how to deal with conflict
resolution and provide means to do self-control
2. Integrate self-talk in assignments on
3. Develop in the learner self-control through modeling/social skills
lessons.
4. Let them participate in specialized activities.
5. Provide activities within classroom instruction for letting out pent
up emotions.
6. Make a crisis plan when a student gets caught doing something
like stealing indicating what to do during or after the act was done.
Refrain from reactive approach or punitive procedures to control
behavior.
7. Employ proactive strategies such as differential reinforcement,
response cost, positive practice, non-exclusionary time out
8. Communicate rules and consequences clearly to all learners.
9. Involve learners in formulating rules and consequences and state
this rules in a positive manner.
10. Consistency in key in promoting fairness in school and
prevent learners to feel inferior which likely triggers attention-
seeking behavior.
 IV. Activities
A. The Name Dropping Game
Materials:
1. Elementary learners : Pictures of people who does not fit
conventional rules in society like a grandmother with
lots of tattoo, or a tattoed individual holding a child etc
Paper (Manila paper/cartolina/coupon
bond)
Writing tools (pencil, pentel pen)
Art tools (crayons, colored
pencils/markers)
2. highschool learners: Laptop with programs like prezi or
powerpoint
Procedures:
1. Divide the learners into groups. Consider groupings and
place leaners with social and interpersonal disorders in
groups where they can feel secure sharing.
2. Show pictures of people who does fit conventional rules in
society
3. Ask them to list down in a Venn diagram how they feel upon
seeing the picture, what are their thoughts on the picture.
4. Then as a class, ask them to reflect on their biases towards
each individual who does not fit conventional rules in
society.
5. Process by identifying their biases towards each individual
in order for them to recognize and check their social biases
6. Lastly, ask them to write two to three things they can do to
reduce these biases with the beginning statement “ I attempt
to act in non-prejudiced ways toward people from other
social groups because it is personally important to me
(Highschool). For elementary learners, ask them to draw one
act that is non-prejudicial towards people from other social
groups

B. Playing advocate

Materials
2-3 Different social situations that present conflicts or
issues
 Procedures
1.Group learners into two groups.
2. Alternately, place the groups as con or pro on different
situations
3. Each will present only questions as arguments and
counter-arguments.
4. Be on alert. Facilitate the activity with fairness.
5. Eliminate competition by refraining from giving points.
6. Process the activity by asking each learner to write or
reflect on both pros and cons for just one social
situation.
7. Accommodate.

C. Charades

Materials
Paper and pencil
Cue card with words/pictures
container
Procedures:
1. Integrate any social skills you want learners with social
and interpersonal disorder to develop.
2. Choose social situations that the groups will guess.
3. Pick out learners who knows how to behave appropriately
in different social situations as actor.
4. Group learners appropriately considering the
characteristic of learners with social and interpersonal
disorder.
5. Aside from guessing what actions are being done. Ask
them to guess as well what emotions are being expressed
or what gestures conveys such emotions being guessed
for processing.
 OTHER EFFECTIVE STRATEGIES/ACCOMMODATIONS

Learners with Emotional and Behavioral Disorders(EBD) has

difficulty controlling their behavior which causes disruption of classes.
Learners with EBD commonly lack emotional balance which is needed in
handling social interactions .
Some strategies that the teachers may use are the following:
1. Keep class rules simple and clear.

Example: CLASS RULES

1. B
e
2. Reward positive behaviors o
n
Example of positive reinforcements that may be used by teachers:
t
Verbal Non-Verbal Physical Pleasurabl i Material Tokens
Approval and Approval Contact e Activities m Object
Praise e
.
 Good job!  Smiling  Patting  Helping  Toys  Stars
the the 2. A
 Magnificent  Nodding shoulde teacher. l  Art  Marks
! rs w Materia on
 Clapping  Hearing a a ls Activit
 Excellent! Hands  Shaking special y y
Hands story.  Snacks Cards
 “Thanks so  Winking s
much for  Stickers /Shee
 Bring ts
helping first in w
me.” line. e  Smile
 “Youre such a ys
a r
hardworker.
” complete uniform.
3. W
 “Wow you a
have got a i
good
t
memory.”
f
o
r

y
o
u
r

t
u
r
 3. Allow for mini-breaks
Learners with EBD lack emotional balance and maturity. Mini-breaks
may help these learners maintain their focus on lengthy tasks. Learners
with EBD should be given sufficient time to finish their assigned tasks.
They should also be allowed to stretch, get out of their seats and move
around a bit.

4. Fair treatment for all

Learners with EBD do not respond well to situations that appears
unfair to them. These situations may trigger negative emotions and
acting-out behavior. To ensure fair treatment among learners, teachers
should not bend the classroom rules and should always enforce expected
consequences for every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with
EBD. Incentives for achievements may be given. Acknowledge their hard
work and praise their efforts every time.
6. Behavior chart
Behavior chart may help teachers to monitor and correct negative
behavior. Teachers chart behaviors every day by listing down negative
behaviors that needs to be corrected. Negative behaviors may be
corrected through intervention such as storytelling and creative lesson
planning/ the following is an example of a behavior chart:

Name:Jose Dela Cruz

Grade:VI - Apitong

BEHAVIOR Monday Tuesday Wednesday Thursday Friday

Hitting III II I I I
Classmates

Talking Back IIII II I I I

Spitting on t II I 0 0 0
he floor

Jose de la Cruz was observed to hit his classmate three times on

Monday. His teacher gave him rules to follow. The hitting decreased as
he was given rules to follow. The teacher also helped decrease the
behavior by reading stories on the ill-effects of bullying in order to help
the learner realize that hitting is wrong.
 LEARNING CONTRACT
I, Dylan de Belen promise not to steal things from my
classmates. I will only use my things. If I will steal from my
classmates again, I will have to return twice the amount
stolen.

I will also not have any allowance for one week.

Signed

Dylan de Belen

Teacher Karla

7. Providing Learning Contracts

Learning contract serves as an agreement between the teacher and
the learner in maintaining positive behavior. Implementing learning
contracts begins with the identification of the target behavior followed by
the formulation of contract. After the contract has been formulated,
both the learner and the teacher sign the contract. All learning contracts
must be posted in a place that can easily be seen by the learner. The
leaner is advised to read the contract regularly in order for him to
remember his promise.

8. Fostering an Environment of Respect and Acceptance

Learners who are misbehaving in class may come from families
that do not foster an environment of respect and acceptance. The teacher
should always model respect in class and should deal with the issues
presented.
 II. LEARNING DISABILITY

Introduction
The category of learning disabilities in special education, its
concepts and definition has been the subject of much discussion,
debate and research in the United States during the past fifty years.
The term learning disabilities was introduced in 1963 by Dr. Samuel
Kirk, a well-known American special education expert. More than
any other area of special education, the area on learning disabilities
has sparked misunderstanding and confusion, disagreement and
controversy among professionals, parents and general public.
In the Philippines, special education for children with
learning disabilities is only in its early years of implementation.
Unlike the special education programs for children with intellectual
disabilities, giftedness and talented, visual and hearing impairments
and behavioral problems that date back to the 1950’s, there are very
few schools all over the country that have started to offer programs
for children with learning disabilities.
Description
Learning Disabilities are a neurologically-based processing
problem. These processing problems interfere with learning basic
skills such as reading, writing and/or math. They can also interfere
with higher level skills such as organization, time planning, abstract
reasoning, long and short term memory and attention. It is important
to realize that learning disabilities can affect an individual’s life
beyond academics and can impact relationships with family, friends
and in the workplace.
Generally speaking, people with learning disabilities are of
average or above average intelligence. There often appears to be a
gap between the individual’s potential and actual achievements.
That is why learning disabilities are referred to as “hidden
disabilities”: the person looks perfectly “normal” and seems to be a
very bright and intelligent person, yet may be unable to demonstrate
the skill level expected from someone of a similar age.
A learning disability can’t be cure or fixed, it is a life-long
challenge. However, with appropriate support and intervention,
people with learning disabilities can achieve success in school, at
work, in relationships, and in the community.
 LEARNING DISABILITY CRITERIA
To determine that the child has a specific learning disability,
the school
district or intermediate unit shall meet:

1. The presence of a problem. That is, a student must come forward

and express a concern about his or her academic performance,

2. academic achievement level(s) significantly below expectations (i.e

lower or poor academic performance), and
3. on norm-referenced standardized testing, an overall or verbal IQ
score that is at least in the average range, if not higher, with some
specific areas of academic achievement that are minimally one
standard deviation below measured intellectual disability level.

The only professionals recognized as being qualified to make an

LD diagnosis are licensed psychologists, neuropsychological and/or
psych educational testing, or learning disability specialists with
similar training credentials.

OTHER SPECIFIC LEARNING DISABILITIES:

 Auditory Processing Disorder (APD)
Also known as Central Auditory Processing Disorder, this is
a condition that adversely affects how sound that travels
unimpeded through the ear is processed and interpreted by the
brain. They do not recognize subtle differences between sounds in
words, even when the sounds are loud and clear enough to be
heard. They can also find it difficult to tell where sounds are
coming from, to make sense of the order of sounds, or to block
out competing background noises.

 Language Processing Disorder (LPD)

A specific type of APD in which there is difficulty attaching
meaning to sound groups that form words, sentences and
stories. LPD can affect what you say and/or how you
understand what others say.

 Non-Verbal Learning Disabilities

It is a disorder which is usually characterized by a
significant discrepancy between higher verbal skills and
weaker motor, visual-spatial and social skills.
  Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities
such as Dysgraphia or Non-verbal LD, it can result in
missing subtle differences in shapes or printed letters, losing
place frequently, struggles with cutting, holding pencil too
tightly or poor eye/hand coordination.

STRENGTHS OF PERSON WITH LEARNING WITH

DISABILITIES
All person with learning disabilities have strengths,
particularly
relatively to their weaknesses.
Heightened ability to solve
problems with navigation, or with
Material or the visualization of faces, scenes,
Spatial Reasoning and objects.

Interconnectedness Verbal reasoning capacity to connect

seemingly disconnected ideas

Great memory for personal

Narrative experiences
Reasoning

Dynamic Ability to reason in novel situation

Reasoning

TYPES OF LEARNING DISABILITIES

DYSLEXIA
It is an imbalance of the different parts of the brain, causing the
person to have trouble learning to read. They see words, letters, and
numbers mixed up or twisted around causing a child to have difficulty to
interpret letters, words and other symbols but do not affect general
intelligence.
CHARACTERISTICS:
 Often gifted and creative
 Difficulty rhyming words and sounds
  Poor sequencing of numbers like (14 for 41), and words like
(was for saw )
 Poor spelling
 Avoids reading aloud
 Difficulty organizing ideas to speak or write
 Avoids writing tasks
 Left and right confusion

Teaching students with dyslexia across settings is challenging.

Both general education and special education teachers seek
accommodations that foster the learning and management of a class of
heterogeneous learners. It is important to identify accommodations that
are reasonable to ask of teachers in all classroom settings. The following
accommodations appear reasonable and provide a framework for helping
students with learning problems achieve in general education and
special education classrooms. They are organized according to
accommodations involving materials, interactive instruction, and student
performance.

For Instructional Materials

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Use a tape recorder or get • The tape recorder often is an
audiobooks excellent
aid in overcoming this problem.
 Directions, stories, and specific
lessons can be recorded on tape.
 The student can replay the tape to
clarify understanding of directions
or concepts.
 To improve reading skills, the
student can read the printed words
silently as they are presented on
tape.
 Students can also access through
service like Book share, a free
online library for students with
disabilities
 Clarify or simplify written  The teacher can help by
directions for key words for underlining or highlighting the
most important ideas significant parts of the directions
that is in paragraph form.
 Rewriting the directions is often
helpful.

For example, one set of directions

might say: This exercise will show
how well you can locate
conjunctions. Read each sentence.
Look for the conjunctions. When
you locate a conjunction, find it in
the list of conjunctions under each
sentence. Then circle the number of
your answer in the answer column.
Simplified directions might say:
Read each sentence and circle all
conjunctions.
Present a small amount of  The teacher can tear pages from
work workbooks and materials to
present small assignments to
students who are anxious about
the amount of work to be done.
 It prevents students from
examining an entire workbook,
text, or material and becoming
discouraged by
the amount of work.
 The teacher can reduce the
amount of work when it appears
redundant.

For example, the teacher can request

the student to complete only odd-
numbered problems or items with
stars by them, or can provide
responses to several items and ask
the student to complete the rest.
Finally, the teacher can divide a
worksheet into sections and instruct
the student to do a specific section. A
worksheet is divided easily by drawing
lines across it and writing go and stop
within each section.
Block out extraneous  If a student is easily distracted
stimuli or provide colored by visual stimuli on a full
strips or bookmarks to worksheet or page, a blank
follow along while reading sheet of paper can be used to
cover sections of the page not
being worked on at the time.
 Line markers can be used to aid
reading, and windows can be
used to display individual math
problems.

Highlight essential  The teacher can mark this

information information with a highlight
pen if an adolescent can read a
regular textbook but has
difficulty finding the essential
information

Locate place in consumable  In consumable materials in

material which students progress
sequentially (such as
workbooks), the student can
make a diagonal cut across the
lower right-hand corner of the
pages as they are completed.
 With all the completed pages
cut, the student and teacher
can readily locate the next page
that needs to be corrected or
completed.
Provide additional practice  Teachers must supplement the
activities material with practice activities
since some materials do not
provide enough practice
activities for students with
learning problems to acquire
mastery on selected skills
 Recommended practice
exercises include instructional
games, peer teaching activities,
self-correcting materials,
computer software programs,
and additional worksheets.
Provide a glossary in  At the secondary level, the
content areas specific language of the content
areas requires careful reading.
Students often benefit from a
glossary of content-related
 terms.
Develop reading guides  A reading guide provides the
student with a road map of
what is written and features
periodic questions to help him
or her focus on relevant
content.
 It helps the reader understand
the main ideas and sort out the
numerous details related to the
main ideas.
 A reading guide can be
developed paragraph-by-
paragraph, page-by-page, or
section-by-section.

For Performance

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Change response mode For students who have difficulty with
fine motor responses (such as
handwriting), the response mode can
be changed to:
 underlining
 selecting from multiple choices
 sorting
 marking
Students with fine motor problems
can be:
 given extra space for writing
answers on worksheets
 allowed to respond on
individual chalkboards
Provide an outline of the  An outline enables some
lecture students to follow the lesson
successfully and make
appropriate notes.
 It helps students to see the
organization of the material
and ask timely questions.
Encourage use of graphic  A graphic organizer involves
organizers organizing material into a
visual format.
 To develop a graphic organizer,
the student can use the
 following steps:
(a) list the topic on the first
line,
(b) collect and divide
information into major
headings,
(c) list all information relating
to major headings on index
cards,
(d) organize information into
major areas,
(e) place information under
appropriate subheadings, and
(f) place information into the
organizer format
Encourage use of  Students can use calendars to
assignment books or record assignment due dates,
calendars list school related activities,
record test dates, and schedule
timelines for schoolwork.
 Students should set aside a
special section in an
assignment book or calendar
for recording homework
assignments.

Reduce copying by including  Teachers can provide readily-

information or activities on available handouts or
handouts or worksheets. worksheets for the students’
consumption.

Have students turn lined  Lined paper can be turned

paper vertically for math vertically to help students keep
numbers in appropriate
columns
 while computing math
problems.
 Asterisks or bullets can denote
questions or activities that
Use cues to denote count heavily in evaluation.
important items  This helps students spend time
appropriately during tests or
assignments.

Design hierarchical  The teacher can design

worksheets worksheets with problems
arranged from easiest to
hardest.
  Early success helps students
begin to work.
Allow use of instructional  Students can be provided with
aids letter and number strips to
help them write correctly.
 Number lines, counters, and
calculators help students
compute once they understand
the mathematical operations.
Display work samples  Samples of completed
assignments can be displayed
to help students realize
expectations and plan
accordingly.
Use peer-mediated learning  The teacher can pair peers of
different ability levels to review
their notes, study for a test,
read aloud to each other, write
stories, or conduct laboratory
experiments.
 A partner can read math
problems for students with
reading problems to solve.
Encourage note sharing  A student can use carbon
paper or a notebook computer
to take notes and then share
them with absentees and
students with learning
problems.
 This helps students who have
difficulty taking notes to
concentrate on the
presentation.
Use flexible work times  Students who work slowly can
be given additional time to
complete
written assignments.
 Students require different
amounts of practice to master
Provide additional practice skills or content.
 Many students with learning
problems need additional
practice to learn at a fluency
level.

Use assignment  Students can be allowed to

substitutions or complete projects instead of
adjustments oral reports or vice versa.
  Tests can be given in oral or
written format.
 If a student has a writing
problem, the teacher can allow
her or him to outline
information and give an oral
presentation instead of writing
a paper.

For Interactive Instruction

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES
Use explicit teaching Teachers can include explicit teaching
procedures steps within their lessons:
 present an advanced organizer
 demonstrate the skill
 provide guided practice
 offer corrective feedback
 set up independent practice
 monitor practice

 review
Stick to consistent daily  Many students with learning
routines problems need the structure of
daily routines to know and do
what is expected.

Repeat directions, then  Students who have difficulty

check to see if students following directions are often
understand helped by asking them to repeat
the directions in their own
words. The student can repeat
the directions to a peer when the
teacher is unavailable.
 The following suggestions can
help students understand
directions:
(a) if directions contain several
steps, break down the directions
into subsets;
(b) simplify directions by
presenting only one portion at a
time and by writing each portion
on the chalkboard as well as
stating it orally; and
 (c) when using written directions,
be sure that students are able to
read and understand the words
as well as comprehend the
meaning of sentences.

Provide a copy of lecture  The teacher can give a copy of

notes lecture notes to students who
have difficulty taking notes
during presentations.

Provide students with a  An outline, chart, or blank web

graphic organizer can be given to students to fill in
during presentations.
 This helps students listen for key
information and see the
relationships among concepts
and related information.

Use step-by-step  New or difficult information can

instruction (oral and be presented in small sequential
written) steps.
 This helps learners with limited
prior knowledge who need
explicit or part-to-whole
instruction.

Simultaneously combine Verbal information can be provided

verbal and visual with visual displays:
information  on an overhead
 using handout

Write key points or words  Prior to a presentation, the

on the chalkboard teacher can write new vocabulary
words and key points on the
chalkboard or overhead.

Use balanced presentations  An effort should be made to

and activities balance oral presentations with
visual information and
participatory activities.
 There should be a balance
between large group, small
group, and individual activities.
Use mnemonic instruction  Mnemonic devices can be used to
help students remember key
information or steps in a learning
strategy.
 An example of mnemonic
instruction is using the word
HOMES to remember the names
of the Great Lakes. H is for Lake
Huron, O is for Lake Ontario, M
is for Lake Michigan, E is for
Lake Erie, and S is for Lake
Superior.

Emphasize daily review  Daily review of previous learning

or lessons can help students
connect new information with
prior knowledge.

1. Reading
 Provide books on tape, CDs, or on an electronic reader or
textbook
that a child can listen to especially for content areas.
 Create opportunities for oral reading on a one-on-one basis
and only ask the student to read aloud in class if he feels
comfortable doing so and volunteers to read
 Provide outlines, summaries of chapters, vocabulary words
and preview questions before reading
 Allow students to use a highlighter to mark important parts of
the text
 Used shared reading or reading buddies
 Allow the student to discuss, one-on-one, material after
reading with a classroom aide, a partner student or the
teacher
 Provide a set of books/textbooks for student to keep at home
 Reduce spelling tests
 Give spelling tests orally
 Don't take off points for spelling errors on written work
 Reduce spelling words

2. Writing
  Allow student to dictate work to a parent or aide
 Provide speech-to-text software
 Offer alternative projects instead of written reports
 Photocopy another child's notes or designate a note-taker who
will share notes at the end of class
 Minimize the amount of copying from the board
 Allow student to use a keyboard to take notes
 Let student respond to questions orally rather than writing
each answer
 Reduce written work

3. Testing
 Allow student to take tests orally
 Allow for extra time
 Review directions to test orally
 Provide alternatives to testing, such as projects, oral or video
presentations
 Read test questions to student and write down answers as the
student speaks the answer
 Allow tests to be taken outside of the classroom, in a quiet
area with minimal distractions
 Have students state answers into a tape recorder

4. Homework
 Reduce homework, especially assignments requiring reading
 Allow student to dictate answers to homework to a parent,
sibling or tutor
 Allow typewritten homework
 Use worksheets with minimal writing
 Limit time spent on homework
 Do not take off points for homework handed in late

5. Giving Instructions or Directions

 Break large tasks into steps
 Give directions in small steps
 Read written directions or instructions to the student
 Provide alternatives to writing assignments, use an online
calendar, provide student with a written list of assignments
each morning, have a buddy student to write assignments,
email list of assignments to student or parent
 Give examples or model behavior when giving instructions
 Make eye-contact with student when giving directions

6. Technology
 Provide computers that have speech recognition software
 Allow the use of electronic spell-checkers
 Provide software that enlarges images on a computer screen
  Provide student with a computer to complete class work
 Allow students to tape record lessons

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improving Phonological  Direct teaching of same and
decoding awareness different sounds
skills  Pronouncing the sounds of /s/
and /z/ and /b/,/p/, and /v/
properly
 Play with blending wheel
Sound-symbol
correspondence  Viewing short videos showing
letters and their sounds
 Use of clay, sand, or pebbles to
create letters which match the
sounds given by the teacher
 Use of body movements to
present the letters and their
sounds.

Fluency  Reading the set of 10 words (with

C-V-C pattern) correctly.
 Reading a simple 5-sentence
story.

Vocabulary  Unlocking difficult words which

development are found in the story the class
supposed to read.

Comprehension  Reading a shorter part of a

longer story (which will gradually
be read by the student wholly)
and describing what happened in
that part of the story.

DYSGRAPHIA
 Is a writing or fine motor skills deficit. It is a learning
disability that affects writing issues . Very poor or often
unreadable writing or writing that takes an unusually long
time and great effort to complete a note. People with
dysgraphia may have illegible writing with inconsistent
spacing and capitalization, despite giving appropriate time
and attention to the task. They may have greatly

CHARACTERISTICS:

 Visual- spatial difficulties

 Language Processing Issues
 Spelling/handwriting issues
 Grammar and usage Problems
 Organization in written language

For Speed Writing

Give the student extra time to take notes, copy

material and take tests

Provide typed copies of classroom notes

Allow the student to record certain class sessions

or use a laptop for writing

Allow the student to start writing projects and

assignments early

Provide paper with name, date, title, etc., already

filled in
For Amount of Writing

Provide a lesson outline for taking notes

Request a scribe so the student can dictate on

tests and writing assignments
For Writing Difficulty

Give examples of finished assignments

Help the student break writing assignments

into steps

Let the student have a “proofreader” to look

for errors

Help the student learn to use a rubric, and

explain how each step is graded

For Mechanics of Writing

Let the student choose to either print or use

cursive

Have the student try different types of pens

or pencils to see what works best

Provide paper with raised or different-colored

lines to help with forming letters in the right
space

Have the student use graph paper or lined

paper sideways to line up math problems
 Here are some teaching strategies that teachers
can use for learners with dysgraphia.

11. By making accommodations for the student

 Using a word processor instead of writing with a pen
 Giving the student an enlarged pencil-holder or grip
 Allowing more time to complete assignments
 Allowing manuscript print instead of cursive handwriting
 Encouraging the student to dictate to a scribe

12. By modifying the task demands

 Reducing the size of the writing task
 Changing the nature of the task (giving a cloze passage or
multiple-choice exercise instead of an essay)
 Giving the student more direct help and guidance during the
lesson

13. By remedying the writing difficulties

 Using precision teaching, explicit instruction, modelling,
imitation, and guided practice
 Teaching the use of effective writing strategies
 Providing corrective feedback
 Daily counting and charting can act as incentive for
increased output, accuracy and legibility
 Using curriculum-based measurement to increase the
amount of written work the student produces each day

STRATEGY INSTRUCTION

 Simple task-approach strategy using the mnemonic LESSER to

help students remember the steps (Westwood,2003)

 L = List your ideas

 E = Examine your list
 S = Select your starting point
 S = Sentence one tells us about this first idea
 E = Expand on this first idea with another sentence
 R = Read what you have written. Revise if necessary. Repeat
for the next paragraph
 Hallahan and Kauffman (2003) describe several composition
strategies, including the following adapted from Englert, Raphael,
Anderson, Anthony and Stevens (1991):
 P = Plan
 O = Organize
 W = Write
 E = Edit
 R = Revise

 Other device on plans of action that could be explicitly taught to

students (adapted from Mastropieri & Scruggs, 2002; Cavey, 2002)
includes:

a. Prewriting strategies. These might involve:

 Brainstorming topic ideas
 Generating possible subheadings
 Organizing ideas
 Writing first draft
 Seeking more information

b. Editing strategy. This requires the writer to:

 Read each paragraph carefully
 Examine each sentence for clarity, accuracy, and
punctuation
 Make sure the main idea is clear and that there is necessary
supporting detail
 Where relevant, provide a transition sentence or link to the
next paragraph
 To make it more interesting, do I need to add or change any
words or phrases?
 Read the work aloud. Any improvements needed?

c. Post-writing strategies. These might include:

 Proofreading for spelling, mechanics and format
 Proofreading for content, clarity and organization
 Revising and polishing
 Sharing the revised draft with a peer to receive feedback or
response
 SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT

Improving Spelling  Writing the correct spelling of the

encoding commonly misspelled words said
skills by the teacher using different
colors and textures
 Writing C-V-C words via
dictation on sandboxes, magic
slates, or with magic pens
 Photocopy books and
highlighting information

Writing process  Understanding and explaining

through his/her own words
 Using his/her own writing
strategy to compose and essay
about his/her summer vacation
 Proofreading his/her own
composition for minor or major
mistakes in grammar, spellings,
or word choice.
 Using multi-sensory handwriting
program

DYSCALCULIA
It is a specific learning disability which refers to children
having troubles in understanding number related concepts, or using
symbols or functions needed to success in mathematics. Difficulty
with calculations, comprehending and using mathematics and find it
extremely difficult to acquire arithmetical skills.

