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Written Report in SPED - 092003

This files made for student references and guide in surfing the reliable source across other resources. Keep it as your guide not copying the original manuscript without including the owners.

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Ma Cristina Dela Cruz VII
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10 views3 pages

Written Report in SPED - 092003

This files made for student references and guide in surfing the reliable source across other resources. Keep it as your guide not copying the original manuscript without including the owners.

Uploaded by

Ma Cristina Dela Cruz VII
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES


LAOANG CAMPUS
Laoang, Northern Samar

DEPARTMENT OF TEACHER EDUCATION

WRITTEN REPORT
IN
FOUNDATION OF SPECIAL
AND INCLUSIVE EDUCATION

Submitted by:
Ronela Rose Credo
Ma. Cristina Dela Cruz
Cristine Stephanie Dela Cruz
Jayrose Calumpiano
Maricar Carias
Marideth Cerbito
BEEd3A

Submitted to:
Inst. Marilou H. Uy
RONELA ROSE L. CREDO, BEEd3A

A. LEARNERS WITH INTELLECTUAL DISABILITY

Learners with Intellectual Disability is a term used when a person has certain
limitations in cognitive functioning and skills, including communication, social
and self-care skills. It is a condition that limits intelligence and disrupts abilities
necessary for living independently.

1. CEREBRAL PALSY

 It is a group of disorders that affect a person's ability to move and


maintain balance and posture. It is also known as Little's Disease and it
was identified in 1860 by William John Little. It affects body movement,
muscle control, muscle coordination, muscle tone, reflex, posture, and
balance. People who have cerebral palsy may also have visual, learning,
hearing, speech, epilepsy and intellectual impairments.

Characteristics of children with Cerebral Palsy:

Characteristics of children with cerebral palsy


1. Motor Impairments
2. Delayed developmental milestones
3. Speech and Communication Issues
4. Cognitive and Learning Mobility
5. Emotional and Behavioral Issues

Treatment 
 Medication 
 Alternative
 Equipment  
 Physical Therapy 
 Surgery

Teaching Strategies
1. Embrace Technology - Children with disabilities can really benefit from
appropriate devices in the classroom.

2. Make Space - Most children with cerebral palsy have some degree of