CHARACTERISTICS:
 Difficulty counting in sequence, calculations, schedule
check, tracking direction and taking measurements
 Difficulty in remembering or memorizing mathematical
rules
 Difficulty to carry out normal mathematics calculations
 For In-Class Learning
Review what the student already learned
before teaching new skills
Let the student talk about how to solve
problems
Use graph paper to help line up numbers
and problems
Let the student write our charts or draw
sketches to solve problems
Give the student a list of the math
formulas taught in the class
Use manipulatives such as coins, blocks
and puzzles

For Classwork and Taking Tests

Allow extra time on tests

Use a chart of math facts or

multiplication tables

Let the student use a calculator

when he’s not being tested on
computation

Give more space to write problems

and solutions

Break down worksheets into sections

Use objects such as blocks or base

ten sticks to teach math ideas

Check often to see if the student

understands the work
 For Homework

Create separate worksheets for

word problems and number
problems

Highlight or circle key words and

numbers on word problems

Below are some teaching ways that can make learning easier for
students with dyscalculia.

 Teach in very small, progressive steps to limit the memory demand

at one time.
 Provide an intensive, cyclical teaching programme - be prepared to
repeat and over learn topics many times.
 Use different materials wherever possible to stimulate interest.
 Try several methods until one clicks.
 If possible apply the maths concept to an area of interest for the
student to provide motivation to participate.
 Ask the child on a 1-1 basis to explain the process to prove they
have internalised it and not just mechanically repeating it.
 If a student doesn’t understand, take the pressure off them by
saying – ‘I didn’t explain that well, let me try again’.
 Wherever possible use real or ‘concrete’ materials as students with
dyscalculia poor visual imagery.
 Encourage the active participation of the students.
 Many students will struggle with the language of maths eg, add –
plus – sum of. Take time to teach and explore this.
 When covering the automatic recall of number bonds, time tables –
turn the activity into a friendly competition
 Many programmes recommend the multi sensory approach of
‘Doing the task, Talk about it, Write it, Apply it’
 Once a student is confident in a task using concrete apparatus –
gradually wean them on to visualising the image
 Allow the student to have a ‘jotting area’ in their books which
won’t get marked or commented on.
 Analyse exactly what the pupil finds difficult and intervene directly
in areas of difficulties.
 Start at a level which the pupil is comfortable, plan for them to
experience success, and slowly increase the challenge.
 Monitor activities to ensure pupils are not under undue pressure
and only use competitive games if all pupils have a reasonable
chance of success; avoid situations where anxious pupils will have
to perform in front of large groups.
 Set up open ended problem solving activities. Encourage
discussion and experimentation.
 Use scaffolded approaches such as allowing pupils to ‘phone a
friend’ or ‘go 50/50’.
 Give a worked example to show how a problem might be solved.
 Allow pupils extra time – even when given work at their level,
dyscalculic children often work slowly. Provide extra time for
assessments.
 Teach test taking skills, give practice tests and provide study
guides.
 Have pupils do projects, organise portfolios of work, make oral
presentations, or create a finished product, rather than take a test.
 Encourage an appropriate classroom ethos where pupils are not
allowed to make statements such as ‘this is easy’.
 Use written rather than verbal instructions and questions to
reduce memory overload.
 Focus on understanding rather than rote memory. Try to use fun
methods for retention of number facts such as computer or card
games.
 Provide aids such as calculators or number fact grids.
Here are list of teaching strategies for students with dyscalculia in
higher level.

 Using a task-analytic approach in teaching, with all new areas if

learning broken down into teachable steps
 Simplifying and restating instructions
 Asking many questions at the right level of complexity to ensure a
high success rate to build confidence
 Checking for understanding at every step in the lesson
 Providing more frequent reviews and revisions of work
 Setting students more “practice” type assignments for homework
 Strongly encouraging students to help one another. Peer
assistance is a readily available and powerful resource
 Making much greater use of concrete materials and visual
representation (objects, pictures, sketches, diagrams) to support
verbal explanations
 Selecting or making alternative curriculum resource materials,
including the use of different textbooks
 Utilizing appropriate computer program drill and practice, and for
problem solving
 Making greater use of the students themselves to work examples
on the blackboard or to create new problems for the class to
attempt
 Encouraging the use of a calculator if a student’s problem is
mainly lack of speed and automaticity in calculations
 Ensuring that the vocabulary associated with each new topic and
within particular word problems is thoroughly taught and
understood
 Close monitoring of the work being done by each student during
the lesson
 Providing more (or less) direct assistance to individual students
 Looking for students who are working too slowly. Are they
confused? Are they unwilling to ask for help? Do they need to be
actively encouraged or directly engaged with you to get back on
task?
 For in-class support, making regular and appropriate use of group
work, enabling students of different abilities and aptitudes to
collaborate and to discuss the lesson material
 Whenever possible, the adaptations made in the teaching of
mathematics should aim to help the student understand and
succeed with the regular program, rather than replace it with a
different program
 Use of the RAVE CCC represents one of many problem-solving
strategies that could be used in Mathematics (Westwood, 2003)

o R = Read the word problem carefully

 o A = Attend to any words that may indicate the process
required
o V = Visualize what the problem would look like
o E = Estimate the possible answer
o C = Choose the appropriate numbers and processes
o C = Calculate carefully
o C = Check the result against your estimate

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improving Improving  Matching numbers with
Math Skills number sense equivalent words and quantity
by using objects (number 3-
“three”- 3 blocks of wood)
 Comparing numbers from 1-10
using objects (9 bags are greater
than 5 bags)
 Counting popsicles
sticks/counting numbers
backwards
 Arranging numbers in ascending
and descending order using
crayons (5 crayons come first
before 6 crayons)
 Expressing numbers in
expanded form by putting the
appropriate number of zeroes
beside the number (eg.469-the
student must put 2 zeroes after
the number 4, 1 zero after the
number 6, and no zero after the
number 9 to form the expanded
form of 400+60+9)

Performing  Recognizing different operational

basic symbols
mathematical  Matching mathematical symbols
operations ( +,-,x,/) with their
corresponding operation based
on the answer provided (e.g. In
order to get 9, “+” must be used
for 4 to combine 5)
 Recognizing and understanding
 words such as “add”, “minus”,
etc. through the use of visual
representations (e.g. for “add”, a
picture of 2 breads combined
together)
 Translating word problems to
mathematical equations through
the help of situational plays
 Using the computing
Telling time  Recognizing and identifying the
different parts of the clock
 Recognizing the concepts of
hour, minutes, and seconds by
turning the hands of the clock
 Identifying the time depicted in
the clock
 Understanding the words “5
minutes to 1pm”, half past two”,
etc. with the use of visual
representation
Learning about  Recognizing the different values
money and denominations of money
 Counting coins and money bills
 Matching money with their
equivalent numerical and word
forms

DYSORTHOGRAPHIA

It is a learning disability which refers to children having

troubles in writing, grammar and spelling. Slower speed in written
words, reversal of letters, syllables or omissions and additions.

CHARACTERISTICS:
 Bizarre spelling, reversal of letter, syllables or omission
and additions
 Grammatical and spelling interruptions are severe
 Timing issues. Slower in speed (e.i. most pupils can spell
it in seconds, but for pupils with dysortographia might
take it for five to ten minutes.
For Developing Phonemic Awareness

Involve learners in lots of shared reading of

poems, chants, songs, and big books with
repetitive refrains and rhymes

Select words children know — from

books, rhymes, songs, and so on — and
discover
Tell the childrentogether how knowing
that thinking one word
about what a word
looks like is a useful spelling strategy, writing
can help with the recognition or of
so you are
others, just by changing the beginning
going to explore some common spelling patterns
letter(s)
together. Reread a familiar big book, poem, or so
on, selecting a particular spelling pattern to look
for. For example, look for and list words with ea,
such as: bead, Ask bread, dead,
children to instead, great,
identify and read,
underline
treat, break. the ea spelling pattern in each word,
say the words, and group them
according to their pronunciation, such
as:
bead, read, treat
bread, dead, instead, read
great, break

For Exploring Sounds

Select one of the words and show how

knowing it can help with the spelling of
other words in that word family. For
example, great: greater, greatest, greatly,
or break: breaking, breaks. Ask children
to try this with the other words you've
found. Talk about how thinking about
spelling patterns and building on word
families can help with reading and
writing.
 Reread familiar books, rhymes, chants, and
songs, asking children to listen for words with a
particular sound. List these on a chart; for
example, words with a /k/ sound: kite, cat,
school, bike, Christine, truck, cake, back.

Help children to identify the letter(s) that

represent this sound. Underline these and ask
children to group the words according to the
different ways the sound is represented. For
example:
kite, bike, cake
cat, cake
school, Christine
truck, back

Strategies to improve learners’ spelling

have been reviewed by Gordon,
Vaughn and Schumm (1993). Some of
the main findings indicated that
teachers should:

 Create opportunities for learners to engage in frequent writing

 Instruct students in word analysis strategies
 Target no more than three words per lesson for students with
learning difficulties
  Aim to develop students’ self-monitoring and self-correction
strategies
 Give clear and efficient feedback on errors
 Use multisensory methods (saying, hearing, seeing, tracing,
writing, and checking) to improve retention of difficult words

Children with spelling difficulties benefit from being taught how to

study and check words (Lam, 2003). In particular, children must be
taught the following strategies:

 Look-say-cover-right-check
o This self-help strategy makes use of visual imagery to
establish correct spelling patterns in long-term memory. The
strategy is particularly valuable for the learning of irregular
words, and for helping students progress beyond the
phonetic stage of spelling.

 Phonemic approach
o This strategy is the one that most children discover for
themselves at the early stage of inventive spelling.

 Spelling by analogy
o Some students will need direct teaching and much practice
to realise that knowing the spelling of one word can give
clues to the probable spelling of another word that sounds a
little like it.

 Repeated writing
o If a student really wishes to remember a word, writing the
word several times is an obvious method of helping with
this. The approach brings together motor memory and visual
imagery. However, the strategy is unlikely to be of benefit if
the student is not motivated to learn the word, of if the
exercise is given as punishment.

 Use of computers and spellcheckers

o The use of any form of technology that will help overcome (or
bypass) a student’s difficulties in getting ideas on to paper.
Using a word-processor may be one way of restoring a
student’s interest and confidence in composing.

SAMPLE ACTIVITIES FOR LEARNERS WITH

LEARNING DISABILITY
  Learners with Dyslexia

Reading Web Sites for Kids

Starfall A free public service to teach kids to read with phonics. Starfall
combines phonemic awareness practice with a systematic phonics
instruction and highly engaging visuals. (http://www.starfall.com/)

Reading Eggs For children from 4-7 who are learning to read. Focuses
on a core reading curriculum of phonics and sight words using skills and
strategies essential for sustained reading success. Free 14-day trial and
then costs about $10/month. (http://readingeggs.com/ )

Nessy Reading An online reading program that makes learning to read

fun and engaging. Many parents of kids with dyslexia report that their
kids love this site. (http://www.nessy.com/us/ )

Get Ready to Read A site designed to support educators, parents, and

young children in the development of early literacy skills in the years
before kindergarten. (http://www.getreadytoread.org/ )
LETTER KNOWLEDGE

The Alphabet / Upper and Lower Case Matching

PHONEMIC AWARENESS
VOCABULARY
  Learners with Dyscalculia

PRIMARY LEVEL
PRIMARY LEVEL
INTERMEDIATE LEVEL
SECONDARY LEVEL
 Learners with Dysgraphia
 SPEECH/LANGUAGE IMPAIRMENT

Introduction

Speech and language are central to the human experience; they are
the vital means by which people convey and receive knowledge,
thoughts, feelings, and other internal experiences. Acquisition of
communication skills begins early in childhood and is foundational to
the ability to gain access to culturally transmitted knowledge, to organize
and share thoughts and feelings, and to participate in social interactions
and relationships. Speech and language skills allow a child to engage in
exchanges that lead to the acquisition of knowledge in his or her
community and the educational arena. Communication skills are crucial
to the development of thinking ability, a sense of self and full
participation in society.

According to Oller et al., 2006, speech and language disorders

disruptions in communication development can have wide-ranging and
adverse impacts on the ability not only to communicate but also to
acquire new knowledge and participate fully in society. Most children
acquire speech and language by a seemingly automatic process that
begins at birth and continues through adolescence. Typically, basic
communication skills are developed (although not complete) by the time
a child enters kindergarten, enabling the child to begin learning from
teachers and interacting fluently with peers and caregivers. Severe
disruptions in speech or language acquisition thus have both direct and
indirect consequences for child and adolescent development, not only in
communication but also in associated abilities such as reading and
academic achievement that depend on speech and language skills. When
combined with other developmental risks, such as poverty (Williams,
2013), severe speech and language disabilities can become high-impact,
adverse conditions with long-term cognitive, social, and academic
sequelae and high social and economic costs.
 What is Speech and Language Impairment?
According to Individuals with Disabilities Education Act
(IDEA) officially defines speech and language impairments as “a
communication disorder such as stuttering, impaired articulation, a
language impairment, or a voice impairment that adversely affects a
child’s educational performance.” Each point within this official
definition represents a speech and language subcategory. “A
communication disorder such as stuttering” provides an example
of a fluency disorder; other fluency issues include unusual word
repetition and hesitant speech. “Impaired articulation” indicates
impairments in which a child experiences challenges in pronouncing
specific sounds. “A language impairment” can entail difficulty
comprehending words properly, expressing oneself and listening to
others. Finally, “a voice impairment” involves difficulty voicing words; for
instance, throat issues may cause an abnormally soft voice.

What is the difference between a language disorder and a

speech disorder?

A speech disorder usually indicates that someone has trouble

producing certain sounds accurately.
Young children who are learning how to speak will probably
substitute leave out or distort normal speech sounds. For example, it’s
not unusual for 3-year-olds to use the f sound for th in their speech: “I’m
firsty (thirsty).” But that pronunciation would be considered an
articulation error in a 5-year-old. This is a speech problem.
Language deals with meaning. A child with a language disorder may
have a difficult time either understanding the meaning of what’s being
said (a receptive language disorder). Or he may have trouble
communicating his own thoughts (an expressive language disorder).
Imagine a child who has good speech and pronounces words correctly.
He can still have poor language—trouble putting words together to
express himself or trouble understanding what’s being said to him.
 Characteristics of Speech or Language Impairments

The characteristics of speech or language impairments will vary

depending upon the type of impairment involved. There may also be a
combination of several problems.
When a child has an articulation disorder, he or she has difficulty
making certain sounds. These sounds may be left off, added, changed, or
distorted, which makes it hard for people to understand the child.
Leaving out or changing certain sounds is common when young
children are learning to talk, of course. A good example of this is saying
“wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause
for concern unless it continues past the age where children are expected
to produce such sounds correctly.
Fluency refers to the flow of speech. A fluency disorder means that
something is disrupting the rhythmic and forward flow of speech—
usually, a stutter. As a result, the child’s speech contains an “abnormal
number of repetitions, hesitations, prolongations, or disturbances.
Tension may also be seen in the face, neck, shoulders, or fists.”
Voice is the sound that’s produced when air from the lungs pushes
through the voice box in the throat (also called the larynx), making the
vocal folds within vibrate. From there, the sound generated travels up
through the spaces of the throat, nose, and mouth, and emerges as our
“voice.”
What Causes Speech Disorders
 Speech disorders affect the vocal cords, muscles, nerves, and other
structures within the throat.
Causes may include:
vocal cord damage
brain damage
muscle weakness
respiratory weakness
strokes
polyps or nodules on the vocal cords
vocal cord paralysis
 People who have certain medical or developmental conditions may
also have speech disorders. Common conditions that can lead to
speech disorders are:
autism
attention deficit hyperactivity disorder (ADHD)
strokes
oral cancer
laryngeal cancer
Huntington’s disease
dementia
amyotrophic lateral sclerosis (ALS or Lou Gehrig’s disease)
Speech disorders may be hereditary, and they can develop over time.
Guide for Teachers in Handling Learners with Speech and
Language Impairment

Learn as much as you can about the student’s specific disability

language impairments differ considerably from one another, so it’s
important to know the specific impairment and how it affects the
student’s communication abilities.
Recognize that you can make an enormous difference in this student’s
life! Find out what the student’s strengths and interests are, and
emphasize them. Create opportunities for success.
Make sure that needed accommodations are provided for classwork,
homework, and testing. These will help the student learn successfully.
Consult with others (e.g., special educators, the SLP) who can help you
identify strategies for teaching and supporting this student, ways to
adapt the curriculum, and how to address the student’s IEP goals in
your classroom.
Communicate with the student’s parents. Regularly share information
about how the student is doing at school and at home.

Guide for Parents

Learn the specifics of your child’s speech or language impairment. The
more you know, the more you can help yourself and your child.
Be patient. Your child, like every child, has a whole lifetime to learn and
grow.
Be well informed about the speech-language therapy your son or
daughter is receiving.
Give your child chores. Chores build confidence and ability. Keep your
child’s age, attention span, and abilities in mind. Break down jobs into
smaller steps. Explain what to do, step by step, until the job is done.
Demonstrate. Provide help when it’s needed. Praise a job (or part of a job)
well done.
Listen to your child. Don’t rush to fill gaps or make
corrections. Conversely, don’t force your child to speak. Be aware of the
other ways in which communication takes place between people.
Talk to other parents whose children have a similar speech or language
impairment. Parents can share practical advice and emotional support.
Keep in touch with your child’s teachers. Offer support. Demonstrate
any assistive technology your child uses and provide any information
teachers will need. Find out how you can augment your child’s school
learning at home.
 ACCOMMODATION TO SUPPORT LEARNERS WITH
SPEECH IMPAIRMENT
According to Smith & Tyler, 2014, the most effective support for
students with speech impairments is to receive speech therapy given by
a speech-language pathologist (SLP).

 Based on speech severity, allow the students to substitute oral assignments

with written papers or use other available
technologies. (www.fentress.k12tn.net)

 Modify grading based on speech impairment. (www.fentress.k12tn.net)

 Allow the student time to express themselves. Do not interrupt a slow

speaker. (www.fentress.k12tn.net)

 Provide the SLP with spelling/vocabulary lists. (www.fentress.k12tn.net)

 Allow the use of assistive technologies. (www.fentress.k12tn.net)

 Develop a procedure for the student to ask for help. (Do2Learn.com, 2013)

 Be a good speech model and speak directly to the student.

(education.qld.gov.au, 2015)

 Reduce unnecessary classroom noise as much as possible.

(education.qld.gov.au, 2015)

 Provide copy of class notes. (if possible)

 Give assignments and tasks both orally and in written form.
 Modify the length of assignments.
 You may provide a private location for testing.
 Do not assume that students understand already the spoken instructions.
 Present only one concept at a time.
 Ensure student has a way to appropriately express wants and needs.
 Ask open-ended questions.
 Work at the pace of the student.
 Use varied tactics and visual cues like pictures and videos.
 Use as many hands-on experience if necessary.
 You may use graphic organizers to help students understand various
language concepts.
 Regular Classroom Speech-Language Modifications
Articulation:
 Allow longer oral response time.
 Model good speech production in the classroom.
 Provide preferential seating beside a peer with good speech
production.
 Reinforce accurate production of speech sounds.
 Reduce the amount of background noise in the classroom.
 Provide preferential seating near the teacher or at the front of the
class.
 Modify assignments requiring student to make oral classroom
presentations.
 Discuss speech concerns with speech-language pathologist
Language Skills:
 Shorten and/or modify oral directions. Ask student to repeat or
rephrase the directions to ensure understanding.
 Allow longer oral response time.
 Provide visuals to enhance explanation of new material, especially
with abstract concepts.
 Give written directions or visual cues for verbal directions.
 Obtain student’s attention before giving a direction.
 Assist student in giving correct responses by accepting his/her
answers and expanding, or giving the student an opportunity to
explain his/her response.
 Simplify question forms by asking basic questions, one at a time.
 Modify assignments requiring student to make oral classroom
presentations.
 Provide individualized instruction to improve student’s ability to
complete activities requiring listening.
 Provide varied opportunities for language development through
participation in regular classroom activities.
 Discuss language concerns with speech-language pathologist.
Fluency (stuttering):
 Reinforce instances of “easy speech” in the classroom.
 Allow longer oral response time.
 Modify assignments requiring student to make oral classroom
presentations.
 Reduce amount of pressure to communicate in the classroom.
 Avoid telling student to “slow down” when participating in group
discussions.
 Discuss fluency concerns with speech-language pathologist.
Voice Quality:
 Encourage appropriate use of voice in the classroom.
 Help student reduce the instances of yelling or throat clearing.
 Modify assignments requiring student to make oral classroom
presentations.
 Reduce the amount of background noise in the classroom.
 Discuss voice concerns with speech-language pathologist.
Teaching Strategies for Learners with Speech Impairment

LANGUAGE

 Focus on interactive communication.

 Use active listening.
 Incorporate the student’s interests into speech.
 Ensure that the student has a way to appropriately express their
wants and needs.
 Reinforce communication attempts (e.g. their gestures, partial
verbalizations) when the student is non-verbal or emerging verbal.
 Paraphrase back what the student has said or indicated.
 Use storybook sharing in which a story is read to student and
responses are elicited (praise is given for appropriate comments
about the content).
 Ask open-ended appropriate questions.
 Use linguistic scaffolding techniques that involve a series of
questions.
 Use language for social interaction and to resolve conflicts.
 Emphasize goals and tasks that are easy for the student to
accomplish.
 Work at the student's pace.
 Present only one concept at a time.
 Have speech therapist present language units to the entire class.
 Use computers in the classroom for language enhancement.
 Encourage reading and writing daily.
 Use tactile and visual cues (e.g., pictures, 3-D objects).
 Incorporate vocabulary with unit being taught.
 Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills,

semantics, word recall, syntax, phonology, and pragmatics (and how
they affect academic performance).

SPEECH

 Develop a procedure for the student to ask for help.

 Speak directly to the student.
 Be a good speech model.
 Have easy and good interactive communication in classroom.
  Consult a speech language pathologist concerning your
assignments and activities. Be aware that students may require
another form of communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Anticipate areas of difficulty and involve the student in problem-
solving.
 Provide assistance and provide positive reinforcement when the
student shows the ability to do something unaided.
 Use a peer-buddy system when appropriate.
 Devise alternate procedures for an activity with student.
 Use gestures that support understanding.
 Model correct speech patterns and avoid correcting speech
difficulties.

Be patient when student is speaking, since rushing may result in

frustration.

ACADEMIC AND BEHAVIOR

 Reduce unnecessary classroom noise as much as possible.

 Be near the student when giving instructions and ask the student to
repeat the instructions and prompt when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the student to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or chart paper.
 Redirect the student frequently and provide step by step directions -
repeating when necessary.
 Allow students to tape lectures.
 Allow more time for the student to complete activities.
 Modify classroom activities so they may be less difficult, but have the
same learning objectives.
 Allow more time for the student to complete assignments and tests.
 Design tests and presentations that are appropriate for the student
(written instead of oral).
 Divide academic goals into small units, utilizing the same theme.
 Provide social and tangible reinforcers.
 Focus on the student's strengths as much as possible.
 Have the student sit in an accessible location to frequently monitor
their understanding.
 Allow extra time to complete work because of distractions, slow
handwriting, or problems in decoding text.
 Have routines that students can follow.
 Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and

plan strategies for the transition from school to employment and adult
life.

PHYSICAL

 Be aware that because of the way the brain develops, it is easier to

acquire language and communication skills before the age of five.
 Be aware that if children have muscular disorders, hearing problems,
or developmental delays, their acquisition of speech, language, and
related skills may be affected.
 Use augmentative communication systems to ensure that nonverbal
students and students with severe physical disabilities have effective
ways to communicate.

Ensure that the student has access to their (portable) communication

system across all contexts, all of the time.
 ACTIVITIES FOR LEARNERS WITH SPEECH IMPAIRMENT

Top 10 activities for developing and improving learner’s speech and

language skills

There are many simple activities that you can do with your child to
develop their speech and language skills.

1. Be a good model – speak clearly and slowly and face your child
when speaking. If your child says a word or sentence incorrectly, rather
than correct them or ask them to repeat it, just say the word / sentence
back to them correctly to show you have understood. This way your child
always hears the correct version. This is how children learn language.

2. Remember your language level – don’t use words or sentences that

your child will not understand. Speak to them using language they can
understand, and explain any new words.

3. Make time to sit down with your child – even if it is just for a few
minutes a day (although the more one-to-one time the better), spend
some quiet time with your child, away from distractions. Look at a book
together and talk about the pictures.

4. Turn off the TV and take out the pacifier/dummy – children do not
learn language and social skills by watching TV, and new evidence shows
that too much TV watching prior to starting school can affect listening
and attention skills, which will impact on their learning once they start
school.

5. Observe and comment – when you are playing with your child, take
a step back, do not feel that you have to fill the silences, just comment
on the things your child is doing so they can here (and learn) the new
vocabulary.
6. Let your child lead – let your child lead the play, let them be the
boss of play. This can build self-confidence and does not put pressure on
them to talk and respond to the adult all the time.

7. Books, books, books – books can be used in many ways to develop

language and early literacy skills. Evidence shows that children that
have more exposure to books prior to schooling often find it develop early
literacy skills earlier.

8. Sing songs and nursery rhymes – songs and rhymes contain rhythm
and rhyme, skills that help with speech and literacy development.

9. Feed language in, don’t force it out – comment and expand on your
child’s words and sentences, rather than asking them to repeat words. If
your child says “car”, respond with “big car” or “yellow car” or “fast car”.
This is how children learn words, by hearing new vocabulary and linking
it to the items or events they are focusing on.

10. Make every opportunity a language learning activity – if it’s a trip

to the shops, or bath-time, you can make every activity a language
learning activity. Point to things, name them, sing a nursery rhyme, or
ask a question. You don’t have to set aside a specific time of day to learn
language, every activity is a language learning activity.

HOW CHILDREN LEARN SPEECH AND HOW TO ENCOURAGE

SPEECH
If you want to encourage speech development, or your child is a
little late with producing their first words, there are lots of activities that
you can do to develop your child’s speech and help them produce more
words.

Good modelling
An important aspect of learning speech is listening. A child learns new
sounds and words by listening to those around him. This is why it is
important to provide good speech for your child to listen to. Say words
clearly and slowly and use plenty of intonation. If your child attempts a
word and it is not pronounced correctly, praise him/her for trying. Do
not try and get your child to repeat the word or correct it. Repeat the
word back yourself to show you have understood and to give your child a
good version of the word.

Symbolictsounds
These are easy words and sounds to introduce to your young child when
they are just starting to attempt some words, or when recognisable
words seem a bit late in their development. Symbolic sounds often sound
like, or refer to a sound that is related to the word e.g. “moo” for a cow,
or “beep beep” for a car. These are fun sounds that you can incorporate
when playing games or looking at books. Symbolic sounds are usually
short one syllable sounds and words that are easy for the child to
produce. They encourage vocalization, imitation, and early vocabulary
building.

Motivating sound games

Sometimes, using games can motivate your child to make sounds. For
instance play the game – ready… steady…. GO!! Blow up a balloon, hold
it, then say “ready….steady….GO”, and let the balloon go. Do this a few
times and then pause after you say “ready…steady….” and see if your
child steps in and says “GO”.

Communication temptations
Often by tempting your child with something motivating you can elicit
some speech or a vocalization. For instance, holding onto the biscuit tin,
but not opening it until he vocalizes a request, or only blowing bubbles
when you get a vocalization from the child. In the early stages the child
does not have to use the correct words or sentences, but just vocalize or
make an approximation of the word. We want the child to learn that he
can use his voice as a tool to initiate and request.
Listening, attention and observation
Listening and attention skills are the building blocks of speech and
language development. The acquisition of these skills is vital in the early
years if you want your child to be successful at school. The development
of these skills is facilitated by interaction with others, with having a
shared focus, and playing in an environment that is free of distractions.
Listening, is not the same as hearing. A child can have perfect hearing,
but be a very poor listener. Children with Autism, Attention Deficit and
Hyperactivity Disorder or Auditory Processing Disorders will have
difficulties with listening, remembering, and following verbal
instructions. Children that have had a lack of social interaction or poor
role modeling in the early years of their lives may present with listening
and attention difficulties. Studies are also showing that over exposure to
television from a young age can have detrimental long term effects on
listening and attention skills.
Some children find these skills more difficult to master than others.
There are lots of ways to enhance your children’s listening and attention
skills, not least by turning off the television and spending some quality
time with them. Try to find activities that share your attention that you
can both enjoy and focus on together. Also, don’t forget to praise good
listening and good looking.

Observation skills
These skills require the child to stop and focus on a particular task.
Having a shared focus helps this process. A shared focus means looking
at things together and talking about what you are looking at. The
activities mentioned below require your child to focus on a something for
a few minutes and really use their observation skills. These tasks can be
done at a table-top as a shared focus activity, or during an everyday
activity.

More Specific Strategies for Teaching Students with

Speech Impairments

 Allowing more time for a student to complete activities, assignments

and tests.
 Having a student sit near you to easily meet his/her learning needs.
 Discussing possible areas of difficulty and working with the student
to implement accommodations.
 Always asking before providing assistance, and using positive
reinforcement when the student completes an activity
independently.
 Using peer assistance when appropriate.
 exercises so assignments can be completed by the student, but
providing the same or similar academic objectives.
 Creating tests that are appropriate for the student with speech
impairment (for example, written instead of oral or vice versa.)
 Providing scribes for test taking if a student needs assistance.
 Making sure the student understands test instructions completely
and providing additional assistance if needed.

Remember, patience is extremely necessary in teaching students with

speech impairments. Accepting and accommodating an individual’s
speech will benefit educators, classmates, and of course, the student
herself by sharpening listening skills and promoting learning and
understanding. After all, everyone’s voice deserves to be heard.

Games and Play

Simple Games
There are lots of simple games you can play and indirectly work on
speech and language. Games can be played while driving in the car from
Kindergarten, or when you are at the park or in the supermarket.
Learning language does not have to be done in a structured
environment. Don’t forget when you are playing games to focus on
speech and language, you will also be working on social skills, turn-
taking, observing, listening and attention, so it’s a win-win situation.

Toys
Toys are fun and great for involving your child. Even with the simplest
toys you can create fun activities and provide lots of situations for
learning and developing speech and language. Imagine building a tower
with wooden blocks – a simple game, but with loads of opportunities:
Building a tower Speech and Language opportunities: adjectives (higher,
up), verbs (fall down, build), preposition (on-top), nouns (colors,
numbers)
Communication and Social skills: turn-taking, joint focus, sharing,
listening, attending, observing. Here we can see even a simple game with
wooden blocks involves all sorts of language and play skills.

Look at books
Books are great for having a shared focus and for learning new words.
Books can also play a key part in developing early speech and literacy
skills. There are many ways to use books and the pictures to focus on
language. You can focus on books with symbolic sounds for early speech
or storybooks to focus on language. Books are a great way to work on
lots of skills and children love them. Look at the books together, name
the pictures, ask questions, and talk about the story.

Role play
Dressing up is great fun and playing different roles will expand your
child’s imagination. In fact you do not even have to dress up to do role
play. Games involving different characters will allow you to introduce lots
of new related language and stretch your child’s creative play skills. For
instance, if you pretended to be firemen putting out a fire, think how
many related words you could use” fire, fireman, fire engine, ladder,
water, hose, burning, building, driving, climbing, up, down, smoke, hat,
boots, jackets, save, squirt, bucket, fire out, hero, etc etc etc. Role play is
great for expanding your child’s imagination and introducing new
vocabulary.

Most types of interaction through play will have a positive effect on

speech and language acquisition. The child’s social skills will also benefit
because they will be using eye contact, turn-taking and listening skills.
By letting your child take the lead in a game, they will gain confidence in
communicating and feel that they are in control, so be relaxed in the
communication environment.

Depending on your child’s language competence you may want to set a

goal for each game, although it is important not to make it too
structured because we want the game to be led by the child. Any goal
should be simple and flexible. Language needs to be fed into the game,
rather than trying to encourage the child to say particular words. This
means we don’t want to be continually saying to the child “what is he
doing?” or “what are you doing?” or “say running, say running”. Children
do not learn language this way, children learn language by hearing it
first and making associations between the word and the action. As
adults we want to just feed the language in at the appropriate times.

Example of a language role play game: Bus Driver game: Let your child
be a bus driver and you can be the passenger. Set up some chairs for a
bus and act the roles. As an example, just look at all the verbs you might
use in this game: steer the bus, press the horn, ring the bell, sit down, pay
the driver, drive the bus, find the change, walk down the aisle. If your
child finds a game complicated, you could be the bus driver first and
model it for your child, then your child can take a turn and you add
language to the situation.

Music
Music is also a great way to involve your child and can be used in many
ways to enhance speech and language. Music is good for getting your
child to listen, and experiencing a shared focus. You can read books and
follow music singing the songs as you point to the pictures. Songs also
focus on intonation and stress and have a beat to them which helps with
aspects of speech development. These are skills we all use when talking
and syllable awareness is important when learning to talk. Music can be
used to enhance language and some songs can be sung involving actions
and thus creating the link between words and actions.
Using everyday activities as a language learning opportunity
Using everyday activities can be a great way to practice and develop
speech, language and literacy skills. These activities can also change a
mundane event into a pleasurable one. The child may also not realize
that you are practicing speech and language skills because the activity
will be fun.

Using everyday tasks to promote speech and language is relatively easy,

you just have to use your imagination:

Bath time – Use lots of vocabulary during bath-time, talk to your

children, and model the words for them. Introduce vocabulary: Verbs:
wash, scrub, rinse, clean, brush, dry, splash, sink, float. Nouns: soup,
towel, water, tap, flannel, bath, sink, body parts. Sing songs in the bath.

Cleaning the bedroom – Play “I-spy” to practice initial sound awareness

(good for speech and language development).

Talk about what the people on the street are doing (e.g. walking,
working, riding etc.) to focus on verbs, or name as many different
occupations that you can see (driver, policeman, road-worker,
shopkeeper etc.). These are just simple ways to use everyday
opportunities to find entertaining and simple ways to focus on speech
and language.

Remember, if you make speech and language sessions into games your
child enjoys it more, is more motivated and may not even see it as
speech and language practice, but as a game. Children like games and
are motivated when it becomes competitive. This means you can create
ideal situations away from the table-top activities to work on speech and
language. Just use your imagination because almost any daily event can
be turned into an educational game.

ASSISTIVE TECHNOLOGY FOR LEARNERS WITH SPEECH

& LANGUAGE IMPAIRMENT

For students with speech and language impairments, the major

types of assistive technology can be divided into two areas.

First, students with speech and language impairments have an array

of computer software packages available to develop their speech and
language skills. An example is First Words, a language program that has
a number of applications for teaching those who are developing or
reacquiring language functions. The program uses graphic presentations
combined with synthesized speech to teach high-frequency nouns, and is
one of many software packages that can help develop both speech and
language.

Secondly, students with speech and language impairments may use

augmentative or alternative communication (AAC). AAC is the use of
symbols, aids, strategies, and techniques to enhance the communication
process. This includes sign language and various communication
boards, both manual and electronic, that are used by individuals with
impaired oral motor skills.

The most basic AAC devices are non-electronic communication

boards. The boards usually are limited to a number of choices (two to
four). The choices can be represented by real items, pictures of items,
and symbols for items (including print). The objective of the
communication board is to have the student make a choice, typically of
food or activity. Electronic AAC devices range from very simple devices
with few buttons (such as the Cheap Talk) to very elaborate systems that
use a keyboard and synthesized speech (such as the Dyna Vox and
Liberator).
Educational Challenges
The obstacles created by speech and language impairments vary by the
specific case, but because communication is at the core of education,
these impairments can impact a student’s entire educational experience.
Some of these challenges might involve:

 Communicating effectively with classmates and teachers

 Understanding and/or giving oral presentations
 Participating in classroom discussions
 Attaining normalcy within a group
 I. PHYSICAL DISABILITY

Introduction

The Department of Education (DepEd) has been capacitating and

encouraging every school to provide accessible and effective learning
environments and to develop learner-centered curriculum and
instruction, which would eventually redound to the successful
development of the potentials of all learners. To this end, DepEd,
through Special Education, implements various programs and
educational services that cater to the learners with special educational
needs. To operationalize this, DepEd has been advocating “Inclusive
Education” (IE) as an approach to ensure and sustain the presence,
participation, social development, and academic achievement of all
learners. This includes the Learners with Physical Disabilities.

A physical disability substantially limits one or more basic

physical capacity and/or mobility. It can be mild or severe. At a mild
level, a learner may successfully do most things that their peers can do.
At a severe level, they may require significantly more assistance in such
areas as personal care, movement, communication and social inclusion.
Learners with physical disabilities could be also gifted. However, it is
important to state that there is no necessary direct correlation between
the degree of physical disability and inability to cope with the school
curriculum, apart from the elements involving physical activity. Learners
with severe physical disability may have minimal special educational
needs, while those with minimal physical disabilities may have serious
learning needs. Physical access can be a major concern for students who
have physical disabilities as those who use wheelchair, braces, crutches,
rotators, canes or prostheses, or those who get fatigued easily may have
difficulty moving around a school. Despite the limitations they
encounter, they can still perform different activities when provided with
the appropriate assistance they need. When it comes to self-care, some
can be trained to take care of themselves, while others need lifelong
support depending on the severity of impairment. The educational goals
for them may include independence in terms of self-help skills,
development of fine and gross motor skills, social and communication
skills, and mobility training.

Description

Learners with physical disabilities may have an acquired or

congenital physical and/or motor impairment such as cerebral palsy,
spina bifida, muscular dystrophy, arthritis, developmental coordination
disorder, amputations, genetic disorders, etc. The disability may interfere
with the development or function of the bones, muscles, joints and
central nervous system. Physical characteristics may include: paralysis,
altered muscle tone, an unsteady gait, loss of, or inability to use, one or
more limbs, difficulty with gross-motor skills such as walking or
running, difficulty with fine-motor skills such as buttoning clothing or
printing/writing. Children who are affected by this may experience
learning difficulty if not catered well.

Three Categories Of Physical Disabilities:

The physical disabilities can be classified into three, this are the
following:

Neurological Conditions – These are disabilities commonly caused by

damage to or incomplete development of the brain or spinal cord. The
most common neurological conditions are cerebral palsy, spina bifida,
and traumatic brain injury.

Orthopedic Conditions – This refers to damage, disease, or lack of

development of the bones, muscles, or joints of the body. There are
common conditions on this, such as juvenile rheumatoid arthritis,
muscular dystrophy, and absence or loss of all or part of a limb.

Health Conditions – This covers anything else caused by acute or

chronic disease. This is a very broad category but generally the difference
is that the condition is usually not affecting movement of motor
coordination directly. Some health conditions include asthma, diabetes,
cystic fibrosis, or sickle cell anemia. Many students in this category may
not need extensive support in their ability to learn, speak or walk. They
may need minor accommodations such as modification of curricula such
as physical education or need of the teacher to be aware of medication
requirements or effects.

Characteristics of Learners with Physical Disabilities

Common Physical Disabilities Physical Features
 Abnormal muscle tone,
spasticity/abnormal posture,
involuntary movement,
Mild Cerebral Palsy irregular jerking movements
that most commonly begin in
the shoulders, neck, trunk
and face and poor in speech.
 The bones in the spinal
Mild Spina Bifida column do not completely
develop and join.
  It has a damaged spinal cord
usually with part of it exposed.
 Paralysis or loss of sensation
to some parts of the body
 Progressive muscle weakness.
 Frequent falls
 Difficulty of getting up from
lying or sitting position
Muscular Dystrophy  Trouble running and jumping
 Waddling gait
 Walking on the toes
 Large calf muscles
 Muscle pain and stiffness
 Pain in joints and muscles
particularly after a long day of
Arthritis strenuous activity.
 Stiff joints
 Inflammation of the joints
 Clumsiness
Developmental Coordination  Uncontrollable gait
Disorder  Weakness of extremities
 No eye and hand coordination
Amputations  Absence of limbs
 Bone brittleness
 Sluggishness
Bone Tuberculosis/cancer
 Frequent complaints of body
pain
Multiple Sclerosis  Bone deformation
 Abnormal Posture
Poliomyelitis
 Affected limbs appear smaller
 Appears to be physically
normal but sometimes
experience seizure attack
 Temporary confusion
Epilepsy/ Seizure Disorder  Stare blankly
 Loss of consciousness and
awareness
 Drooling of saliva
 Jerky movement

The learner with physical disabilities enrolling at or attending a

school is likely to be easily identifiable. Depending on the severity, it may
also be obvious that a learner has a physical disability.
The checklist provided is a guide only, intended for use by
administrators or teachers to;
  Gather general information about the learner from parents, the
students themselves.
 Guide discussion with other specialist
 From the basis of initial planning for support and modifications

The table below shows the classification of learners with Physical

Disability.
Table 1
Common
Physical Affected Area Cause of Disability
Disabilities
Neurologica Orthopedi Musculoskel
Acquire Congenita
l/ Brain c/Bone etal/Muscle
d l
State State State
Cerebral Palsy √ √ √
Spina Bifida √ √ √
Muscular √ √ √ √
Dystrophy
Arthritis √ √ √
Developmental √ √ √
Coordination
Disorder
Amputations √ √ √ √
Bone Tuberculosis √ √ √
Multiple Sclerosis √
Poliomyelitis √ √
Seizure √ √ √
Disorder/Epilepsy

Note: An orientation on the assessment of the learner’s health condition

should be done among a SPED Teacher, Receiving Teacher and Parents
upon accepting the child in a regular setting. The parent may present a
record of medical history for reference, if possible.
In case with severe Physical Disability learners, the regular
teacher is advised to refer the child to a SPED Center to be given home
instruction.
 Physical Disability Checklist
Name:_________________________ Grade:___________ Date: ___________
Teacher: _______________________ School:____________________________

Cause of  Brain injuries

disability  Before birthday
 During birth
 Close to birth
 Other injuries
 Before birthday
 During birth
 Close to birth
 Brain injuries through
 accidents
 near drowning
 electrocution
 violence/trauma
 abuse
 other injuries(egspina) through
 accidents
 near drowning
 electrocution
 violence/trauma
 abuse
 injury to the mother before birth
 premature birth
 syndromes
 genetic abnormalities
 disease
 malnutrition
 progressive conditions
 other

Diagnosed  cerebral palsy

conditions  spina bifida
 rheumatoid arthritis
 muscular dystrophy
 arthritis
 ontogenesis imperfecta
 congenital malformation of the limbs
  acquired brain injury
 cancer
 motor neurone disease
 other

Areas of  muscle tone

development  muscle strength
affected  gross motor skills
 fine motor skills
 mobility
 communication skills
 social skills
 health
 other

Impact at  self esteem

school  social inclusion
 information processing
 receptive language
 expressive language
 problem solving
 motor planning
 memory, attention
 learning new skills and concepts
 access and participation in learning
 stamina
 continuity of attendance at school owing to
health issues
 selfhelp skills
 other

Other involved:

Additional
information:

Follow up Who/what? When?

 ACCOMMODATIONS FOR LEARNERS with PHYSICAL DISABILITY
Equipment
Physical Accommodatio Teaching
/Materials Problem Area Classroom Management
Disabilities n Strategies
Needed
-Place learner at Wheel Speech -Orient the class about Refer to
side of the chair/ the condition of the Articulation
classroom near Improvised incoming learner with Skills teaching
the doorway for chair disability. strategies.
Mild Cerebral easy access. Large table -Promote acceptance and
Palsy -Allow a encourage regular
voluntary learners to extend help as
Buddy System Mobility needed. Refer to Mobility
for note taking. Teaching
-Place materials within Strategies.
the learners’ reach.
-Make available Large flat Motor -Talk with the parents Teach skills that
the use of large desks Coordination the needs, strengths and are at level of the
flat desks. Computers limitations of the learner. learner.
-Provide a (if available) -Work hand-in-hand with
Mild Spina
corner where stakeholders.
Bifida
he can stand
comfortably.
( for back pain
problem)
-Place learner Mats Seizures -Familiarize what triggers Arrange special
Seizure free from lights seizures exam schedules
Disorder/ flickering -Know the do’s and don’ts for the learner so
Epilepsy -Place cushion when seizure occurs. as to avoid
mats on his (SPED Teacher can stress.
area for provide notes to Receiving Discuss concerns
 protection Teacher on Seizure regarding the
-Provide a Precaution and activities with
buddy system Management) the learner and
parents

The learner Wheelchair, Muscles -Needs an assistive or Engage the

must be personalize adoptive technological learner in a
supported with d table and devices in the classroom suitable,
appropriate chair for writing productive and
chair, table and -Require tutoring enjoyable task.
Muscular a wheelchair for Give ample time
Dystrophy mobility. to finish the task
Consider the
attendance due
to health
condition

Amputees Learners’ - Arrange classroom

Accessibility structuring with ample
Poliomyelitis  Learner Ramps/ Mobility spaces Refer Mobility
should be Inclined -Maintain a hazard-zone Teaching
placed in Plane free area Strategies.
classroom -Emphasize to the class
nearest precautionary measures
the gate. in assisting mobilization
Multiple  Learner to orthopedically
Sclerosis should challenged learners
 occupy
first-level
classroom
and be
seated
near the
door

-Avoid rigid Board Bones/ Involve the learner in Provide the

physical activity games joints classroom activities with learner with table
-Provide slow Lego blocks emphasis on safety or activities
pacing Clay precautionary measure
classroom Table
Arthritis
routines activities
-Offer bathroom
breaks

-Positioned Light Extremities Set short term goals. Teach children

properly for objects for Breakdown achievable specific
deskwork play physical activity into handwriting
Development -Ensure feet flat Computer smaller parts while strategies that
al on the floor. Worksheets keeping each part encourage to
Coordination - Give extra meaningful and print or write
Disorder time to achievable. letters in a
complete consistent
activities. manner
-Introduce use Use thin magic
 of computer to markers or pencil
reduce use of grip.
handwriting Focus on the
- Learner purpose of the
should be lesson
accompanied by Encourage
buddy system learners to
present report
orally, use
drawings to
illustrate their
thoughts
Incorporate
activities that
require a
coordinated
response from
arms and / or
legs, e.g.
skipping,
bouncing and
catching large
ball.

Proper seating Games Bones Avoid stressful physical Provide the

Bone position if boards activities. learner prepared
Tuberculosis possible must such as Give simple/light worksheets and
be with chess, classroom chores provide time that
cushioned seats scrabble Allow learner to mingle or will allow learner
and puzzle play with friends to boost to focus on
Sodoku, self-esteem tasks.
Connect the
dots or Allow the learner
painting to participate in
materials practical
activities that
will improve
his/her ability to
plan and
organize motor
tasks.
 Teaching Strategies for Learners with Physical Disabilities
Articulation Skills

 Use visual pictures with words for the specific sound being
targeted to learn.
 Model correct speech to the student, emphasizing the correct
mouth formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner,
while being careful not to distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify
mispronounced/substituted sounds.
 Provide access to technology, such as text to speech, that allows
student to hear proper articulation or to make themselves
understood by others.
 Use preferential seating, so that the student can see the teacher’s
mouth when he/she is speaking.
 Reduce background noise in the classroom.
Fine Motor Skills
 Use assistive devices, like pencil grips and various sizes of writing
instruments.
 Create opportunities for paired writing activities with peers who
have strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of
difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops
(larger/specialized if +mouses are available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing
demands. (Power Point presentations, for example)
Gross Motor Skills
 Use assistive devices as prescribed (orthopedic chair, desk, etc).
 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as
to be attainable by the student.
 Teach skills to address needs.
  Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate
needs to avoid injuries.

Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select
area(s) of strength.
 Modify physical education expectations to meet the student’s
needs; consider greater focus on knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.

Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the
student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the
washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

Personal Safety

 Develop and implement alternative programming in collaboration

with other professionals, teachers and parents/guardians.
 Directly teach and practise alternate behaviours.
 Develop a consistent method of handling inappropriate
behaviours.
 Use social stories to teach positive/alternate behaviours.
 Use visuals (photos of the student doing the preferred behaviour
and/or other pictures).
 Use the student’s name and/or a key word to divert behaviour.
 Focus on preventing the behaviour by determining the function
and triggers (time of day, location, stress level, etc...).
 Re-direct when a trigger is present, preferably by using visual
and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent
undesirable behaviours.
  Teach the student to recognize emotions.
 Model the preferred behaviour and vocalize steps for attaining it.
 Post visuals of steps for appropriate behaviour.
 Post “stop” signs on areas that are not to be accessed by the
student.

Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored
sticky note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of
understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize
his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviours and language to combat negative
comments made to self or others.
 Post classroom rules, including “no put downs to others or self”.

Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student
with it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.
 Use social stories.
 Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

Social Skills
  Encourage peer interaction and teach how to interact.
 Provide disability awareness information for class members. Teach
them to ask the learner first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility
on social time with peers. Count the lost time each week to get a
picture of this.

Communication Skills

 It is very important to ensure the learner has opportunities to

communicate. Utilize the communication system that has been
designed.
 Get to know the communication nuances of the learners. Eg.,
poking out the tongue may be the learners way of indicating “no”,
a kissing nose may mean “yes”. A grimace may mean “stop”.
 Wait for the learner to process the incoming information, motor
plan and perform a response. Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities:
Development Activities Learners’ Condition Materials Procedure
al Skills
Choral/Oral Seizure Disorder, Language -Model correct
Poem Mild Cerebral Palsy cards speech to the
Reading (verbal) spina bifida, student,
muscular dystrophy, Reading emphasizing the
arthritis, Booklets correct mouth
developmental with formation.
coordination pictures -Use a slower
disorder, pace of speech.
amputations, bone -Pronounce the
tuberculosis, particular
Articulatio multiple sclerosis, sound longer
n poliomyelitis and slower to
the learner,
while being
careful not to
distort the
sound.
-Let the child
participates in
choral reading.

Fine Motor Free-Hand Seizure Disorder, Modelling -Form any

 Art Mild Cerebral Palsy, Clay desired objects
spina bifida, Free Form using modelling
*Collage muscular dystrophy, Paint clay
arthritis, Large grasp
developmental Tools
coordination Crayons
disorder, Adapted
amputations, bone Scissors
tuberculosis,
multiple sclerosis,
poliomyelitis
*Hand Children with *Water- -Show a Model
Painting physical disability *based -Have the
that have trouble Paint children paint
with fine motor skills *Bond things that
Paper interest them
*Paint
Brush
*Create Children with *Coarse -Demonstrate
Sculpture physical disability Grain Sand on how to form
that have trouble *Paint simple objects
with fine motor skills *Modelling using sand or
Clay clay.
-Have them
form their own
objects

Gross Motor
Swimming Amputees Available Provide life vest
Mobility Mild Cerebral Palsy, body of (improvised can
developmental water be acceptable)
coordination Introduce
disorder precautionary
measures
Demonstrate
basic swimming
Ball Amputees Ball Introduce
Shooting Mild Cerebral Palsy, Basketball precautionary
developmental Court measures
coordination Whistle Demonstrate
disorder, basic shooting
poliomyelitis
Ball Amputees Balls Introduce
throwing Mild Cerebral Palsy, precautionary
developmental measures
coordination Demonstrate
 disorder, basic throwing
poliomyelitis
Dancing Amputees Speaker Introduce
Mild Cerebral Palsy, Music precautionary
developmental measures.
coordination Demonstrate
disorder, basic steps in
poliomyelitis dancing(2-5
steps will do)
Repeat
procedures for
mastery.
Personal Grooming Learners with Grooming Modelling,
Care Physical Disabilities kit guided/
Independent
practice.
Personal Disaster Learners with Video clips Involve the
Safety Awareness Physical Disabilities of different learners in
disasters different
Related disaster
Photos preparedness
Pictures of and safety
Community drills.
Helpers -Teach the do’s
and don’t’ and
require
implementation
Self- Expressing Learners with Pictures of -Role Play
Advocacy One’s Needs Physical Disabilities signal cues -Develop a
indicating signal for the
the child student to use
needs help. (colored sticky
note on his/her
desk) to ask for
help.

Social Peer / Learners with Social -Provide

community Physical Disabilities events disability
Interaction awareness
information

-Give
opportunities to
show talents
and skills.

Transition Setting Learners with Video clips -Present video

Goals Physical Disabilities / Pictures clips of Skilled
 of Persons with
successful physical
persons disabilities on
with their chosen
physical field
disabilities. -Extract
insights/ moral
lessons.

II. HEARING IMPAIRMENT

Introduction

Hearing is one of the most important senses for each individual

that is concerned about perception of sounds. It allows and leads our
everyday lives without limitations. It enables us to work, communicate,
socialize and stay connected to the outside world. Moreover, it keeps us
safe by warning us of possible danger.
Hearing is all about auditory perception that refers to the capacity
of the brain to interpret and generate a clear impression of sounds.
Good auditory skills allow us to determine between different rhythms,
volumes, pitches and sources of sounds as well as words that will aid
teaching-learning reading the easiest way. It can also be the sense of
sound perception which can be detected through vibrations or the
changes in the pressure of the surrounding medium through time,
through an organ such as the ear.
Learners with Hearing Difficulty have the right to equal access to
education and provide them the best possible education as regular
pupils/learners are enjoying. Their increasing number who are in school
is a manifestation that there is a need for regular school teacher to help
these children as an answer to the inclusion program of the SpEd.
This handbook could somehow help our regular teachers in the
holistic development of the Learners With Difficulty in Hearing (LWDH).
 Description

Hearing loss can be:

 congenital - present at or soon after birth;

 acquired - which develops later;
 pre-lingual - before a child has fully developed speech;
 post-lingual - after the development of speech;
 conductive - caused by blockage or damage in the outer
and/or middle ear
 sensorineural - caused by damage to, or malfunction of,
the cochlea, or hearing nerve, or a combination of both.

DEGREE OF HEARING LOSS

 Deaf/Deafness refers to a person who has a profound hearing loss

and uses sign language.
 Hard of hearing refers to a person with a hearing loss who relies
on residual hearing to communicate through speaking and lip-
reading.
 Hearing Impaired/difficulty in hearing is a general term used to
describe any deviation from normal hearing, whether permanent or
fluctuating, and ranging from mild hearing loss to profound
deafness.

CHARACTERISTICS

Observations that a learner is suspected to have hearing difficulty:

____ shows strained expression when listening

____ less responsive to noise, voice or music
____ moves closer to speaker when talked to
____ watches faces especially the mouth and the lips of the speaker
____ often asks for repetition when talked to
____ delayed or no responses to questions
____ makes use of natural gestures, signs and movements
____ has a limited or no speech
____ has limited vocabulary
____ speaks in words rather in sentences
____ talks with poor rhythm
 What Causes Hearing Loss in Young Children?

Hearing loss can be present at birth, or it may develop sooner or later in

life. It may be hereditary, or it may be caused by problems during
pregnancy or delivery. It is often difficult to pinpoint what has caused
hearing loss in a particular child. Hereditary factors cause a large
percentage of hearing loss in children. The hearing loss may be caused
by a defect of the outer or middle ear, but more often the damage exists
in the inner ear (cochlea).
Genetic counseling can be helpful to the family in determining whether
heredity is the cause.

Hearing loss may also be the result of:

- maternal illness during pregnancy ( german measles, chicken
pox,mumps, diabetes, menopausal)
- exposure to certain drugs (gentamicin, neomycin, streptomycin,
kanamycin, quinine sulfate)
- complications during delivery (eclampsia, placenta previa,)

Acquired hearing loss occurs after birth:

- may result from prematurity,
- low birth weight/malnutrition
- incompatibility of the Rh factor of blood between the parents,
- use of ototoxic drugs during the neonatal period,
- over dosage on antibiotics
- cytomegalovirus (CMV) or oxygen deprivation
- Illness (meningitis, encephalitis, mumps, jaundice, high fever)
- accidents

TYPES OF HEARING LOSS

4. Conductive hearing loss

- an obstruction of air conduction that prevents the proper
transmission of sound waves through the external auditory
canal and/or the middle ear.
- may be temporary or permanent, depending on the cause that
can be differentiated by which part of the ear it affect - either
the outer or middle ear:

CAUSES:

Outer ear
  Stenosis or a narrowing of the ear canal
 Wax impaction
 Exostoses (bone-like protrusions that can develop
inside the ear canal and cause potential cause
blockages)
 Otitis externa (also known as swimmer's ear)
 Obstructions caused by foreign bodies inserted into
the ear (i.e. insects, foreign objects)

Middle ear

 A breach in the tympanic membrane caused by injury,

ear infections or extreme and rapid air pressure
changes
 Tympanosclerosis or a thickening of the tympanic
membrane (pus)
 Otitis media or a buildup of fluid in the middle ear
 Blockages in the eustachian tube, which connects the
middle ear to the back of the nose and throat
 Otosclerosis, a rare medical condition that causes the
middle ear bones to freeze up
 Abnormal growths or tumors that form within the
middle ear, such as cholesteatoma or glomus tumours
 Ossicular chain discontinuity, or a break in the
connection between the bones of the middle ear,
caused by injury or heavy trauma.

5. Sensorineural hearing loss

- occurs when the sensory receptors of the inner ear became
dysfunctional
- It is the most common type of hearing loss and It is
permanent

CAUSES :

- damaged tiny hair-like cells in the inner ear or to the

auditory nerve

- congenital malformation of the inner ear, intense noise,

trauma, viral infections, ototoxic drugs (e.g., cisplatin,
salicylates, loop diuretics)

- fractures of the temporal bone, meningitis, ménière's disease,

cochlear otosclerosis, aging (i.e., presbycusis)

6. Mixed hearing loss

 - A combination of sensorineural and conductive hearing loss.

CAUSES
- illness
- trauma
- wax impaction
- aging

CATEGORIES OF HEARING LOSS

The definition of hearing loss is not the same for everybody. The
different degrees of hearing loss are divided into categories. The most
common categories of hearing loss classifications are mild hearing loss,
moderate hearing loss, severe hearing loss and profound hearing loss.

Mild Hearing Loss

On average, the most quiet sounds that people can hear with their
better ear are between 25 and 40 dB. People who suffer from mild
hearing loss have some difficulties keeping up with conversations,
especially in noisy surroundings.

Moderate Hearing Loss

On average, the most quiet sounds heard by people with their
better ear are between 40 and 70 dB. People who suffer from moderate
hearing loss have difficulty keeping up with conversations when not
using a hearing aid.

Severe Hearing Loss

On average, the most quiet sounds heard by people with their
better ear are between 70 and 95 dB. People who suffer from severe
hearing loss will benefit from powerful hearing aids, but often they rely
heavily on lip-reading even when they are using hearing aids. Some also
use sign language.

Profound Hearing Loss

On average, the most quiet sounds heard by people with their
better ear are from 95 dB or more. People who suffer from profound
hearing loss are very hard of hearing and rely mostly on lip-reading,
and/or sign language.
The level of severity of hearing loss is defined as follows:

10 to 15 dB HL Normal Hearing
16-25 dB HL Slight Hearing Loss
26-40 dB HL Mild Hearing Loss
41-55 dB HL Moderate Hearing Loss
56-70 dB HL Moderate-Severe Hearing Loss
71-90 dB HL Severe Hearing Loss
>90 dB HL Profound Hearing Loss

(Average threshold level re for 0.5, 1 and 2 kHz, Clark (1981)

 ACCOMMODATIONS TO SUPPORT HEARING
IMPAIRED/DIFFICULTY IN HEARING LEARNERS

MILD

and

MODE
RATE
HEARI
NG
LOSS
CLASSROO ASSISTIVE PARENT’ TEACHIN SUGGES
M TECHNOLO S G TED
ACCOMMO GIES / AWAREN STRATEGI ACTIVIT
DATION SUPPORT ESS ES IES
SYSTEM
-regular -hearing aids -Home -use real -Group
classroom -Frequency visitation materials/ activities
setting may Modulation -Psycho objects -Film
apply (FM) educatio -Total Viewing
-put the - n communic -
learner Telecommunic seminars ation Manipula
close to the ations Device - (using ASL tion of
teacher for for the Informati and objects/
better Deaf(TDD) on spoken hands on
sound dissemin language activities
reception - ation simultaneo -Role
and visual Teletypewrite during usly) playing
clues r (TYY) barangay -Explicit -Proper
-reduce -Speech assembli instruction hand
classroom therapist es (repetitive and eye
noise -Through instruction coordinat
-get the the help ) ion
learners of a - -
attention medical Collaborati vocabula
before practition ve learning ry
starting the er -Oral enrichme
class -Through communic nt
-make use advertise ation (Pictogra
of the ments (teach phs,
residual (tv, radio without spelling,
hearing by and signing puzzles,
talking paper) since the word
aloud - learner has hunt)
-speak Listening residual -Arts for
slowly, to hearing) fine
clearly and success -Field motor
 face to face stories trips(schoo (drawing,
with the - l and clay
learner Counseli community molding,
-rephrase ) beads
-write key ng -keep making,
words and -Sign narrative scribblin
outline language report g)
- Clearly program -
enunciate for Puppetry
speech -sorting
parents
-
-Family matching
support or
pairing
-Seizing
(search)
-
classifyin
g
-
sequenci
ng
-
identifyin
g
-
comparin
g
-
recognizi
ng
-solving
(simple)
-
organizin
g ideas

SEVER
E -regular -Hearing -Home -Practice -
classroom Aids visitation and allow Enhance
and setting may -Frequency -Psycho Lip speech
apply Modulation educatio Reading ( reading
PROFO -put the (FM) n wear red condition
UND learner - seminars lipstick for s (avoid
HEARI close to the Telecommun - women hands in
NG teacher for ications Informati teachers) front of
LOSS better Device for on -Provide face, no
visual clues the dissemin communic gum
-reduce Deaf(TDD) ation ation chewing)
classroom - during through -Allow
noise Teletypewrite barangay Basic Sign extra
-get the r (TYY) assembli Language time for
learners -Cochlear es (ASL, FSL, processi
attention Implant -Through Localized ng
before -Smartphone the help signs) informati
starting the apps of a -Assign a on
class (android, ios) medical buddy for -
-Specialized practition note Frequent
lighting er sharing ly check
-Captioning -Through and for
or labeling advertise discussion understa
things ments -Field nding
inside the (tv, radio trips(schoo -Repeat
classroom and l and or
(for paper) community rephrase
familiarizati - ) informati
on) Listening -keep on when
-Use of to narrative necessar
visual success report y
supplement stories -Group
s - activities
(overheads, Counseli -Film
chalkboard, ng Viewing
charts, -Sign -
vocabulary language Manipula
lists, program tion of
lecture for objects/
outlines) parents hands on
-Vibrating -Family activities
alert support -Role
devices playing /
(used to Pantomi
signal fires, me
doorbells, -Proper
weather hand
warnings and eye
and more. coordinat
These ion
devices can -
be used in vocabula
the ry
classroom enrichme
to alert to nt
schedule (Pictogra
bells and phs,
other spelling,
important puzzles,
announcem word
ents) hunt)
-Arts for
fine
motor
(drawing,
clay
molding,
beads
making,
scribblin
g)
-
Puppetry
-Seizing
(search)
-
classifyin
g
-
sequenci
ng
-
identifyin
g
-
comparin
g
-
recognizi
ng
-solving
(simple)
-
organizin
g ideas
OTHER BASIC SIGN LANGUAGE

NUMBER CHART
DAYS OF THE WEEK
SIMPLE GREETINGS
 PEOPLE

TD

D/TYY
TIME SENSITIVE SIGNS
PARTS OF THE HEAD
EMOTIONS
WH- QUESTIONS
VI. LEARNERS WITH DIFFICULTY IN SEEING

BRAILLE SYSTEM

Figure 4. Braille is a system of reading and writing in which letters and words are
formed by patterns of raised dots that are felt with the fingers. This system had
twelve dots that were arranged in a grid that as two dots across and six dots down.
Braille was invented by Louis Braille in the early 1800s. He assigned different shapes
to each of the letters. (M. Cay Holbrook, Ph.D., 1996, Children with visual
impairments: a parents’ guide)
Introduction

The implementation of the Inclusive Education Program increases

the number of learners with difficulty in seeing enrolled in a regular
school, thus, general education teachers need to understand the
learners’ visual as well as academic abilities to provide them proper
accommodation in the teaching-learning process. The successful
implementation of the program depends on the proper accommodation of
this type of learners.

Learners with difficulty in seeing need specialized instruction in

order to understand concepts in a highly visual world. They need to be
provided with meaningful experiences and interactions with real and
tactile objects that they can touch, hear, smell and see. Their interaction
becomes more meaningful through guided exploration, explanation,
manipulation of concrete objects and have a unifying experiences.

Learners with difficulty in seeing can learn in general education

settings provided that appropriate instructions are used to equip them
with basic academic skills and competencies.

Description

Difficulty in seeing refers to a significant functional loss of vision

that cannot be corrected by medication, surgical operation, or use of
ordinary optical lenses such as spectacles or eyeglasses.

The terms low vision or partially sighted and blindness are often
used to describe and categorize levels of vision based in a clinical
assessment performed by a licensed ophthalmologist and optometrist.
Each category is considered in terms of the degree of vision acuity and
its implications for learners’ learning.

3. Low Vision/Partially-Sighted
Spungin (2002) defined low vision as learners who are not totally
blind but have visual impairments that cannot be corrected to normal
with regular eyeglasses or contact lenses. Generally, learners with low
vision are able to learn using their visual sense; however, they may need
to have print magnified, contrast enhanced, or type font or size changed
(Turnball et al., 2002).

4. Blindness
Blindness, on the other hand, is described by Spungin (2002) as to
the lack of usable vision. Hence, learners with total blindness receive no
stimuli from their visual channel and depend entirely on input from
other senses such as touch, hearing, smelling, and tasting.
 Characteristics of Learners with Difficulty in Seeing

Learners with non-correctable vision problems are experiencing

difficulty in seeing. Depending on the severity of their eye condition, the
following characteristics may be used in the special education or regular
education school environment.

Learners with difficulty in seeing shows the following common

characteristics:

8. Their sense of touch is very keen.

9. They move slowly and carefully due to the fear in bumping into
things or objects.
10. They tend to move, feel, and touch objects especially when
travelling to ensure that they are in the right path.
11. Oftentimes, they have the tendency to deviate of their
normal posture for fear of being hurt.
12. Their learning capacity is the same as that of the sighted but
their rate of learning is slower due to absence of sense of sight.
13. They can become independent, assertive and adventurous
like sighted children.
14. Generally, they have exceptional talents and interest in
music, arts and sports.

Category Characteristics
Low Vision The learners:
(Partially-  have vision between 20/70-20/160 and
Sighted) cannot be corrected;
 use correctional glasses and contact lenses;
 can use limited vision for functional tasks but
need their tactile and auditory channels for
learning;
 use a combination of limited vision for
functional tasks and other senses (tactile and
auditory channels) for learning
Totally Blind The learners:
 lack the ability to see anything;
 lack light perception;
 use tactile and auditory channels for learning
functional tasks;
 use cane for mobility;
 learn via Braille and other non-visual media.
 Accommodation to Support Learners with Difficulty in
Seeing
Some adaptations are as simple as moving learners to the front of
the class or in a well-ventilated environment. Accommodations and
modifications need to be based upon on their needs and learning
styles.

Select what specific accommodation would be beneficial for a

particular learner, especially on the classroom setting, material
adaptation, or what academic evaluation might be made.
Accommodations are vital in helping learners with difficulty in seeing to
access the general curriculum which should be appropriate for their
adaptations to support their learning.

Types of Accommodations:

Instructional Accommodations are changes made to the delivery

of classroom instruction, use of appropriate materials, and strategies.
Instructional accommodations are not changes to the scope or range of
the grade-level content standards and competencies or alterations to the
complexity of the knowledge learners are expected to learn.

Testing Accommodations are changes in the format or in the

conduct of tests but these changes do not affect what the evaluation
measures.

Accommodations
Instructional Testing
For both Low Vision and Totally For both Low Vision and Totally
Blind: Blind:
 Give clear, concise and specific  Read aloud the test questions.
directions when giving lectures  Allow extended time when
and activities. taking examinations.
 Give descriptive verbal
instructions to direct the For Low Vision:
learners inside and outside the  Provide large print version of the
classroom texts (font size 18-25 point)
 Allow sighted guide (classmate  Allow the learner to use symbols
on rotation) for orientation and (e.g. a check or a cross) to
mobility answer questionnaire
 Encourage peer support to help  Use magnification and
them in their academic activities illumination devices (prescribed
 Encourage “buddy” system by a low vision specialist) in
during recess/lunch break reading and answering written
 Allow them to rest and have examinations
ample time to recover from  Make use of a thicker and
 visual stress and fatigue in darker felt-tip or bold pen to
preparation for the next activity provide better contrast
 Use tactile materials to present  Maintain a well-ventilated
lesson learning area
 Expose learners to use assistive  Use portable lamps with
technology, audio and media adjustable arms to control the
materials (e.g. recorder, cd/dvd, intensity of light.
Braille note taker, computer,
cellphone, talking calculator, For Totally Blind:
talking watch)  Brailled test papers/materials
 Use applications and software and transcribed answer sheets
(e.g. Talkback, JAWS, NVIDIA) (by the SPED teacher)
to enhance lesson
 Allow the learners to record the
lesson if needed using audio
recorder
 Use adaptive materials

For Low Vision:

 Provide optical devices (e.g.
magnifier, telescope
 Observe color contrast (e.g.
green-gray; yellow-blue, black-
white) when making pictures,
illustrations, graphs, and maps.
 Avoid cluttered pictures and
illustrations
 Provide copies of the board work
activities

Suggested Teaching Strategies

Instructional Strategies are general strategies designed to

support individualized reasonable accommodations for which a learner is
eligible.
Environmental Strategies consider the learners’ visual condition,
type of educational program, child’s age and other challenges the
learners need depending on the eye condition, but in general it is
necessary to consider the following: seating arrangement, good
illumination, and adaptive workspace. Similarly, orient the learners in
the receiving class about the accommodation of the low vision/blind
learner that will be mainstreamed in their class.
 Teaching Strategies
Instructional Environmental
7. Modelling 4. Seating arrangement
o Hand-over-hand-under o Keep a front row seat open
(teachers’ hand is under the for a learner with difficulty
learner’s hand) in seeing to maintain close
o Speak slowly and clearly to proximity to the teacher
model the language you and activity/materials.
want the learner to use o Carefully consider the
o Provide a tactile sample of a arrangement of the
project for a learner to copy classroom so that mobility
is encouraged and
8. Assistive Technology comfortable for the learner.
o Use of applicable computer o Maintain a landmark that
software that can assist the will serve as cue for the
learner in writing learner to move around the
assignments and reading room. If ever changes in the
print materials classroom set-up is needed,
o Use handheld magnification inform and orient the
with regular text learner immediately.
o Use of photocopier to
enlarge small texts, 5. Good Illumination
pictures/diagrams, o Provide good illumination by
charts/tables incorporating combination
of natural and artificial
9. Contextualization light.
o Familiarize unknown o Consider environmental
concepts through direct adaptations such as lighting
experience (demonstrations, conditions, and contrast
media, manipulatives, between materials
repetition, oral o Use brightly colored or
opportunities) tactile cues in the room to
o Provide large print version promote independence,
of the text mobility, and signal location
and things.
10. Schema-Building o Avoid glaring environment
o Help the learner to see the o Reduce visual clutter
relationships between
various concepts (e.g. 6. Adapted workspace
compare and contrast, o Assess the safety level of the
jigsaw learning, peer environment and modify
teaching/cooperative what needs be changed and
learning and projects) alert the learner in the
different areas of the
11. Bridging classroom
 o Establish link between the o Provide the learner with a
learners’ prior knowledge full orientation to the
and the material (e.g. think- outdoor and indoor area
pair-share; quick writes, o Provide learning station for
anticipatory charts) tactile activities (e.g.
sandbox)
12. Adaptive materials o Use of book stand for
o Use felt-tip pen to produce reading activity for low
a dark bold line for the vision learner
learner to see the o Observe proper position of
picture/diagram/written learners’ table or chair
text clearly
o Use colored chalk whenever
possible
o Use whiteboard and darker
marker in writing. This will
give a better contrast of the
material.
o Use materials such as foam
paper, cardboard, yarn or
any dimensional materials
to create embossed effect
and tactual outlines in
making illustrations, tables,
charts, diagrams in a text

CONSIDERATIONS TO REMEMBER IN HANDLING LEARNERS WITH

DIFFICULTY IN SEEING

E. Cane Skills
There are two kinds of canes that a blind learner may use. The
first kind is a long, straight cane with or without a crook. It is made up
of either aluminum or fiber glass. It is usually covered with a quite
reflective material while a small portion of the lower shaft is covered with
a red reflective material (See Figure 2a).
The second type is the folding cane. It is made up of nylon or metal
(See Figure 2b).
 (2b)

(2a)

Figure 2a. Long Straight Cane; Figure 2b. Folding Cane

Cane skill depends on the environment. Modification can be used.

The following skills must be familiarized such as:

4. Diagonal technique is used primarily in familiar indoor

environment to detect low objects such as chairs and tables. The
cane is held in either hands positioned diagonally across the body
like a “bumper” with the tip either resting on the ground or about
one inch above the ground or extending one to the body (hips or
shoulder).

5. Touch technique is used in any environment, indoors or

outdoors, familiar and unfamiliar. The cane of the learner is held
on his/her dominant hand. It is positioned at the center of the
body while the tip swings from side to side, contracting the
walking surface about one inch beyond the widest part of the
body. The learner’s cane swings in a low, flat arch with the tip
touching the surface on the side opposite of the forwarded foot,
enabling the child to detect changes in the walking surface such
as steps or curbs.
 6. Shoreline technique is a basic technique to locate an intersecting
sidewalk. The learner walks parallel to the shoreline. (Shoreline
can be a line between the grass and the sidewalk.) As the learner
walks, his/her arc increases on the side of the body closest to the
shoreline, alternately touching the shoreline and the walking
surface until the intersecting sidewalk is located. Arc refers to the
left to right movement of the cane. The purpose is to detect if the
learner is on the right path/way.

F. Clues
Clues are any sound, odor, temperature, tactile or visual stimulus
that the learner can use to help identify where he/she is in space. A clue
may be something moving or stationary. It is not permanent.

G. Formal Orientation Skills

Efficient independent travel is possible if proper orientation skills
are introduced. The learner must first have understanding of his/her
body and the notion of himself/herself as a separate entity. Therefore,
the learner must master the skills such as identifying landmarks,
trailing and route travel.
C.1 Trailing
Trailing is demonstrated by extending
one’s arm at a 45-degree angle in front of and to
the side of one’s body to follow a surface with
one’s hand. Trailing is used to determine one’s
position in a particular setting; to locate specific
area/object such as the door; and to maintain a
parallel line of travel (See Figure 3).

Figure 3. Trailing

C.2 Route Travel

The first travel routes that a learner
typically learns have true intrinsic meaning
to him. Parents can reinforce early route

Figure 4. Route Travel

travel by encouraging their child to travel the final steps to a certain
location such as the bathtub at bathing time, the high chair at meal
time, or to the toy basket in the living room. This is called backward
chaining, where the child learns to accomplish the last portion of the
task first, with success more steps of independence can be added (See
Figure 4).

C.3 Landmarks
Landmarks is a fixed object (wall, post)
or tactile marker such that has a known
location within the environment. It is
permanent. It can be used for position
identification to determine a reference point
and to locate specific objectives (See Figure 5).

Figure 5. Landmarks (fixed

object - wall)

H. Systematic Search Patterns

Technique

Systematic search patterns technique

is used to locate items that have fallen or
rolled away from the learner. He/She needs
to stop and listen as soon as an object falls.

Figure 6. Systematic search pattern

Encourage him/her to listen where the sound is rather than
automatically reaching for it (See Figure 6).

There are two basic search patterns in this technique. The first
pattern is using the hands and arms to find/retrieve nearby objects. The
learner establishes a starting point and uses a circular or fan motion of
his hands and arms in locating the object.

The second pattern is using the whole–body of the learner. This

search pattern is used in locating objects in larger area like classroom,
park, gymnasium, etc. There are two kinds of this search pattern. The
first pattern is the “perimeter” search method.

The learner establishes a starting point and walks around the area
giving him/her information about the shape and size of the space. The
second pattern is the “gridline” search method.

The learner establishes a starting point and then moves in straight

lines back and forth within the perimeter of the area to locate objects
within the perimeter.

H. Self-Protective Techniques
Self-protective techniques help a learner travel in the environment
by his own self.

E.1 Upper-Hand-And-Forearm Technique

 This technique is helpful in protecting
the upper body, especially the head and
chest. This protects the learner from head-
high hazards such as tree limbs. This can
also help protect the head when searching
for a dropped item under a desk or table. In
this technique, the learner stretches his arm
out in front and slightly bent at the elbow.
The forearm should be parallel to the
shoulders and the hand in line with the
opposite shoulder. The learner's hand
should be turned with the palm faced out
and fingers facing forward. (See Figure 7a)

Figure 7a. Upper- Hand- And- Forearm Technique

E.2 Lower-Hand-And-Forearm Technique

This technique is helpful in protecting
the lower body, especially the abdomen and
groin when traveling short distances. This is
similar to the above technique, but the learner
lowers his arms to about 12 inches in front of
the opposite thigh (See Figure 7b).

Figure 7b. Lower-Hand-And-Foream Technique

I. Sighted Guide Technique

The sighted guide technique directs the learner. The learner holds
onto the sighted guide by grasping the arm just above the elbow. The
learner is position half step behind the guide and actively follows
him/her (See Figure 8).
 Figure 8. Sighted Guide Technique

J. Squaring Off
It is a technique done when the learner reaches the landmark. The
learner may either turn left or turn right and proceed to the chosen
direction (See Figure 9).

Figure 9. Squaring Off

K. Narrow Passageway Technique

It is a technique that allows for safe and efficient passage through

a restricted space that cannot be negotiated using the basic sighted
guide procedure. The learner strengthens his/her arm and moves
directly behind the sighted guide. (See Figure 10)
 Figure 50. Narrow Passageway Technique

It should be a prerequisite to a Receiving/Regular Teacher to be

acquainted with the basic activities in order to make adaptive
instructional materials suited to his/her learners.

Suggested Activities to Learners with Difficulty in Seeing

H. Orientation and Mobility (Movement) Activities

  Give clear and descriptive verbal instructions/cues (e.g. At
your right side is a wooden door; Always remember your
landmark such as post, station, plant)
 Give light/gentle touch cues (e.g. tapping his/her shoulder
to say something)
 Orient the learner to his/her classroom and its facilities (e.g.
going to the board, throwing garbage in the trash can,
washing area)
 Orient the learner to his/her school environment and its
facilities (e.g. going to the canteen, going to stage)
 Demonstrate the correct way of holding and using the cane
in traveling independently or with a sighted guide.
 Introduce the blind learner to his/her sighted guide
(classmate, peer)
 Expose the learner to different sports (e.g. Goalball,
Athletics, Swimming) and adaptive Physical Education (PE)

I. Language and Literacy Activities

 Determine what medium (braille, print, dual media,

computer devices, auditory strategies, objects, symbols, or a
combination of available devices) is suited to the needs of
the learners.
 Provide vocabulary building activities such as word puzzles
and scrabbles in either tactile or large print format.
 Read aloud stories that are interesting and age appropriate.
 Provide big books with large print for low vision learners and
Braille books for totally blind learners.
(See Figures 11a, 11b, 11c and 11d for examples)

Magic Spoon Braille cells how to write and read

CVC words
A sample of movable alphabet. Use A sample of tactile alphabet cards. Use
foam paper or thick cardboard to create buttons for braille letters and thick
an embossed effect of the material. yarn for the alphabet letters. Photo
Photo credit: Sheryline L. Bustarga credit: Sheryline L. Bustarga

J. Writing Activities

 Use guided sheets such as window cards for tracking and

pre-braille writing
 Use black felt-tipped pens/ markers in writing, tracing, and
drawing activities.
 Use handheld monocular telescope (Figure 12a) in viewing
distant objects to access information that is not within the
learner’s reach
 Use magnifying glass and eye glasses to aid writing
 Use teacher made Braille cards for copying Braille exercises
 Use slate and stylus in writing (Figure 12b)
 Use braille paper in writing activities for the blind but if not
available, use oslo paper/cartolina following the size of the
braille slate (ruler slate, half slate, whole slate)
 Use manual Brailler (Figure 12c) /Electronic Brailler if
available
 Use of assistive technology (e.g. android cellphone or tablet,
JAWS software) to access information
 Handheld Monocular telescope. This is used when viewing distant objects.

Slate and Stylus. The slate is a template of several rows of braille cells, and the stylus is
a device with a blunt metal tip that is used to punch each dot individually.

Manual Brailler
K. Numeracy Activities
 Use tactile materials such as counters, pegboards, real
objects and indigenous
materials
 Use Cranmer Abacus
(Figure 13) for
mathematical computations
 Use guided sheets e.g.
window cards for the low
vision
 Introduce paper folding to
teach fractions
 In making graphs, tables, charts, and maps, use yarn to
create the outline of the illustrative materials
 Use push pins in locating
Figure 63. Sample Cranmer Abacus
and identifying places in a
map
 Use of talking calculators, talking watch/clock, talking
thermometer
 Use games to integrate number concepts. Examples of
games are as follows:
o Running relay with different sounds (Number 0 – get
ready; Number 1 - clapping; Number 2 – animal sound
(dog); Number 3 – animal sound (cat) etc.)
o Running with a guide rope (A learner runs holding and
following the direction of the rope – left, right, straight,
curved)
o Passing the ball over-head and under
o “The boat is sinking” through clapping with sighted guide
o Matching numbers with Braille Number Cards

L. Auditory Activities
 Train the learner on how to manipulate/use computer
technology in order to access lessons into digital audio files.
 Acquaint the learner to certain settings of the audio digital
device that may need to be changed for accessibility such as
the speaking speed, voice volume, etc.
 If digital audio files are being used in classroom, allow the
learner to use headphone for him/her to concentrate in what
he/she is listening. If two or more users will access the same
recording, use a splitter to connect multiple headphones.
 To facilitate listening to classroom activities/instructions
and digital audio material at the same time, the headphones
should cover only one ear.
 Convert text documents to digital audio format such as mp3
using available conversion programs or applications.
 Books with digital audio format can either be played on a
digital audio player or computer. In case there are no
 available books in this format, read and record the content
of the book/text material.

M. Art Activities
 Add textures to paints (e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny and grainy)
 Add scents to modelling clay (e.g. Red – apple scent; Orange
– orange scent; Yellow – banana scent; Green – mango scent)
 In assembling an “Art/Craft Making,” introduce first a model
of the finished craft, then, guide the learner’s hands to
locate/put important features and associations in the
project.
 Use a black felt-tip pen to highlight outlines of picture. Help
the learner trace the outline.
 Allow the learners to experience cutting exercises/activities,
however, strict guidance in using the scissors is necessary.
 When gluing real objects on paper, it may be helpful to show
the learner a finished model first, so that the learner can see
the end result. Encourage to use low vision devices to
identify colors of objects, shapes and feel the texture.
 Create a tactual outline or border of the area they need to
color in. There are a number of ways to create a tactual
border. Use dimensional glue or paint, a glue gun, tracing
wheel, or a sewing pattern wheel poked from the underside
to provide tactual information of lines.

A sample of texture sticks. Cutting exercises. Note: Guide the

low vision learner in handling
scissors.
 Coloring Exercise. Use yarn to
create a tactual border.

N. Music Activities

 To develop listening skills

o Use shakers, bells, drums, and other objects that can
create rhythmic patterns to help the leaners explore,
distinguish, play and control sound sources.
o Have a “Sensory Adventure” trip in a sensory park,
then ask the learners to list all the things that they
can hear, smell, touch, and see. Let them chant the
things that they observed using their senses.
o Use a rhythm signal such as clapping back that will
mean “stop and listen me”

 To develop music appreciation

o Expose the learners to a variety of music (e.g.
concerts, recorded media, videos, etc.)
o Use tactile musical notations or enlarged musical
notation, Braille Music Book, Braille Music Charts

 To develop skills in playing musical instruments

o Use improvised music devices such as cardboard
clappers, music wall using old cups and pots, etc.
o Expose the learners to different musical instruments.
Piano, violin, and guitar are commonly used
instruments that can give the most tactile-aural
feedback.
o Drums and cymbals require circular or static motion.
These instruments are commonly used for learners
who have difficulty scanning from left to right.

Sample tambourine
Reminders for the Receiving Teacher

o Preferential seating is often necessary for a learner with

low vision.
o Let the learner sit as close to the board as practical.
o Reduce glare from windows and lights, as much as
possible by putting curtains or venetian/window blinds.
o Let the learner sit with his/her back to the windows.
o Provide clear copies of printed materials. Contrasting (light
and dark) colors of printed materials should be considered.
o Preferably bold fonts must be used for printed materials.
o Take in consideration the adaptive devices such as caps,
sun shields, bookstand or reading stand, tinted lenses,
computers with speech, and tape recordings helpful to
learners if available in the community.
o Provide more time for learners to complete written
activities.
o Give the learner the grade he/she earns. Giving much
consideration may not help the learner at all.
o Use the words “look and see” instead of “touch and feel.”
o Recommend the learner for a vision test for further
assessment.
VII. DIFFICULTY IN REMEMBERING/CONCENTRATING

Introduction
Learners with intellectual disability have memory deficits resulting
to difficulty in remembering information and difficulty on self-
regulations. The term “intellectual disability” is a medical term and can
be used only to label learners who have completed medical diagnosis
from a developmental pediatrician, but those learners who have no
medical diagnosis and observed to have memory deficits shall be
considered to have difficulty in remembering/concentrating.

Description

Intellectual abilities include reasoning, planning, solving problems,

thinking abstractly and comprehending complex ideas, learning quickly
and learning from experience. Learners with intellectual disabilities
develop gradually in the different domains (cognitive, motor, socio-
emotional and behavioral, language, self-help, creative and aesthetic
developments). (Hardman, Drew & Egan, 2014).

According to American Association on Intellectual and

Developmental Disabilities (AAIDD, 2009), Intellectual Disability is
characterized by significant limitations both in intellectual functioning
and in adaptive behaviour as expressed in conceptual, social, and
practical adaptive skills. This disability originates before age 18. It also
defines adaptive behaviour as a collection of conceptual, social, and
practical skills that have been learned by people in order to function in
their everyday lives. The AAIDD defines the age of onset for intellectual
disabilities as prior to 18 years. The reason for choosing age 18 as a cut
– off point is that intellectual disability belong to a family of conditions
referred to as developmental disabilities.
 CHARACTERISTICS

The characteristics observe among learners with intellectual

disability or those with difficulty in remembering/concentrating
(DIR) show significantly on the developmental domains. They are
presented like books vertically arranged to emphasize Erikson’s
epigenetic principle. This principle states that development happens
through a gradual unfolding. The learner is embracing the domains
implying that these are his/her foundation to gradually develop skills
and competencies. As stated in the “National Kindergarten
Curriculum Guide”, (2011), there are 6 developmental domains.
These are: (1) Socio-Emotional and Behavioural, (2) Activity for Daily
Living/ Self-Help, (3) Motor and Perceptual, (4) Cognitive Learning/
Academic Development, (5) Language / Communication Development,
and (6) Creative and Aesthetics Development.

1. Socio-Emotional and Behavioral Development

Refers to a developing understanding of justice and fairness, right
and wrong, love and respect for different arenas of the learner’s life

 Social development and skills- variety of social problems like

relationship with family, making new friend, and poor self-concept
 Difficulty to pay attention
 Will have important relationships with people in their lives
 Struggling in certain social situations
 When married needs support to raise the family
 Can find a job suited to their skills
 Can travel and live independently
 Need help to handle money and plan to organize their daily routine
 Memory-difficulty remembering information
 Self-Regulation- difficulty in regulating one’s behaviour or employing
strategies to help in problem-solving situations

2. Activity of Daily Living (ADL)/ Self-Care Development

Refers to a learner’s physical growth, health and safety, and self-
Care

 Difficulty bathing, dressing, grooming, and feeding oneself

 Clumsy
 Need reminders about hygiene
 Difficulty following rules and routines
 Need support in their daily lives
3. Motor and Perceptual Development
Refers to the development of skills related to the use of large and
small muscle groups

 Gross Motor Skills Development- has difficulty in either rolling,

sitting, crawling, standing, walking, running, jumping or skipping
 Fine Motor Skills Development-has difficulty in reaching, grasping,
and manipulating objects

4. Cognitive Learning/Academic Development

Refers to a learner’s ability to abstract, understand concepts and
their logical relations, and to manipulate them to arrive at new
ideas or conclusions

 Lack of general academic performance

 Memory deficits
 Low achievement in most or all academics areas (e.g. reading
comprehension, Mathematics, and written expression)
 Short attention span and easily distractible
 Difficulties with learning concepts
 Academic difficulties across the school years
 Learn more slowly than the other learners
 Difficulty in using academic strategies (e.g. note taking and
memorizing definitions)
 Difficulty with generalization of information one day and forget it the
next
 Difficulties with more advanced academic skills related to content
(e.g. Math word problems, identifying themes, and symbols in
literature)
 Learn to read and write in appropriate educational setting
 Likely to develop reading, writing, and Math skills at a basic level
 Need visual prompts such as daily schedules and pictures of routines

5. Language / Communication Development

Refers to a learner’s ability to understand and use language to
communicate ideas and learn to acquire language skills in
preparation for reading, writing, and counting

 Delay in speech development

 Difficulty understanding and using language (verbal and non-
verbal)
 Use simple, long, and short sentences
 Have little or no speech
  Rely on gestures, facial expressions and body language to
communicate

6. Creative and Aesthetic Development

Refers to the learner’s awareness and development of his/her
innate talents and creative skills

Music
• Fond of listening to music
Art
• Manipulate art materials
• Love to draw pictures and other things

Movement
• Get-up and move freely
Dramatic Play- often dramatize actions

ACCOMMODATIONS TO SUPPORT LEARNERS

As part of accommodation support to learners with intellectual
disability or difficulty in remembering/concentrating (DIR), the
following adaptations are appropriate and necessary for teachers to
consider:

Pacing
Extend time requirements
Vary activity often
Allow more breaks for student
Omit timed assignments
Work on vocabulary before lesson
Pick out only major concepts for learning
Environment
Reduce/minimize distractions
Provide extra paper and pencils close to student’

Presentation of Subject Matter

Teach learners learning style (visual, auditory, tactile-kinesthetic,
and experiential)

 Use visual whenever possible

 Use visually colorful computer programs
 Use pictures and mnemonics for memory
 Use chants or songs
 Use sand in a pan for writing
 Use manipulative and hands-on activities
 Write with finger on desk when learning
 Wet writing on chalkboard
 Practice with board games

Type of instruction
Individual and small group instructions
Functional application of academic skills
More review
Move around the room to gather information
Errorless learning

Materials
Large print
Arrangement of non-distracting material on page
Calculator
Graph paper
Computer

Assignments
Visual daily schedule
Calendars and assignment books
Use written back up for oral directions
Request parent reinforcement
Reduce paper and pencil tasks
Shorten assignment
Lower difficulty level

Testing and Proof of Learning

Provide thorough reviews before tests
Oral assessment
Correct missed problems for extra credit
Test administered by aide or special education teacher

Social Interaction Support

Peer advocacy
Shared experiences in school
Extracurricular activities
Structure activities to foster social interaction
Debrief peer tutors

Motivation and Positive Climate

 Offer choice
Plan motivation
Sequence of activities
Mostly positive reinforcement
Verbal praise
Concrete reinforcement (if needed)
Set up token system
Use strengths/interests often
Cultivate a general positive attitude

It is possible that some learners with intellectual disability or

difficulty in remembering/concentrating may be able to do exactly the
same work in the class as the other learners. Concrete thinkers will need
adaptations in the way the lesson is taught or in how the learner shows
his learning. There will probably need to be some modifications in the
content of what the learner will be learning as he gets to the higher grade
levels.

Types of Adaptations in the Classroom

6. Size-reduce the number of items
7. Time-extend amount of time for test or assignments
8. Level of Support-provide more assistance
9. Input-modify the way the instruction is given to the learner (e.g. read
the problems aloud to him, or provide manipulatives)
10. Difficulty-make the problems easier (e.g. by using a calculator or
simplifying the rules of a Math game)
10. Output-adapt how the learners reports his learning (e.g. using
stamps
or labels with numbers printed on them, rather than writing them, or
having an aide write down the learner’s answers.)
11. Participation-the learner participates in only part of the task (e.g. the
learner could gather data about favorite ice cream flavors with the
other learners, but then not figure out what percentage like vanilla
best.)
12. Alternate goals (modifications of classroom goals)-have less complex
goals than the rest of the class (e.g. Learning single-digit subtraction
instead of three-digit subtraction)
13. Substitute curriculum and goals - learner has different instruction
and activities for his specific goals.

TEACHING STRATEGIES
When we teach a learner with intellectual disabilities or difficulty
in remembering/concentrating (DIR), we need to keep in mind several
factors. We need to set goals that are most important for the learner. We
need to use some teaching strategies to teach and motivate the learner to
learn. Effective teaching strategies for learners with intellectual disability
or difficulty in remembering/concentrating are grouped in six
developmental domains.

1. Socio-Emotional and Behavioral Development

Group Learning - is one of the most effective teaching strategies for

learners with intellectual disabilities or difficulty in
remembering/concentrating (DIR). It is when you bring learners
together in a group to teach various skills. Learners often do better
when they are in a group. Behavior difficulties are less, and learners
motivate each other. The only difficulty in group learning is that you
need enough hands to help learners learn together.

Play-Based Learning - Play-based learning is when we use play

activities to teach cognitive skills. For example, if a learner is playing
with cars, we sit with the learner and start playing too. While playing we
use statements like “can I play with the red car? Can you give it to me?"
In this way we teach skills to the learner while he or she is playing.

Positive Reinforcement - is to reinforce the learner positively every time

he learns a new skill, or performs or practices a known skill. It is a great
way to motivate learners with intellectual disabilities or difficulty in
remembering/concentrating. Use reinforcements that are appropriate
for the learner. These are just a few effective teaching strategies for
learners with intellectual disabilities or difficulty in
remembering/concentrating.

Other Practical Strategies

 Provide frequent opportunities for learners to learn and socialize
with typically developing peers.
 Involve the learner in group activities and clubs.
 Provide daily social skills instruction.
 Directly teach social skills, such as turn-taking, social distance,
reciprocal conversations, etc.
 Break down social skills into non-verbal and verbal components.
 Explains rules / rationales behind social exchanges.
 Provide frequent opportunities to practice skills in role-playing
situations.
 Provide opportunities to practice skills in many different
environments.
 Serve as a model for interactions with learners.
 Value and acknowledge each learner’s efforts.

 Provide many opportunities for learners to interact directly with

each other.
 Work to expand the young learner’s repertoire of socially mediated
reinforces (e.g. tickling, peek-a-boo, chase, etc.).
 Ask learners to imagine how their behavior might affect others.
 Specifically comment on and describe what the learner is doing.
 Model tolerance and acceptance.
 Provide opportunities for learners to assume responsibilities, such
as distributing papers.
 Teach other learners to ignore inappropriate attention-seeking
behaviors.
 Have other learners (who demonstrate appropriate behavior) serve
as peer tutors.
 Be aware that some learners may work better alone.
 Carefully consider and monitor seating arrangements in the
classroom.
 If learner is motivated by adult or peer attention, find ways to
recognize positive contributions.
 Model desired behaviors, and clearly identify what behaviors you
expect in the classroom.
 Use behavior contracts or token economies if necessary.
 Ensure consistency of rules and routine.
 Reinforce desirable behaviors that serve as alternatives to
inappropriate behaviors.
 Ensure that the learner knows the day's schedule at the start of
each day and can refer to their schedule throughout day.
 Have a "hands to yourself" rule to respect personal space of all
learners.
 Ensure understanding of all assignments and tasks (and materials
needed).
 Ensure consistency of expectations among all staff.
 Create a structured environment with predictable routines.
 Create a visual / picture schedule with daily routine.
 Allow learners opportunities to move during instruction.
 Use visual organizers to help the learner evaluate appropriate
alternatives to maladaptive behavior.
 Create a “calming area” or a “sensory area.”
 Explicitly teach and practice coping, calming strategies.

 When dealing with conflict, explain what happened in as few words

as possible and use a calm, not-angry voice.
 Point out consequences of the learner’s behavior.
 Brainstorm better choice(s) with learners.
 Use language to describe feelings and experiences.
 Explain your reasons for limits and rules in language that learners
can understand.
 Model the benefits involved in cooperating.
 Use natural consequences when possible to reinforce cause and
effect involved in a rule, request, or limit.

o Activity of Daily living (ADL)/ Self-Care Development

Chaining- the process of breaking a task into its small steps and
teaching them in a sequential manner. It is usually used to teach
daily living skills and life skills. For example, we first teach a learner
to hold his pants with two hands, and then we teach him to hold it
and bring it down to his legs. Next we teach him to hold it, bring it
down to his legs, and put one leg inside. This process is called
forward chaining. Backward chaining is when you teach the learner
the last step first. We do the activity of the child and let the learner do
the last step on his own. Then we do the activity till the second last
step. In this way the learner does more and more of the activity and
we do less till the learner can do the whole activity on his own.

Other Practical Strategies

 Break down / task-analyze skills into steps.
 Model targeted skills and provide opportunities.
 Use visual schedules with pictures/icons to demonstrate each
step.
 Systematically fade prompts to promote independence.
 Teach occupational awareness and exploration, as appropriate.
 Teach material in relevant contexts.
 Reinforce learners for generalizing information across material or
settings.
  Provide many opportunities for learners to apply information they
have learned.
 Explicitly teach life skills related to daily living and self-care.
 Plan experiences that are relevant to the learner's world.
 Find ways to apply skills to other settings (field trips).
 Minimize distractions and the possibility for over-stimulation.
 Teach and model personal hygiene habits such as washing hands,
covering mouth and nose when sneezing or coughing, and dental
care.
 Arrange the environment so learners have many opportunities to
practice personal care and self-help skills.
 Teach and model rules and practices for bus safety, safety outside,
staying with the group, and safety in the classroom.
 Teach learners to provide personal identification information when
asked.
 Teach and model procedures for dealing with potentially
dangerous situations, including fire, severe weather, and
strangers.

3. Motor and Perceptual Development

Hands-on learning is the process of using activities and other hands-on
tasks to teach skills. All learners and especially learners with intellectual
disability or difficulty in remembering/concentrating learn best
through this process. An example would be to do Science experiments to
learn Science concepts. Another idea is to use play dough and make
letter shapes to learn letters. Hands-on learning is also a great way to
learn Math.

4. Cognitive Learning and Academic Development

Baby Steps-Learners with intellectual disabilities or difficulty in
remembering/concentrating need to learn through baby steps. Every
task, skill, or activity needs to be broken down into small baby steps.
The learner is taught one small step at a time. Slowly, he or she learns to
combine these baby steps to learn a bigger concept.

Other Practical Strategies

 Use short and simple sentences to ensure understanding.
 Repeat instructions or directions frequently.
 Ask learner if further clarification is necessary.
 Keep distractions and transitions to a minimum.
 Teach specific skills whenever necessary.
 Provide an encouraging and supportive learning environment.
 Use alternative instructional strategies and alternative assessment
methods.
 Explicitly teach organizational skills.

 Keep conversations as normal as possible for inclusion with peers.

 Teach the difference between literal and figurative languages.
 Direct learner’s attention to critical differences when teaching
concepts.
 Remove distractions that may keep learner from attending.
 Increase difficulty of tasks over time.
 Teach student decision-making rules for discriminating important
from unimportant details.
 Use strategies for remembering such as elaborative rehearsal and
clustering information together.
 Use strategies such as chunking, backward shaping (teach the last
part of a skill first), forward shaping, and role modeling.
 Use mnemonics (words, sentences, pictures, devices, or techniques
for improving or strengthening memory).
 Intermix high probability tasks (easier tasks) with lower probability
tasks (more difficult tasks).
 Use concrete items and examples to explain new concepts.
 Do not overwhelm a learner with multiple or complex instructions.
 Be explicit about what it is you want the learner to do.
 Do not assume that the learner will perform the same way today as
he did yesterday.
 Ask learner for input about how they learn best, and help them to be
in control of their learning.
 Put all skills in context so there is a purpose for learning certain
tasks.
 Involve families and significant others in learning activities.
 Develop a procedure for the learner to ask for help (e.g. cue card,
raising hand).
 When it appears that a learner needs help, discretely ask if you can
help.
 Be aware that a learner may be treated with medications that could
affect performance and processing speed.
 Maintain high yet realistic expectations to encourage social and
educational potential.
 Proceed in small ordered steps and review each frequently.
 Emphasize the learner’s successes.
 Consider alternate activities that would be less difficult for the
learner, while maintaining the same or similar learning objectives.
 Provide direct instruction in reading skills.
 Offer "standard" print and electronic texts.

 Provide specific and immediate corrective feedback.

 Encourage learners to use relaxation and other stress reducing
techniques during exams.
 Allow more time for examinations, tests, and quizzes.
 Show what you mean rather than just giving verbal directions.
 Use visual supports when relating new information verbally.
 Provide the learner with hands-on materials and experiences.
 Break longer, new tasks into small steps.
 Demonstrate the steps in a task and have learner perform the steps
one at a time.
 Address the learner and use a tone of voice consistent with their age.
 Speak directly to the learner.
 Avoid long, complex words, technical words, or jargon.
 Ask one question at a time and provide adequate time for learner to
reply.
 Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to
promote understanding.
 Target functional academics that will best prepare learner for
independent living and vocational context.

5. Language/ Communication Development

 Ensure that the learner has a way to appropriately express their
wants and needs.
 If the learner is non-verbal, identify and establish an appropriate
functional communication system (e.g. sign language, Picture
Exchange Communication System (PECS), voice output, etc.).
 Understand that picture schedules and functional communication
systems are NOT the same thing; they do not serve the same
purpose.
 Develop a functional communication system that is easy and
portable.
 If the learner is non-verbal, ensure that the learner has access to
his/her communication system across all contexts, all of the time.
  Reinforce communication attempts (e.g. gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Label areas in the room with words and pictures.
 Use sequencing cards to teach the order of events.
 If you do not understand what the learner is saying, ask them to
repeat what they have just said.
 Ask learner to show you how they say “yes” and “no” – and then
ask yes/no questions.
 Engage learner in role-plays to target reciprocal conversation
skills.
 Program for generalization of communication skills across all
contexts.
 Use large clear pictures to reinforce what you are saying.
 Speak clearly and deliberately.
 Clarify types of communication methods the learner may use.
 Provide puppets/pictures as props when using finger plays and
songs.
 Develop a procedure for the learner to ask for help (e.g. raising
hand, signal cards).
 Speak directly to the learner.
 Model clear speech and correct grammar.
 Establish easy and good interactive communication in classroom.
 Consult a speech language pathologist concerning your class.
 Be aware that some learners may require another form of
communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Use gestures that support understanding.
 Be patient when the learner is speaking, since rushing may result
in frustration.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into conversational exchanges.
 Use storybook sharing in which a story is read to the learner and
responses are elicited (praise is given for appropriate comments
about the content).

6. Creative and Aesthetic Development

 Emphasize visual learning-learn better by seeing actual objects or
 Pictures of concepts rather than hearing someone talking about
those concepts.
 Use hands – on activities-learners who are concrete learners learn
by manipulating objects and working out solutions with hands-on
activities.
 Provide structured learning with flexibility-concrete learners are
more comfortable with having a schedule and following it
faithfully.
 Make learning relevant to the real world-It is important that you
weave the skills you are teaching in different areas into the other
parts of the academic day and into real-life settings.
 Focus the learner’s attention-getting the learner’s attention may be
difficult for several different reasons. If he is young, he is at the
stage where he should be exploring and going from an activity to
activity.
 Provide non distracting written work-written material should not
distract from the purpose of the activity.
 Minimize Fine Motor Demands- Fine motor problems can make it
harder and more tiring for learners with intellectual disability or
difficulty in remembering/concentrating to hold a pencil and
form numbers. You should minimize the amount of copying you
ask the learner to do. Whenever possible, it is preferable for an
adult to copy down the problems or to use photocopied pages that
the learner can write on.
 Give simple, clear homework-homework should always be
something that the learner has already learned.
 Expect and work toward appropriate behavior-learner’s behavior
keeps him from learning. Appropriate behavior is not an area
where we can give a few tips that will fit all learners who are
concrete thinkers. You need to step back, look at the disturbing
behavior and find out what is causing it.
 Ensure early success in the lesson-success is very important at
every level of teaching for learners with intellectual disability or
difficulty in remembering/concentrating. The steps should be
very small and each one should be praised for effort if not
correctness.
 Consider the use of peer assistant- Peer intervention worked better
than teacher assistance. Learners are striving for more
independence, and being helped by a friend was perceived as
better than being helped by a teacher aide.
 Facilitate short and long – term memory-assist the pupil to
facilitate short and long term memory storage by musical or
 rhythmic associations with the concepts, concrete visualizations,
creative practice, and the use of mnemonics.
 Use the calculator early and frequently-the use of calculator,
alongside with traditional Math instruction improved the average
learner’s ability to do pen and paper calculations to problem solve
(Hembee and Dessart,1986).

 Make your interactions enjoyable- Make your teaching fun and

indicate your pleasure in working with them.
 Use the computer-Most computer programs are not designed to
teach Math but instead provide practice for concepts that have
already been learned.
 Break tasks into smaller chunks (task analysis) - breakdown the
goals and tasks into small steps that can be mastered easily.

THEMATIC APPROACH IN TEACHING LEARNERS WITH DIFFICULTY

IN REMEMBERING/CONCENTRATING

1. Breakdown learning tasks into smaller steps and introduce each

learning task, one step at a time, to avoid overwhelming the learner.
a. Demonstrate the steps
b. Provide assistance if necessary
c. Once mastered, the next step is introduced
7. Be as concrete as possible.
a. Demonstrate what you mean rather than just giving
verbal directions.
b. Most of the learners are kinesthetic (learn best by
performing a task “hands-on”, rather than by thinking
about in the abstract).
8. Give immediate feedback in order to make a connection between their
answers, behaviors, or questions, and the teacher’s responses
9. Teach the learner life skills such as daily living, social skills, and
occupational awareness and exploration, as appropriate.
10. Work together with the learners’ parents and other school
personnel to create and implement an educational plan tailored to
meet the learners’ needs

ACTIVITIES FOR LEARNERS WITH DIFFICULTY IN REMEMBERING/

CONCENTRATING
 The following are some activities that could be used to enhance
learning of learners with intellectual disability or difficulty in
remembering/concentrating

Socio-Emotional and Behavioral

4. Practice greeting (routine)
5. Grooming & hygiene (demonstration)
6. Toileting (observation)

Activity of Daily Living

1. Recognizing Stranger
*Role Playing
2. Identifying community helpers
*Showing pictures
*Touring
Motor and Perceptual Skills
1. Play dough (make shapes, letters, numbers)
2. Using pegs
3. Cutting and pasting
4. Bunching things with rubber bands
5. Packing up activities
6. Fixing materials used after the activities
7. Playing toys and games with puppets
8. Dancing and exercise with rhythm of music
9. Typing, basic computer operations
10. Numerical Template
11. Walking (going up and going down, with alternating foot)
12. Putting up chairs
13. How to Use a shovel
Cognitive Learning and Academics
1. Telling/reading time and directions
2. Counting numbers/money for fare
3. Perform work/ task based on Directions/Process/Steps
4. Taking messages/information to and from another class/office
Communication Development
1. Practice greeting (routine)
2. Reading important signages, warnings and directions
(community tour)
Creative and Aesthetic
1. Plan menus/meal (cooking)
2. Make a grocery list (mall / grocery
3. Singing Bottles
VII. DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Introduction
Learners with difficulty in performing adaptive skills represent a
wide range of specific conditions, other forms of incapacity will typically
share deficits in five distinct areas of development: intellectual
functioning, motor skills, sensory functioning, communication skills and
adaptive skills which are the practical, everyday skills needed to function
and meet the demands of one’s environment including skills to effectively
and independently take care of oneself and to interact to other people
(Reynolds,2007).These deficits occur for many reasons namely: Attention
Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder ( ASD),
Tourette Syndrome (TS) and Deaf Blindness (DF).

CHARACTERISTICS

Learners with difficulty in performing adaptive skills may exhibit a

wide range of characteristics, depending on the combination and severity
of disabilities and the person’s age. These are, however, some traits may
share, including:

1. Psychological
- May feel ostracized
- Tendency to withdraw from society
- Learners with multiple disabilities tend to become fearful,
and upset in the face of forced or unexpected changes.
-May execute self-injurious behavior

2. Behavioral
- May display an immature behavior inconsistent with
chronological age
- May exhibit an impulsive behavior and low frustration
level
- May encounter difficulty in his/her
interpersonal relationships
- May have limited self-care skills and independent
community living skills

3. Physical/Health
- A variety of medical problems may accompany severe
disabilities Examples include seizures, sensory loss,
hydrocephalus and scoliosis.
- May be physically clumsy and awkward
- May be unsuccessful in games involving motor skills
 The Table (1) below presents the following characteristics in one or
more area of difficulty with corresponding accommodation, strategies
and suggested teaching activities when the learner is not diagnosed.

DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Table 1
CATEGORY
Basic Skill Difficulties DEAF/BLIND CP/OD ASD ADHD TOURETTE
4. Conceptual
Skills
 Reading / / / / /
 Numbers / / / / /
 Money / / / /
 Time / / / /
 Communication / / / / /
Sills
5. Social Skills
 Getting along / / / / /
with others
 Understanding / / / / /
and following
social rules &
customs
 Obeying Rules / / / / /
and Policies
 Detecting the / / / /
motivation of
others to avoid
victimization &
deception
6. Practical Life
Skills
 Daily living / / / /
skills
 Occupational / / / /
skills
 Navigational / / / /
skills
Note: Column under category with check (/) indicates the manifested
difficulty of the learner. There are suggested accommodations and
activities below depending on the expressed difficulty.

ADAPTIVE SKILL ACCOMMODATIONS SUGGESTED

DIFFICULTIES ACTIVITIES
4. Conceptual
Difficulty
 Reading  Adaptations and  Mnemonics for
modifications of method phonics. Teach
of instructions. (attn. the child
p.20). mnemonics that
 Incorporate a great deal provide
of multisensory reminders about
techniques and hard-to-learn
developmentally phonics rules
appropriate activities (e.g., tongue
 Use materials that are twister, “when
fun and engaging like two vowels go
using colorful activity walking, the first
sheets (picture-word does the talking”)
association). (Scruggs &
 Relate story or reading Mastropieri,
materials on personal 2000).
experience and  Picture-letter
background knowledge. charts. Use
 Generate interest and these for children
increase learners who know
background knowledge sounds but do
and frame of reference not know the
before reading. letters that go
 Modify worksheets by with them.
eliminating distractions  Word
and too much families. Teach
information on a page the child to
 Work for fewer items recognize and
per page or line and/or read word
materials in a larger families that
print size (morin) illustrate
particular
 Let the learner sit
phonetic
comfortably
concepts (e.g.,
 Allow learner to follow
“ph” sounds, “at-
along with the finger or
bat-cat”).
use a bookmark
 Let learners
 Tapes or reader for
apply what they
textbooks
have learned by
 Read out loud in a tape
 recorder to listen for using charts and
improvement fish bone
 Read questions first graphic
before reading story organizer.
 Use headphones to  Learners will be
block out noise asked some
simple questions
related to story
theme.
 Numbers  Provide many
kinds of
manipulative
(cubes, chips,
tiles, beans,
base – ten
blocks,
number line)
to help
students
visualize in
counting and
work out
math
problems.
 Introduce
mathematical
concepts with
demonstration
s using real,
actual objects
and
motivating
 Modify the amount of situations.
 Money work to be completed  Money
bank. Establish
 Vary activities by a bank (box) in
alternating between the classroom,
individual or group and provide
activities. opportunity or
learners to draw-
 Allow the use of a out compare the
calculator without money they got
penalty from the box to
the one in the
 Have a table of math money chart.
facts available This will
familiarize the
 Break story problems learner with the
into shorter segments appearance and
 amount of
 Use graph paper or money.
notebook paper turned
sideways to keep work  Real-life
in columns examples of
money
skills. Provide
the child with
real-life
opportunities to
practice target
money skills. For
example, ask the
child to calculate
his or her change
when paying for
lunch in the
school cafeteria,
or set up a class
store where
children can
practice
calculating
change.

 Time • Instruct one task at a  Time

time. sequenced
• Consider alternative movements:
methods of completing physical and
tasks or testing verbal
knowledge conversational
(oral, visual or hand on  Sequencing a
projects). narrative
story,
procedure:
before, during
and after.
 Communica Language Problems  Ask probing
tion Skills  Provide visual input as questions.
- Speech well as auditory Give opportunity
whenever possible. The to demonstrate
- Language pupil could receive and express their
written directions as opinion about
well as oral ones, or the activity and
have a copy of a lecture how they arrived
outline to follow while at their solution
listening to or answer.
instructions. Pictures
and graphs that “Story Walk”
 illustrate the text are (Asking and
usually quite effective. answering WH-
 Give directions one or questions)
two steps at a time. Ask
the pupil to repeat the
instructions. Then have
the complete one or two
items and check with
you to see that they
have been done
properly.
 If you notice a learner
mumbling while
working, suggest a seat
where he will not
disturb others.
Sometimes quietly
"reauditorizing"
instructions or
information to himself
can help a student
grasp and remember
the assignment.
5. Social
Difficulty
 Getting Classroom Behaviors:  Use
along with  Let the learner sit next cooperative
others to a responsible learning
seatmate to limit strategies
distraction (Be careful such as
that this does not Think-Pair-
negatively affect the Share where
other learner) teachers ask
 Reward forgetful students to
learners for think about a
remembering rather topic, pair
than punish them for with a partner
forgetting. to discuss it,
 Ignore behaviors that and share
are minimally ideas with the
disruptive. group. (Slavin,
 Provide modifications 2002).
for behaviors that are  “ Embrace Me
disturbing (e.g. foam on “
desk if they tap they  Build a
tap their pencil, tennis positive
balls on chair legs). climate
 Have a code or private class
signal to use for the  Arrange
 learner when his/her learner’s
behavior is seat for
unacceptable inclusion
 Provide structure,  Build
consistency and opportuniti
predictable situations es for
 Support the learner to friendship.
participate in the  Give
classroom with private, explicit
discreet cues to stay on instruction
task and advance s and
warning that he will be accessible
called upon shortly. equipment
and
Attention Problems materials
 Let the learner sit in  Supply the
front of the teacher for learner
clearer instructions and with
directions. standard
 Let the learner sit away books and
from windows, doors, or equipment
other sources of  Involve the
distraction. learner in
 Pair the LSEN with all class
other fast learners activities
whom he/she feels
more comfortable.
 Provide the learner a
quiet workplace.
 Let the learner work in
short intense period
with breaks.
 Different subtasks
introduce in every
learning activity.
 Set agreed rules with
the learner in
accomplishing every
activity.

 Understanding Classroom Environment Make use of

and following  Use seat chart as a “Social Stories”
social rules & guide for any like Behaving in
customs misbehavior. the
 Eliminate all classroom,Partici
unnecessary items from pating in class
 the learner’s desk activities and
 Provide another making friends.
textbook for learners

 Obeying Rules Organization:  Construct a

and Policies  Establish a daily schedule
routine inside the class (chart) for
 Teach the learner on daily activities
simple organization and
self-management skills
 Engage learner in
“Time-on-task”
activities
 Highlight important
ideas in teacher’s
worksheets
 Be organized/ using
color coding
 Detecting the  Maintain a warm and  Values
motivation of accepting school Formation
others to avoid environment  Role modeling
victimization &  Inclusion
deception during school
activities

6. Practical Life
Skills
 Daily living  Provide ideal  Housekeeping
skills Classhome /Home
Economics Room for  Cooking
skills training  Laundry
 Proper
grooming and
hygiene
 Personal
Safety
 Eating
etiquettes
 Occupational  Grant specialized skills  Flower
skills trainings depending on making
the individual’s  Arts and
strength Crafts
 Marketing
 Safety
Precautions
 Retail Trade
  Massage
 Beauty Care
 Dressmaking
 Baking &
Pastry
 Fruit Juice
Making

 Navigational  Teach clear directions  Visit places in

Skills through pairing the school
 Friendly outdoor setting and
with guided/sighted community
adult. including
school and
community
helpers

DIFFICULTY IN PERFORMING SELF-CARE, MOVEMENTS,

COORDINATION AND COMMUNICATION SKILLS

Children who have difficulty in performing self- care, movements,

coordination and communication maybe considered to have a brain
disorder caused by the abnormalities during its development, it may be
also due to the injury or malformation that occurs while the child’s brain
is under development. It affects body movement, muscle control, muscle
coordination, muscle tone, reflex, posture and balance.
Brain abnormalities associated with this disorder may also
contribute to other related problems like autism and intellectual
impairment. It also affects fine and gross motor skills and other health
and sensory problems such as, seizure, visual or hearing impairment.
Moreover, dysfunctions noted are problems in comprehension or the
receptive and expressive use of language skills, and other cognitive skills
as cited in the Educational Guide for Children with Severe Cerebral Palsy
by UNESCO.

While motor disabilities are important factors with regard to the

potential development towards leading a meaningful, independent life,
locomotion is but one single consideration. Ability to communicate and
mastery of daily living, including transportation, which is essential to
personal independence and obtaining employment, are probably more
important to the outcome. In order to understand more completely the
function of this people, it is not enough to identify the effect of isolated
additional dysfunctions; the interaction of multiple dysfunctions in each
individual person’s mastery and adjustment must be appreciated.

Characteristics:
 14. Movement and coordination problems may include:
variations in muscle tone, (either too stiff or too floppy)
15. Stiff muscles and exaggerated reflexes (Spasticity)
16. Stiff muscles with normal reflexes (Rigidity)
17. Lack of muscle coordination (Ataxicity)
18. Tremors or involuntary movement
19. Slow, writhing (twisting of the body from side to side)
movements (Athetoxoid)
20. Delays in reaching motor skills such as pulling up of arms,
sitting up alone or crawling
21. Favors one side of the body such as reading with only one
hand or dragging a leg while crawling
22. Difficulty in walking such as on toes, a crouched gait,
assessors-like gait with knees crossing, a wide gait or an
asymmetrical gait
23. Difficulty in sucking or eating
24. Delayed speech development or difficulty speaking
25. Difficulty with precise motion such as speaking up of crayon or
spoon.
26. Seizures

Accommodations Teaching Strategies Activities

& Modifications
 Keep learners involved by Activities for Motor Skills
7. Note taker or talking less and asking the 1. Play dough (make shapes,
use of a scribe learners more. letters, numbers)
 Talk with them in a direct 2. Using pegs
way. 3. Cutting
 Explicitly teach attending 4. Packing up activities,
behaviors and strategies. bunching things with rubber
 Give eye contact focusing bands
on a spot near the 5. Playing with puppets
speaker’s eyes. 6. Typing
 Using an acronym to help 7. Sports
self-regulate SAFE (Seek 8. Use body language,
Assistance From Elders) pantomime and natural
gestures
9. Finger spelling

 Use group work

approaches to allow
8. Adjustable interaction and activity Activities for Independence
tables  Incorporate learning 1. Life skills training
preferences and multiple - Flower making
intelligences especially the - Housekeeping
kinesthetic - Cooking
  Choose multi-sensory - Laundry
activities - Arts and Crafts
 Be visible - Marketing
 Teach routines, practice - Safety Precautions
role play - Retail Trade
 Use buddies to help with - Massage
9. Laboratory routines - Beauty Care
equipment  Break tasks into smaller - Dressmaking
within reach chunks and list on - Baking & Pastry
checklist- teach the - Fruit Juice Making
learner to make lists

 Use prompts as needed

 Use backwards chaining
 Use a multi-sensory
10. Classrooms Approach such
4 as
in accessible 2. Give responsibility and then
(gestures, actions, facial
locations record child’s efforts.
expression, practical
-Putting up the chairs
demonstration and written
at the end of the day
examples and verbal
-Giving out equipment
explanations)
-Taking messages to
another class
 Use rewards and
reinforcements
 Develop an intervention
11. Additional plan for dealing with
time and unexpected issues
3. Positive behavioral
separate space  Be aware of the learner’s interventions
in the legitimate need to move - Giving of Rewards and
classroom for and program for breaks- a Reinforcement
test taking run, energizer, exercise, - Token System
games will enable learners - Applied Behavioral
to benefit from this. Analysis (refer to SPED
teacher)
 Use real things in the
child’s experience to help
connect learning
 Use favorite things for the * Make charts to show
same purpose progress, achievement and
rewards. Initiate cooperative
rewards- the learner
completing their schedule
 Keep the child active in earns rewards within the
tasks rather than listening whole class.
and answering
 Use repetition
-lots of active practice * Encourage social skills
- say the same thing in a development and class team
different way building by getting everyone to
- say the same thing with “catch” the positive behaviors
gestures of classmates. When someone
- say the same thing and reports catch a classmate,
show a visual cue his/her name is drop in a
- one thing at a time container. At the end of the
 Model what to do day/week, a name is
- give practical randomly drawn and that
demonstrations learner chooses a class
- talk as you show activity for everyone to do.
- Let the learner copy
alongside you, then repeat
what you did with verbal
coaching
- Stick to a routine way of
closing things, even use the
same language
- show what the finished
products look like
- demonstrate how to deal
with mistakes tool
- teach and practice self-
talk

 talk through routines as

you go Activities for
- repeat and practice Speech/Language and
internally the things that Communication
need to be learnt
- prompt to help Training of motor skills is
internalize necessary for speech. This can
 Give help when it is only be initiated when the
needed child is able to:
- set up for success 1.Imitate mouth movements
- give a choice of two and sounds
answers 2.The child learns the basic
- quietly put a marker movements and functions:
under/near needed text
- start a sentence for the
learner to finish
- tell the answer as if you
knew they were about to say
it and re ask in a few
moments ex. ”Yes, Riza was
on her way home.”….”Where
did you say she was going?”
 - use guided movement

 IDEAS recommend to
communicate regularly
with the learner’s parents
through a communication
diary or notebook.
a. Bite Swallow Spit Smell
Exercises
-involving these
movements and
functions must be
carried out daily, prior
to the sound production
stimulation. The
 VISUAL SUPPORTS training may become
suggested to put a range more meaningful for the
of visual supports in the child and gives better
class like- results.
- labels and signs
- Tape a cross on the b. Dribbling.
floor where the learner will -The following exercises
set for some activities have an active restraining
- Provide proformas to effect on dribbling, while
help the learner organize speech is encouraged
work b.1.Exercises for
- Seat or place the smelling
learners in a position with full b.2. Teach closing
visual access to the teachers of mouth
b.3. Breathing
through nose
o Speak face to face with b.4. Practice the
the learner in a slow retracting muscular
and clear manner. movements of the
o Make use of residual tongue.
hearing by using
amplification.
o Get the learner’s
attention before
commencing talking
o Reduce classroom noise
levels with wall
hangings, mats and
curtains.
o Make sure the light,
natural or artificial, falls
 on the teacher’s face
rather than behind. c. Swallowing Activities
1.Smiling/Pouting -
o Repeat a new word Make the following sounds: O
numerous times (25 -I-E
times). 2. Sounds make the lips
more flexible and encourage a
firm closing of the mouth.
3.Biting makes the
following sounds: H - B - P - D
- T - L.
4. Spitting makes the
following sounds: S - F - T.
5. Blowing Strengthens
the ability to make firm
lips, prolongs the
expiration phase of the
breathing and increases
lung capacity. Results
in clear, and
pronounced vowels.

d. Sucking and drinking

with a straw
1. Closing of mouth
exercise (see also a., c., d. and
h.).
2. In order to suck, the
child must be able to close
his/her mouth.
3. The child must also
learn to breathe through the
nose.
4.Children with CP have
a tendency to fix lips in a
permanent “grin” due to
reflexes and spasms.
5. It is necessary to
counteract this by direct
massage around the mouth.
6.If the child bites the
straw instead of sucking,
assist him in loosening the
teeth by pressing the cheeks
with the thumb and index
finger.
7. You must always be
very careful when handling
the child’s face, mouth and
throat.

e. Good preparation for a

pleasant meal.
1. Encourage the child
to chew with mouth closed.
2. Strengthening the
mouth’s motor functions;
3. Let the child hold a
wooden spatula (or other
suitable object) between the
lips for a period of time;
4. Increase the length of
the period progressively. (find
counting valuable in this
context, to show the child that
he/she is getting better in
each exercise.)

f. Cleaning up game on the

table.
1.Use small and light
objects (pencil, bottle top,
cotton bobbin, lump of sugar,
lego block, etc.)
2. Ask the child to clear
the table by putting each
object into a basket or box
using the lips only.
3.(Pretend to be a dog or
cat) a. Insert a thin elastic
object in a
four-hole button;
b. The child sticks the
button in his mouth and tries
to hold it there (with closed
lips); and
c. Pull with increasing
strength the thin elastic object
until the child let it goes.
(Motivation: Use stop
watch to record how long the
child can resist the pressure
without letting go.) Children
above the age of 7 may be
verbally stimulated and
reminded to swallow the
saliva. It is very important to
remind them to swallow, as
this function does not come
naturally to them as it does to
other children.

Specific Speech Training

activity:
1.Imitation of mouth
movements by encouraging
the child to watch and follow
the teacher’s mouth
2.Make faces- Grumpy
mouth/Happy mouth
3.Tongue from one comer of
the mouth to the other licking
upper lip
4.Make bump on the cheeks
with the tip of the tongue
“Cleaning house” –
in this context. the inside of
the mouth - licking walls,
ceiling, floor
5.Make clicking sounds with
the tongue. Make sucking
noises (ah - ah with the vocal
chords)

a. How to teach spitting

1.Stick the tongue out
and blow air first, then say T.
with the tongue out.
2.Finally, spit (saying T)
with the tip of the tongue
behind the front teeth,
smacking lips - (tip of the
tongue),

b. Play - (lift the rear part of

the tongue)
1.Make engine noises -
(let the lips vibrate),
2.Fire engine - o - i – ba
- bu.
3.Imitation with sounds
4.The child must still be
watching the teacher’s
lips
5.Occasionally by both
of them looking in a
 mirror

12. Let the child imitate the

vowels one by one and
keep the sound for as long
as possible (“Vowel song” with
fixed melody).
Note: Vowels are very
important in all speech.
8.Time each vowel as a
competition between them for
the motivation of the child.
9. Imitation of similar,
meaningless monosyllables:
ma-ma- ma, da-da- &, ga-ga-
ga, la-la-la, etc. (May be sung
to a well-known melody and
with varied rhythms.)

c. Imitation of dissimilar,
meaningless monosyllables:
La- le-li. ga-ge- gi, la-ga-le,
etc.
1. Make many different
animal sounds.
2. Imitation of
meaningful words. It is
important that when the child
makes an attempt, hopefully
with an increasing frequency,
you should never correct his
articulation! Everything is
acceptable! Give praise and
encouragement. Corrections
will be made later. It is also
important to remember that at
this stage the training is
aimed at exercising the speech
organs and encouraging the
need to speak, and the joy of
talking!

Activities on Articulation
Development
(When the child’s imitations
improve, and it uses the
words spontaneously to a
greater extent in everyday
situations, it’s time to
check/correct the words
uttered by the child).
1. The teacher should prepare
a list of the sounds that are
still missing, and choose one
sound at a time for practice
during a specific period.
2. The lip-produced sounds
are the easiest to learn: M - P
- B.
3. Practice volume through
blowing exercises. T - D - N - L
- R which demand lifting of
the tongue tip, are also
difficult to master.
4. In order to overcome these
problems, an intensive licking
training is advisable:

A. Licking Activities:
1. Licking with the tongue,
the upper lip (put some
chocolate there) is necessary.
2. Licking a saucer (ice
cream. etc.) can also be
included in the training.
3. Previous experience has
revealed that the sounds S - F
- V are difficult to express for
children with CP, these
sounds can be articulated
later. With paralysis of the
pharynx the sounds K and G
are normally the last to be
learned.
Suggestions for the teacher:
Ideally, the teacher should
place himself/herself in front
of a mirror and watch closely
how his/her mouth forms the
sounds.
4. The teacher shall now
show the child how to form
the mouth and produce the
 sound.
5. Explore which sounds the
child can manage at the
moment.
6. Combine the sound which
is being practiced, with a
vowel and imitate meaningless
syllables.
7. Practice ma-me-mi-mo.
8. Then switch the letters
around: am - em - im - om.
9. Continue with some simple
words, with the sound as the
first letter: man - mammy.
10. If the exercise was
successfully performed, you
can reward the child by
putting a nice picture in the
child’s note book that follow
his/her speech training
sessions.
11. Write the word
underneath the picture.
12. Repeat in the next speech
training period, the words
written in the book.
13. Do this after the warm up
part containing motor training
of the mouth.
14. Perform automatic
counting from 1 – 15.

DIFFICULTY IN SEEING and HEARING

- It is a condition in which the child experiences a combination of
hearing and vision loss. Learners with this condition commonly
demonstrate problem behavior (e.g. self-injury)(Purvis,2012).
Characteristics:
- The child with deaf-blindness requires considerable
modifications to teaching content and different teaching strategies. He
cannot learn from what he sees like the deaf child does. He cannot learn
from listening like the blind child does. He learns only by what he does.
- The child may also have problems experiencing new things. He
maybe withdrawn or passive, content to stay in one place and let the
world come to him.
 - The range of sensory impairments included in the term “deaf-
blindness” is great.
- More than 90% of children who are deaf-blind have one or more
additional impairments or health problems.

- Young children who have both hearing and vision loss learn
the same way with those in the regular but in a different manner.

Accommodations & Teaching Strategies Activities

Modifications
 Access 11. Language –is a Teaching Skills that
- Communication Tactile Sign way facilitate hand
systems of communication development and
- Sensory for learners with expressiveness in
accommodations both sight and learners who are
and adaptations hearing deaf-blind.
impairment and
deaf-blindness.

How to do Tactile
 Participation Sign Language
- Trustful  The deaf-blind
relationships learner puts his/
- Cues and prompts her hands over the 14. Watch
- Consistent signer’s hands to and/ or touch
Routines feel the shape, the learner’s
- Calendar System movement and hands and
location of the learn to read
signs. Some signs them.
and facial 15. Think of
expressions may hands as
need to be initiators of
modified (e.g, topics in
signing” not conversational
understand” interactions,
instead of signing particularly
“understand” by with young
shaking one’s children who
head. Spelling do not yet use
“dog” rather than words.
 Support signing “dog”) 16. Use
- Team approach  Learners can use under hand
- Training and one or two-handed touch through
technical tactile sign exploration,
assistance specific language. initiation of
to deaf-blindness  Those who have topics and
acquired hearing expression of
impairment and feelings.
loss of vision, 17. Make
prefer tactile your hands
fingerspelling for available for
they find sign the child to use
language difficult. as he/ she
wishes.
- Conversation 18. Imitate
can be done by the child’s own
setting next to hand actions
the child or while your
tapping, hands are
touching gently. under the
child’s hand.
19. Play
interactive
hand games
frequently
(Guessing game
on identifying
common fruits).
20. Make
environmental
provisions to
encourage
hand activity,
appropriate to
the
developmental
level of the
child (trees,
flowering plants
etc.)
21. Encourag
e energetic
throwing in an
appropriate
settings and
developmental
times.
(manipulative
balls to the
basket and or
against the
wall).
22. Invite
access of your
own hands
while they are
 engaged in a
wide variety of
activities.
23. Invite
deaf-blind
learners to
have a frequent
tactual access
to the
environment.

24. Demonst
rate whatever
hand skills you
wish the
learner to
acquire and
allow him/ her
tactual access
to it.
25. Make
language
accessible to
the hands of
the learner who
is deaf-blind.
26. Be aware
of your hands
as carriers of
feelings and
pragmatic
functions.

3. Anticipation or
Calendar System

• Access – provide a 9. The child and

- Communication structured way in the teacher go
systems which to refer to the
- Sensory events in a child’s accessible
accommodations and day. Sometimes location where
adaptations called the calendar
- Environmental “anticipation box is stored
• Participation boxes” or object and find the
- Trustful calendars. first object on
relationships - a series of the left.
- Cues and prompts meaningful 10. Together
- Consistent symbols are they identify
Routines arranged in the item and its
- sequential order to significance,
let the child know using
what happens appropriate
next. speech and
sign language.
- It also provides 11. For
a way to make example, they
the beginning, might pick up
middle and end an umbrella
of an activity, and say/sign:
as well as time "Umbrella!”.
concept such as “Today is a
before, during, rainy/sunny
and after of day.”
symbols 12. The
representing teacher and the
different learners can
activities then carry the
item to the
place where the
activity will
Anticipation/Calendar occur (in this
System - Anticipation case they will
• Support schedules go outside the
- Team approach provide classroom) and
- Training and activities that continue to
technical assistance are represented touch/look at
specific to deaf- by symbols, the umbrella.
blindness time concepts 13. Through
from past to this activity the
future, learners begin
direction from to take on the
left to right (e.g. meaning of
Daily umbrella.
schedules, 14.
Weekly, Similarly, a
monthly, cup, spoon,
annual glass, and plate
schedules). can represent
the activities
Note: (Picture of a which will give
calendar with meaning to the
different activities) said utensils.
15. Once the
activity has
been
completed, the
learners and
the teacher
 carry the object
back and place
it in a special
box to the right
of the other
boxes, saying
and signing
"finished. Then
take the next
object out from
the next box
and repeat the
process.
16. As
learners begin
to associate the
objects with
certain
activities, they
can already
form concepts.
Access 4. Cues and Prompts
- Communication  Touch cues –
systems specific signals Parts of the body
- Sensory that are identification using
accommodations and executed on the touch cues:
adaptations learners’ body
- Environmental 4. Ask the learner
• Participation - Touch cues using touch
- Trustful should reduce cues to touch
relationships startling, help different parts
- Cues and prompts develop of her/his body
- Consistent anticipatory like nose, eyes,
Routines responses and ears, etc.
provide clearer 5. Give her a cue
information like tapping
about your his/ her
expectation shoulders if
Anticipation/Calendar she/he
System responses
• Support correctly
- Team approach  Object cues - 6. The teacher
- Training and everyday can target
technical assistance objects that are another lesson
specific to deaf- presented to the using touch
blindness learner as cues cues.
and that may
be touched on
the body
 Activities using object
- Presented to cues: Deaf-blind
child as cues leaners could
for particular participate in various
activities activities in different
- Provide goals with other
information or learners.
directives
- Allows child to Recess Time
get ready
- Consistent and 3. Direct the children
predictable to “pull” the deaf
- Facilitates blind learner to
development of the chair.
expectations 4. Let the learner
and practice pulling
anticipation with the help of
the classmate
during play time.
Types of object
cues
4. Actual object
(e.g. real spoon
and fork to
indicate time to
eat)
5. Partial or
associated
object (e.g.
plastic spoon
and triangular Role Play
placemat to eat) 10. Teacher will
6. Arbitrary object present different
(e.g. paper plate common toy
in different animals found in
shape with the farm.
triangular 11. Learner touch
placemat) each toy animal.
12. Let him/her
explore each toy
animal through
touching.
13. Slowly teach
him/her the name
of each toy animal.
14. Once the
learner can
identify already,
15. Incorporate role
 playing.
16. Teacher will
ask the class if
they have been to
a farm.
17. Let them share
their experiences
when they were in
the farm.
18. Let them
pretend to be
animals, while
deaf blind could
“rub” and “pat”
them, as if he/she
is the farmer who
come for attention.
(The deafblind
learner will be
given
differentiated -
instructions by the
teacher).

n. Touch cues for 4. Introduce every

personal child in the
identifiers class with
 Unique personal personal
cue to identify identifier.( e.g.
yourself bracelet for
(e. g. ribbon for Emma, pencil
Luz, feather for for the teacher,
mother, chain handkerchief
for father, for Jay-ar, or
string for etc.)
brother, pencil 5. The personal
for teacher, etc.) identifiers
should be
arranged on the
 Needed by board with
everyone in regular label which is
contact with the easy for the
child deaf-blind to
 Use each time you access.
greet and leave 6. The learner will
 Familiar trusted choose among
individuals should the personal
introduce someone identifiers
new whom she
 Note:(pictures with wants or needs
corresponding to.
personal identifiers:
e.g bracelet Emma,
pencil- teacher,
handkerchief Jay-ar,
etc)

Other suggested
activities that deaf-
blind learners are
capable of doing

Arts
Deaf-blind learner
can “pat” or “pull”
a modelling clay to
help a classmate
form different
shape
Science:
6. Deaf-blind can use
his vision to find
objects in the sand
box.
7. “Open” and “close”
the door, zippers
in bags, buttons in
/out blouses and
etc.
8. Can “pour” sand
in the toy animals.
9. “Pull” the shovel
out of the sand.
10. Arrange the
shapes in the box.

DIFFICULTY IN HEARING WITH OTHER DISABILITIES

 A chronic or acute health problem leading to inability of an
individual to comprehend verbal language due to its inability to hear.
Most individual suffering from hearing impairment also suffers health
issues due to asthma, attention deficit disorder or attention deficit with
hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia,
and Tourette syndrome which adversely affects their educational
performance.

Characteristics
21. Weak during health impairment occurrence
22. Shows strained expression when listening
23. Difficulty following verbal directions
24. Often follows and rarely leads
25. Will usually exhibit some form of articulation difficulty
26. Can become easily frustrated if their needs are not met —
which may lead to some behavioral difficulties
27. Less responsive to noise, voice or music
28. Watches faces of the speaker especially the mouth and lips.
29. Delayed or non-responsive to questions asked
30. Makes use of natural gestures, signs and movements
31. Often fails to give close attention to details or makes careless
mistakes in schoolwork or with other activities.
32. Often does not seem to listen when spoken to directly.
33. Often does not follow through on instructions and fails to finish
school work and chores (e.g., loses focus, side-tracked).
34. Often has trouble organizing tasks and activities.
35. Often avoids, dislikes, or is reluctant to do tasks that require
mental effort over a long period of time (such as schoolwork or
homework).
36. Often loses things necessary for tasks and activities (e.g. school
materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
37. Is often easily distracted
38. Is often forgetful in daily activities.
39. Often fidgets with or taps hands or feet, or squirms in seat.
40. Often leaves seat in situations when remaining seated is
expected.
21. Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to feeling restless).

Accommodations & Teaching Activities

Modifications Strategies
23. Note taker or 1. Visual Strategy 7. Dactylology
use of a scribe a. Teacher (Fingerspelling)
accommodates b. Teacher spells the
24. Interpreter learner’s needs by words using her
 writing all fingers.
assignments, class
25. Flexible instructions and 8. Pretend Play
attendance procedural changes c. Let learners pick
requirement on the board. up dolls, talk to
Providing a visual them and play with
cue eliminates them.
26. Additional time confusion on the d. Learners with
for test and other hearing impaired sign language use
classroom activities learners. signs when
talking.
27. Many students b. Arrange desks in
with hearing a circular pattern if * If the child is not
disabilities will have possible so hearing doing it on his/her
some form of impaired learners own, teacher
specialized can see other demonstrates and
equipment learners. This is involves the child till
recommended by especially important he/she learns.
an if they need to read
audiologist. Help th lips.
e child to feel c. Consider using a 9. Classroom
comfortable with talking stick for Responsibilities
his/her hearing group discussions
device and promote since this can help c. Teacher will
understanding and the hearing impaired give the
acceptance with learners know who learners tasks
other children in is speaking. such as putting
the class. their chairs
d. If possible, give back to where
28. Remember that printed copies of the they are
devices DO NOT notes about their properly placed
return the child's lesson so that they and keeping
hearing to normal. can focus on things from
discussions and their tables.
29. Noisy questions while the d. Learners can
environment will teacher is teaching. also be tasked
cause grief to the to open the
child with a hearing e. Utilize visual aids windows in the
device and noise such as posters, morning and
around the child charts, flash cards, closing them in
should be kept to a pictures, the afternoon.
minimum. manipulatives,
30. Check the device graphic organizers 10. Music
often to ensure it is or any visual items b. Teacher can let
working. to illustrate the learners
concepts whenever utilize drums
31. When using you can since vision and other
videos — make sure becomes a hearing vibrating
you use the 'closed impaired student’s instruments
 captioning' feature. primary means for during
32. Shut classroom receiving instruction so
doors/windows to information. that they can
help eliminate Note: ( for the appreciate
noise. different suggested music even if
33. Cushion chair activities, real they miss out
bottoms objects are needed, hearing it.
34. Use visual or teachers may
approaches make modifications,
whenever possible targeting the same 11. Story Time
35. Establish skills to develop) d. Teacher retells
predictable routines a short story to
for this child. the learners
36. Provide older using pictures.
students with Teacher sees to
visual it that each
outlines/graphic page contains
organizers and few words for
clarification. them to grasp
37. Use a the concept
home/school clearly.
communication Contextualized
book stories are
38. Enunciate words suggested.
clearly using lip e. Let the learners
movement to assist do some signs
the child to lip with you during
read. the story.
39. Keep close f. Use the story to
proximity to the talk about other
student. things related
40. Provide small to the story.
group work when
possible. 12. Paired Activities
41. Make b. Teacher can
assessment pair a hearing
accommodations to impaired with
enable a clear health
picture of impairment
demonstrated learner with
academic growth. his/her
42. Provide visual classmate to do
materials and arts and crafts
demos whenever activity and in
possible. getting
43. Provide visual materials
materials and around the
demos whenever school for
possible. utilization
44. Classroom floors during their
should have rubber activity in the
mats different
subjects.
2.Communication
Strategy
a. Look directly at 1.Train the learners how
the student and face to order food in a fast
him or her when food chain
communicating or
teaching.
o. Consider
teaching specific
social skills such
as joining into
games or
conversations.
p. Use facial
expressions,
gestures and
body language to
help convey your
message, but
don’t overdo it.
q. Do not
exaggerate your
lip movements,
but slowing down
a little may help
some students.
r. Say the student’s
name or signal
their attention in
some way before
speaking.
s. Speak naturally
and clearly.
Remember
speaking louder
won’t help.
t. Male teachers
should keep
mustaches well
groomed.
u. Ensure good
lighting on your
face. The glare of
strong lighting
(such as a
 window) behind
the speaker
makes lip reading
difficult.

v. Speak clearly but

naturally;
exaggeration or
shouting can
make it more
difficult for the
child to
understand
speech.
w. Try to remain in
one area while
talking. It's
difficult to lip
read someone
moving about a
lot.
x. Don't talk while
your back is
turned to the
child (e.g. writing
on blackboard).
y. Try to use as
many visual aids
as possible.
z. When reading
aloud, try not to
let the book cover
your face.

Teaching Language and Communication for learners with hearing

impairment with other disabilities
Accommodations & Teaching Activities
Modifications Strategies
Accommodations Gestures and Teaching skills for
 Access Sign language is gestures and sign
- Communication the aid suited to language for learners
systems replace/assist who have hearing
 Participation speech for all problems.
- Consistent use of children with Facial Signs Game
language speech is a great game to
impediments. practice facial
 expression.

 Support How to do the How to do the

- Team approach Gesture Sign game:
- Training and Language:
technical - The hands 8. Learners will
assistance specific are at all times form a circle.
to deaf-blindness available to the 9. Everyone
child, and the should get into
use of signs the circle and
may in itself, chooses their
gesture and favorite sign.
sign language 10. Then the
can be of good leader says a
help for feeling, like sad,
children with happy, excited,
language scared, etc.
problems. 11. Everyone in
- If the child the circle then
can manage sign while
the motor showing this
skills, let him feeling.
learn the signs 12. Teacher
or gestures you should sign
are using. something that
- Use your hands is funny and yet
in helping the she/ he sign it
child to make the with a very sad
proper signs for expression of
the individual her/ his face.
letter and number (like the teacher
. sign “ice
- You must cream”).
also inform 13. Observe how
your colleagues the learners
and other staff react, they
as new signs should be
are introduced. laughing.
Informing 14. Teacher will
parents and process their
siblings is reactions.
particularly
important, and
they should
also learn the
signs for use at
home. If the
child has
difficulties
 moving a body
part,
manipulating it
may get the
child started.
- This is quite
difficult with
actions of
the mouth.
With the
fingers.
however, it
is much
easier to
achieve
voluntary
movement
- We can
train the
fingers by
moving Teaching numbers and
them, alphabets through sign
bending and language.
stretching 12. The teacher
them. prepares
flashcards of
Note: Flashcards letters and
of numbers and numbers with
letters with corresponding
corresponding pictures.
pictures with 13. The teacher
names) should choose at
least 2-3 letters or
numbers as targets
for a day.
14. Let the
teacher present
each target letter
in a manner that
catches the
interest of the
learners.
15. The teacher
will show the letter
through a
flashcard and
fingerspell it.
16. Let the child
imitate.
17. When the
child can imitate
correctly, let him
imitate the lips
position when
giving the name
and sound of the
letter.
18. Present the
picture with its
name that
initialized the letter
presented.
19. Let the child
imitate the lips
formation when
giving the name of
the picture.
20. Give the sign
language of that
picture and let the
learner imitate.
21. This activity
can be use also
when introducing
numbers.
22. Proceed to
the next level of the
lesson as soon as
mastery of
identifying and
signing letters and
numbers is
evident.
 DIFFICULTY IN COMMUNICATING
(Learners with Attention Deficit Hyperactivity Disorder)

DEFINITION

ADHD (Attention Deficit Hyperactivity Disorder) is a

neurobiologically-based developmental disability in children and adults
with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful in
daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant to
engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are dull;
sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
 Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the go”

 Leaves seat and roams around the classroom; Can’t sit still
 High degree of unnecessary movements like pacing, tapping
feet, drumming fingers
  Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects to
play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with own
boundaries
 Difficulty “settling down” or calming self

Impulsitivity

 Talks excessively; blurts out answers before questions;

making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called; wants
things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins
tasks without waiting for directions; hurries through tasks;
does not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things

Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

Other Sign and Symptoms:

 Acts without thinking.

 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.
Components Strategies for Instructional Procedures
Accommodations

 learner will be seated near

the teacher for easy 1. Introducing lessons
monitoring but away from
the windows and doors. f. Provide an advance
 Fix shelves, tables and organizer. Prepare
children’s portfolio / art students for the day's
Classroom set- materials in a manner lesson by quickly
up that is accessible to summarizing the order of
children and where there various activities
is leeway for movement. planned.
 Provide prominent area g. Review previous
where to post calendar of lessons. For example,
activities, daily schedules, remind children that
and assignments. yesterday's lesson
 Where possible reserve an focused on learning how
area for reading/study to regroup in
and free activity subtraction. Review
 Remove decorations or several problems before
postings on wall that are describing the current
not essential and may lesson.
only create distractions. h. Set learning
 Clearly label in pictures or expectations.
written words the areas or State what students are
things to make it easy for expected to learn during
learners to access the lesson.
materials. i. Set behavioral
 Adaptations and expectations.
Class Standing modifications of method o Describe how students
(performance are expected to behave
instructions. (attn. p.20)
and written during the lesson
 Color-code materials,
j. State needed materials.
works) notebooks for each
crayons, scissors, and
subject.
colored paper for an art
 Provide lesson outline
project.
 Provide daily written
schedules for routines. d. lesson (particularly for
 Incorporate a great deal of seatwork and group
multisensory techniques projects) how much time
and developmentally remains.
appropriate activities e. Check
 Use materials that are fun seatworks/assignments
and engaging like using .
colorful activity sheets, Check completed
 Provide activities that assignments for at least
allow for some physical
 movements (indoor and some students. Review
outdoor activities). what they have learned
 Pair or seat the child near during the lesson to get a
a student role model. sense of how ready the
 Teacher will stand near class was for the lesson
the ADHD learner when and how to plan the next
teaching and once in lesson.
while make eye contact f. Preview the next
 Prompt/make signal cues lesson.
to get the learner engaged Instruct students on how
and focused on task to begin preparing for the
 Lower your voice and next lesson. For example,
resist rising you voice to inform children that they
get LSEN’s attention need to put away their
 Allow appropriate textbooks and come to
response time to process the front of the room for
information a large-group spelling
 Allow time for transition lesson.
from one activity to
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next.
 Split lengthy test into
several parts. Schedule
the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..

.
 Make a journal of
Improving learner’s behavior and
behavior and monitor significant
increasing self- positive negative/
esteem, changes
 Don’t compare the
performance of the
 learner/s with ADHD with
other learners in the
class.
 Provide opportunity to
make LSEN to participate
in school activities that
showcase the LSEN’s
areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and
the ability to stay calm
(not react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
 If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
 is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
can have your lunch. If
not, you will stay with me.
Let me know when you’re
ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”

Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in
front of the classroom how much time remains in the lesson of
which the child can see how much time remains. Short-term
prompts can also be used.
 Light. Turning the lights on and off prompts that the noise level is
in the classroom is too high and should be quiet. It can be also a
signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child
with ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:
  Silent reading time. Establish a fixed time each day for silent
reading (e.g., D.E.A.R.: Drop Everything and Read and Sustained
Silent Reading).
 Follow-along reading. Ask the child to read a story silently while
listening to other students or the teacher read the story aloud to
the entire class.
 Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners take
turns reading orally and listening to each other.
 Storyboards. Ask the child to make storyboards that illustrate the
sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can role-
play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-
read” sight-vocabulary words.
 Board games for reading comprehension. Play board games that
provide practice with target reading-comprehension skills or sight-
vocabulary words.
 Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with sight
vocabulary words.
 Recorded books. These materials, available from many libraries,
can stimulate interest in traditional reading and can be used to
reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students a
second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two vowels
go walking, the first does the talking”) (Scruggs & Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-bat-
cat”).
 Board games for phonics. Have students play board games, such as
bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds but
do not know the letters that go with them.
 3. WRITING

In composing stories or other writing assignments, children with ADHD

benefit from the following practices:

 Standards for writing assignments. Identify and teach the child

classroom standards for acceptable written work, such as format
and style.
 Recognizing parts of a story. Teach the student how to describe
the major parts of a story (e.g., plot, main characters, setting,
conflict, and resolution). Use a storyboard with parts listed for this
purpose.
 Post office. Establish a post office in the classroom, and provide
students with opportunities to write, mail, and receive letters to
and from their classmates and teacher.
 Visualize compositions. Ask the child to close his or her eyes and
visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a recent
event while the other students close their eyes and visualize what
is being said as a written paragraph.
 Proofread compositions. Require that the child proofread his or
her work before turning in written assignments. Provide the child
with a list of items to check when proofreading his or her own
work.
 Tape recorders. Ask the student to dictate writing assignments
into a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell “sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a personal
dictionary of frequently misspelled words.
  Partner spelling activities. Pair the child with another student.
Ask the partners to quiz each other on the spelling of new words.
Encourage both students to guess the correct spelling.
 Manipulatives. Use cutout letters or other manipulatives to spell
out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with spelling
lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled
words sorted alphabetically.

5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his or
her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her finger
to measure how much space to leave between each word in a
written assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
 Structured programs for handwriting. Teach handwriting skills
through a structured program, such as Jan Olsen's Handwriting
Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g., the
digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add up to
9).
 Partnering for math activities. Pair a child with ADHD with another
student and provide opportunities for the partners to quiz each other
about basic computation skills.
 Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
 instance, do they understand that the “plus” in 1 + 3 means to add
and that the “minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics that
describe basic steps in computing whole numbers. For example,
“Don't Miss Susie's Boat” can be used to help the student recall the
basic steps in long division (i.e., divide, multiply, subtract, and bring
down).

 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the
child to calculate his or her change when paying for lunch in the
school cafeteria, or set up a class store where children can practice
calculating change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children when
they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing
whole numbers.
 Computer games for basic computation. Schedule computer time
for the child to drill and practice basic computations, using
appropriate games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and have
children track their own performance.

 Solving word problems

To help children with ADHD improve their skill in solving word problems
in mathematics, try the following:

 Reread the problem. Teach the child to read a word problem two
times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example, words
such as “sum,” “total,” or “all together” may indicate an addition
operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What is
the question asked in the problem? What information do you
need to figure out the answer? What operation should you use to
compute the answer?
 Real-life examples of word problems. Ask the student to create
and solve word problems that provide practice with specific target
operations, such as addition, subtraction, multiplication, or
division. These problems can be based on recent, real-life events in
the child's life.
  Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned
word problems.

 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when
computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
 Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing whole
numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:

 Solicit the support of SpEd Teacher. This SpEd teacher will help
review the student's progress through progress reports submitted
by other teachers and will help act as the liaison between home
and school. Permit the student to meet with the SpEd teacher on a
regular basis (e.g., Monday morning) to plan and organize for the
week and to review progress and problems from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders to
help organize assignments for different academic subjects (e.g.,
reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to
help record homework and other seatwork in the assignment
notebook and file work sheets and other papers in the proper
folders.
 Clean out desks and book bags. Ask the child to periodically sort
through and clean out his or her desk, book bag, and other special
places where written assignments are stored.
  Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being
learned.
 Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
special materials and practices that help them to improve their
time management skills, including:

 Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.
 Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.
 Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment into
a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of planned
daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can also
use a blank piece of paper to cover the other questions on the
page.
 Venn diagrams. Teach a child how to use Venn diagrams to help
illustrate and organize key concepts in reading, mathematics, or
other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has
learned, perhaps with the use of a program such as Anita Archer's
Skills for School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a checklist
of mistakes that he or she frequently makes in written
assignments (e.g., punctuation or capitalization errors),
mathematics (e.g., addition or subtraction errors), or other
academic subjects. Teach the child how to use this list when
proofreading his or her work at home and school.
 Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for homework
assignments (e.g., books, pencils, and homework assignment
sheets).
  Uncluttered workspace. Teach a child with ADHD how to prepare
an uncluttered workspace to complete assignments. For example,
instruct the child to clear away unnecessary books or other
materials before beginning his or her seatwork.
 Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework. Discuss
and resolve with them and their parents any problems in
completing these assignments. For example, evaluate the difficulty
of the assignments and how long the children spend on their
homework each night. Keep in mind that the quality, rather than
the quantity, of homework assigned is the most important issue.
While doing homework is an important part of developing study
skills, it should be used to reinforce skills and to review material
learned in class, rather than to present, in advance, large amounts
of material that is new to the student.

DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION

Autism , or autism spectrum disorder, refers to a range of

conditions characterized by challenges with social skills, repetitive
behaviors, speech and non verbal communications, as well as by unique
strengths and differences.

“If a special child is given all the love he

needs, he will be smiling, hugging and
responding positively all the more…. If given
all the trust he needs, he will believe in
himself all the more…. If given all the
opportunities he needs, he will be growing in
skills and values all the more…It is only when
a special child is loved, trusted and given the
opportunities to grow that he becomes very
much a part of living!”
- Edilberto I. Dizon, Ed.D.

Characteristics of Autism

Each child is unique. The manifestation and severity of a child

with autism varies upon its degree from mild to severe and is usually
occur prior to the age of three.
Traditionally, there are three areas of development which affects a
child with autism: communication, social interaction and behavior. Some
other characteristics depend on other category that affects the lives of
Children With Autism. Despite of these difficulties with categorization,
the following are the characteristics of ASD’s listed below:

Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD
could not communicate using speech pattern and
others may have very limited speaking skills,
although others are good in vocabularies and
could talk eloquently. This result, somehow affects their communication
skills.
Below are some patterns of language that are common in children with
ASD:

 Delay or lack of speech and language development

• Loss of speech development previously demonstrated
• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability to
engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and over
again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:

Peer social interaction can range from totally absent to inability to

maintain desired relationships.
• Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors
(e.g., eye contact, facial expression, postures and gesturing) to
regulate social interaction.
 • Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with the
ability to respond and participate in social exchange and play.

Behavior

Behaviors among children with ASD are the

most challenging and stressful issues faced by
teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of objects.

• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling, complex
body movements).
• Rigid and repetitive patterns of behaviour, interest and activities.

SYMPTOMS OF AUTISM:
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommodation Teaching Activities

s Strategies
Establishing  Structured “ Staple Me “
proper Learning Teaching  Show a picture of a pupil collating
Environment papers and tell the child the task
he/she is doing.
 Show the stapler and collated
papers
 Demonstrate procedure on how to
staple them
 Ask the learner to do it himself.
Accommodations  note taking “ Just Do It ! “
for writing buddies  Let the learner copy assignment
problems and from the board
homework  Praise learner for the neatness in
partner writing and for the completion of
works
Accommodations  Role “ Role Out ”
on Language Playing and Teach the child to :
Problems group • exchange greetings and farewells
activity • using cordial expressions lik
“Thank You”,
“Excuse Me “ and “Sorry“
Reply to conversations
appropriately.
Covey a simple message
Accommodations  Behavior “ I AM OBEDIENT”
for Attention Modificatio - Instruct learner to keep his/her
Problems ns things.
 Applied - Instruct learner to get a new
Behavior activity
Analysis by physically prompting him/her.
- Praise learner if he/she could
suggest in changing activity.
Supporting MI (Multiple “ Embrace Me “
LSEN’s (Learners Intelligences) • Build a positive class climate.
Special Approach • Arrange learner’s seat for inclusion
Educational • Build opportunities for friendship.
Need) in Regular • Give explicit instructions and
Class equipment and materials accessible
• Supply the learner with standard
books and equipment.
• Involve the learner in all class
activities.
• Affirm the learner
• Set rules and routines
 TEST TAKING ACCOMODATIONS
BEFORE TESTING DURING TESTING AFTER TESTING

• Allow time • Avoid having • Interpret the test carefully as he have

to review him transfer rushed through the test, answered
directly answers impulsively or may have been
before test from one distracted.
• Allow ample sheet to • Score content rather than mechanics
space for another. such punctuation, capitalization and
student • Read test to grammar.
responses him if
• Use needed.
alternative • For essay
forms of formats,
assessment consider
that speak accepting
to the outlines,
student’s lists,
areas of mappings,or
strength. diagrams
• Consider the instead of
use of extra paragraphs and
time. essays.
• Make the • Remind and
first few encourage
items on the him to
test the review his
easiest in work.
order to
instill a
sense of
confidence.
• Teach test
taking skills
strategies
 STRATEGIES FOR READING COMPREHENSION
Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to complete filling
or reading how to out charts and graphic organizer.
materials to paraphrase, • Make connections through
his putting into relatedwriting activities and do futher
experience his own entension activities related to theme
and words the and content.
background main idea
knowledge. and
• Generate significant
interest and detail.
increase • Teach how
students to find
background introductory
knowledge and
and frame of summary
reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
supporting
details from
the text

TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.
• Give out one task at a time.
• Consider alternative methods of completing assignments or testing
knowledge( oral,visual or hand on projects ).
 • Use organizers,divided notebook, assignment pads and daily
planners to keep track of assignments.
• Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed.Try to be cognizant when” enough is
enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more time
to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it involves

breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long strings

of verbal information. Supporting verbal instruction with visual cues and
representation will help children comprehend material and understand
expectations.

Applied Behaviour Analysis (ABA)

This refers to the application of behavioural principles of learning

and motivation to address socially significant problems; to increase skills
and decrease problematic behaviours. Socially,significant behaviours
include such things as academics, reading, social skills, communication
and adaptive living. The focus is on systematically targeting small
measureable units of behaviour (Maurice, Green, and Luce 1996)

INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:
Assistive Technology Description Used to Address

Portable Word Keyboard with small Poor fine motor or

Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that provide planning, and
speech feedback cognitive
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio format decoding, fluency, etc.
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues
Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related

Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.” The
principles of structured teaching include:

• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable

Individualized Visual Daily Schedules

Children with ASD need proper scheduling as part of the
classroom structure since it will greatly help in their daily routine, aid in
transitioning independent activities and will make learning sessions
more enjoyable and meaningful one. Besides, giving direction can help
children predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter problems
with sequential memory and time mismanagement. Children with less
initiative lead them to a more difficult learning situation. It will create
anxiety and commit more mistakes once they are not informed of their
daily routine.

Beginning Schedule
Object Schedule

Written Picture Schedule

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change, particularly
for new situations and unfamiliar activities. Visual cues used in
combination with
verbal instructions can help the children to understand what is
expected.

Picture Exchange Communication System (PECS)

PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple,
single words and then building to phrases and sentences and eventually
more complex communication, the individual can effectively
communicate without voice. The emphasis is on helping an individual
develop the skills for initiating communication with other people.

Samples of PECS
Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting witha emotionally.Allowing for some
personal expression even non-verbal ones.
Below are pictures of an Art therapy session with learner with ASD.

SUGGESTED STRATEGIES IN TEACHING CHILDREN WITH AUTISM

 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit positive
reactions (e.g., food, toys, books , tokens ,sticker) or activities (e.g.,
hugs , kisses, praises ).A reinforce is also any object or activity
 that is reinforcing to a particular child (e.g., jumping or trampoline
, articles of clothing, wrappers touching of a favourite objects). The
reinforcing value of the object is evaluated by nothing if the child
reaches for it or manipulates it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has. Reinforce
a skill in successive approximation –step by step-until the desired
behaviour is achieved.
 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes. The
child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has 2
objectives:
a. To over correct the environmental effects of a maladaptive
response.
b. To require the disrupting child to practice a correct form of
an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
The teacher and the child specify and agree on expected behaviour
or task the child ought to exhibit/do for self- improvement.
Afterwards, they agree on rewards the child will get if the
tasks/behaviours are exhibited/done and also “punishments” if
not. The agreement is written on paper for both teacher and child
to sign. A copy is posted on the board to serve as reminder. A
punishment may be in the form of with- holding of things the child
likes or depriving him of privileges.
  Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.
 Stimulus Control
This involves presenting a visual or aural cue with which the child
associates stopping or continuing on with a behaviour. Examples
of visual cues are nodding and smiling to signal letting the child go
on with a behaviour or task. Examples of aural cues are saying No
or stop to stop a behaviour and Go ahead or good to let the child
go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable
behaviour.Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time.
Make the questions really easy—it’s not the content we’re learning, but
how to communicate questions and answers. e.g., give the more
advanced students the more difficult questions. You can make it more
fun by handing out buzzers or bells—the first person to “ring in” gets to
answer the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

Find a television program that is appropriate for your class’ age
and learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking,
and see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple
word and ask the person to your left to say the first (English) word that
comes to mind. Then, the person to his or her left should say the first
word that comes to his or her mind. Be sure to stop every so often to
debrief and define any mysterious words. A variation of this game is to
have each student say a word that begins with the last letter of the
previous word, e.g., word, donkey, yodel, loon.

Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut
them into little slips of paper and put them into a hat or bag. Invite each
student to draw two words from the hat (you can use more for more
advanced students). Give them each a minute to come up with a
sentence that uses those two words, and makes sense. Then invite each
of them to share their sentence with the class. Collect the words and go
again. It’s okay to repeat words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD
 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the brain

and nervous system), characterized by a combination of involuntary
noises and movements called tics. It usually starts during childhood and
continues into adulthood. In many cases Tourette's syndrome runs in
families and it's often associated with
obsessive compulsive disorder (OCD)
or attention deficit hyperactivity disorder
(ADHD).

Tourette Syndrome is one type of Tic

Disorder. Tics are involuntary, repetitive
movements and vocalizations. They are the
defining feature of a group of childhood- https://twitter.com/tourettepics
onset, neurodevelopmental conditions
known collectively as Tic Disorders and
individually as Tourette Syndrome, Chronic
Tic Disorder (Motor or Vocal Type), and Provisional Tic Disorder. The
three Tic Disorders are distinguished by the types of tics present (motor,
vocal/ phonic, or both) and by the length of time that the tics have been
present.

Individuals with Tourette Syndrome (TS) have had at least two

motor tics and at least one vocal/ phonic tic in some combination over
the course of more than a year. By contrast, individuals with Chronic Tic
Disorder have either motor tics or vocal tics that have been present for
more than a year, and individuals with Provisional Tic Disorder have tics
that have been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples are:
3. Simple
 Motor – eye blinking, head jerking, shoulder shrugging,
facial grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing, grunting,
gulping, sniffing, tongue clicking, etc.
 4. Complex
 Motor – jumping, touching other people and things, twirling
about, repetitive movements of the torso or limbs, pulling at
clothing and self-injurious actions including hitting or biting
oneself
 Vocal – uttering words or phrases, coprolalia (the
involuntary utterance of inappropriate or obscene words),
echolalia (repeating a sound, word or phrase just heard) or
palilalia (repeating one’s own words)

The most important thing to understand about the tics associated

with Tourette Syndrome is they are the result of a neuropsychiatric
condition. The sounds and behaviors are involuntary and are not being
done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in
almost every day or throughout
the period of more than one year
with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social
and occupational skills, or other
important areas which creates
marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a https://elcomunista.net/2016/11/24/sindrome-de-tourette-o-enfermedad-
substance or any general medical de-los-tics/comment-page-1/

condition is not a cause of the

disturbance.
 ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom Environment:
Grade  Use seating chart to allow  Provide a safe  Place the
VI for any movement tics place – Some learner away
learners benefit from
 Eliminate all unnecessary from a specific distractions
items from the learner’s place (as well as
desk to prevent a back-up in  Use assistive
distractions case this is not devices like
available), where tape
 Have a duplicate set of a learner may recorders,
text books for the learner release typewriters,
to keep at home. (Great to symptoms. or
use if learner misses computers
school or is having a hard  Give breaks out for oral and
time concentrating) of the writing
classroom, as it problems
 Use a study corral if can be helpful to  Expanding
needed have a change abilities:
in settings; e.g., Developing a
the bathroom, gradually
the drinking broadening
fountain, a real range of skill
or made up areas.
errand.
Handwriting:  School
 Minimize writing for transition:
homework  Modify written Advocating
assignments and
 Have a computer for that professionall
learner  Assign buddy or y supporting
homework the
 Allow the learner to copy partner transition to
another learner’s notes at school, and
home  Gross and fine liaising with
motor skills: teachers, as
 Provide a printed outline Determining the required.
if watching a movie current age level
of a learner’s  Visual cues
 Provide a print out what gross and fine can be used
is written on the motor abilities. to support
blackboard routine and
to introduce
new
activities, or
 Speech and a change in
Language Problems Language tasks.
 Provide visual input as Assessment
well as auditory whenever  Devise goals:
possible. The pupil could  Conversation Setting
receive written directions skills: functional
as well as oral ones, or Developing and
have a copy of a lecture conversation achievable
outline to follow while skills (e.g. back goals in
listening to instructions. and forth collaboration
Pictures and graphs that exchange, turn with the
illustrate the text are taking) learner,
usually quite effective. parents and
 Give directions one or two  Enhancing teachers so
steps at a time. Ask the verbal and non- that therapy
pupil to repeat the verbal has a
instructions. Then have communication common
the complete one or two including focus
items and check with you natural beneficial to
to see that they have been gestures, everyone
done properly. speech, signs, involved.
pictures and
 If you notice a learner written words.  Educating
mumbling while working, parents,
suggest a seat where he  Video Modelling teachers and
will not disturb others. others
Sometimes quietly  Social stories: involved in
"reauditorizing" Providing ideas the learner’s
instructions or and education care about
information to himself can around social Tourette
help a student grasp and story Syndrome
remember the development. and the age
assignment. appropriate
 Direct skill skills a
 Learner with difficulty in teaching learner
controlling and through a task should be
communicating may based approach. demonstrati
repeat their own words or ng.
those of someone else.
This may sound like  Task
stuttering but it actually engagement:
involves the utterance or Providing
words or whole phrases. alternative
Other learners may ways to
exploit this problem by encourage
whispering inappropriate task
things so that the child engagement.
with difficulty in
controlling will  Developing
involuntarily repeat them  Behavior underlying
 and get into trouble. Be Management skills
alert to this provocation. necessary to
 Concept skills: support
Attention Problems Developing whole body
 Seat the learner in front concept skills, (gross motor)
of the teacher for all especially and hand
instruction and directions abstract dexterity
to minimize the visual concepts, such (fine motor)
distraction of classmates. as time (e.g. skills, such
yesterday, as providing
 Seat the learner away before, after). activities to
from windows, doors, or support:
other sources of  Visuals can be  balance and
distraction, i.e., where used to help coordination
reading groups meet. with  strength and
understanding endurance
 Give the learner an and the child’s  attention
"office," a quiet workplace. ability to and
This could be in a corner, express their alertness
the hall, or the library. needs, wants,  body
This place should not be thoughts and awareness
used as a punishment, ideas.  movement
but rather a place the planning
learner can choose to go  Management
to when focusing becomes strategies:  Speech and
more difficult. Providing language
management assessment
 Have the learner work in strategies/ ideas to help the
short intense periods with to assist the family to
breaks to run an errand child in the understand
or simply wiggle in the home, at school how the
seat. and the child is
community. processing,
 Change tasks frequently. understandi
For example, complete  Communication ng, learning
five math problems, then strategies: and using
do some spelling, etc. Providing the language
family with and
 Contract for work to be strategies and communicati
done in advance. For techniques to on.
example, finish a specific increase and
number of problems by a enhance  Daily
certain reasonable time. communication activities:
Short assignments with with the learner. Helping the
frequent checks are more learner to
effective than two or three understand
sheets of independent the
work at one time. With environment
younger children, simple , routines
 gestures, such as a hand and
on the learner's shoulder, language.
can be a helpful reminder  Field Trip
to focus during listening  Developing  Developing
periods. Conversation language:
Skills Helping the
First Day of School: learner to
 Introduce the learner with  Daily activities: understand
difficulty in controlling Helping the and use
(with permission of the learner to richer
learner and family) to the understand the language
rest of the learners on the environment, and to use
first day routines and language
language. more
 If the learner with spontaneous
difficulty in  Social skills: ly.
controllingfeels Development of
comfortable, he/she can social skills (i.e.  Liaising with
describe the condition to knowing when, educational
the class how to use staff
language in regarding
 Make sure the other social nature of the
learners understand that situations). difficulties
tics will happen during and ways to
the school day and the help the
learner with difficulty in child to
controllingcannot help the access the
tics curriculum.


 Whether or not the

learner with difficulty in
controlling is in the room
at this point is up to the
child and the parents.

 As teachers, do not
encourage the child to
hold tics in; this can
make it much worse

 Make sure the rest of the  Enhancing

class understands that verbal and non-
just because one learner verbal
swears, that does not communication
mean they can swear including
natural
gestures,
speech, signs,
Material Presentation: pictures and
 Use as few words as written words.
necessary when
explaining  Visual
strategies: Using
 Check for understanding visual
(have the learner repeat information to
directions for a task back help
to you) understand,
organize and
 Present a syllabus for the plan the routine
whole quarter, so the for the day.
learner knows what is
expected of him

 Use phrases like “This is

important” and “Listen
Carefully”

 Avoid lots of visual

distractions in the room
and don’t sit them near
the door or window

 Have a cue (both you and

the learner know) that
can be given if he/she
needs to leave the room.
Provide a certain place
they may go if needed

Tests and Grading:

 Give extra time to finish
test or turn in homework
if necessary

 Reduce amount of work

(e.g.: odd numbers or half
the problems)

 Allow extra time, read the

test to them, allow oral
responses, etc.

 Provide movement breaks

during the test if
necessary
 Part of the grade could be
based on individual effort
or improvement

 Allow learner to retake the  Behavior

test (rework problems) for Modification
a passing grade
 Daily activities:
 Avoid ALL timed tests Helping the
learner to
Classroom Behaviors: understand the
 Sit the learner with environment,
difficulty in routines and
controllingnext to a language.
responsible learner so
distractions are limited  Token Economy
(Be careful that this does
not negatively affect the  Reinforcement
other learner)

 Reward forgetful learners

for remembering rather
than punish them for
forgetting

 Ignore behaviors that are

minimally disruptive

 Provide modifications for

behaviors that are
disturbing (e.g. foam on
desk if they tap they tap  Conversation
their pencil, tennis balls skills:
on chair legs). Developing
conversation
 Have a code or private skills (e.g. back
signal to use for the and forth
learner when his/her exchange, turn
behavior is unacceptable taking).

Organization:  Social skills:

 Establish a daily routine Development of
and remain consistent social skills (i.e.
knowing when,
 Teach the learner how to use
organization and self- language in
management skills social
situations).
 Enhancing
 Have clearly defined rules verbal and non-
and be consistent verbal
enforcing them communication
including
 Write the due date at the natural
top of worksheets/ gestures,
assignments speech, signs,
pictures and
 Highlight important ideas written words.
so worksheets aren’t  Scheduling
cluttered

 Remain very organized,  Concept skills:

use color coding, and Developing
provide a schedule concept skills,
especially
abstract
concepts, such
as time (e.g.
yesterday,
MATH: before, after).
 Allow the use of a
calculator without penalty

 Have a table of math facts

available

 Break story problems into

shorter segments

 Use graph paper or

notebook paper turned
sideways to keep work in
columns

READING:  Expanding
 Let the learner sit abilities:
comfortably Developing a
gradually
 Allow learner to follow broadening
along with the finger or range of skill
use a bookmark areas.
 Social stories:
 Tapes or reader for Providing ideas
textbooks and education
around social
story
 Read out loud in a tape
development.
 recorder to listen for
improvement  Enhancing
verbal and non-
 Read questions first verbal
before reading story communication
including
 Use headphones to block natural
out noise gestures,
speech, signs,
pictures and
written words

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING AND

COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to the

class. Please remember that they are occurring involuntarily, and
do not react with anger or annoyance! This requires patience but
reprimanding a learner with difficulty in controlling and
communicating is like disciplining a pupil with cerebral palsy for
being clumsy. If the teacher is not tolerant, others in the class may
feel free to ridicule the child with difficulty in controlling and
communicating.

 If some aspect of the child's tics affects the privacy or safety of

others (e.g., touching others), it is important to find ways to work
around the problem, but acceptance of the child is critical even
when the behaviors are unacceptable.

 Provide opportunities for short breaks out of the classroom. Time

in a private place to relax and release the tics can often reduce
symptoms in class. Private time may also enhance the learner's
ability to focus on schoolwork, because energy will not be used to
suppress the tics.

 Allow the learner to take tests in a private room, so energy will not
be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation in

front of the class for a while. Oral reports might be tape recorded,
so those skills can be judged without the added stress of standing
before the class.
  Work with other pupils to help them understand the tics and
reduce ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the child
about difficulty in controlling movements and sounds.
 Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling
and communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the effects
of tics – these treatments may help a person to develop better
awareness and learn to control their tics better. However, the tics
are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling and

communicating can take to help manage their tics:

C. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get their
own.

Banging and tapping

 Try put something softer on the table (e.g. a mouse mat) to avoid
hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

 Visit dentist to request a fitted tooth guard be made
 Chew gum
  Gum shields can help short term (can be purchased from sports
shops)

Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of
inactivity, as you would before exercise
 Stretch muscles regularly
 Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or in
any other public space

Headshaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are using
painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly supported
by a parent or by lying down

Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber
wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
 Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood
floors.
Stabbing with sharp objects
 Avoid using sharp objects. Use blunt pencils, plastic knives and
rounded end scissors.

Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they
have time to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

 Try using something thicker (e.g. wool) to avoid cutting into the
skin.

D. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the
mouth and out through the nose. Sounds are made by air coming
out over the larynx so reversing the process calms most vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head. Some
people have said that going through a rhyme enables the impulse
for coprolalia to pass.
 Help children with coprolalia to formulate a way of explaining the
symptom to others.

Coughing
 Try to support neck during coughing fits.

High pitched scream

 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to reduce
risk of damage to hearing.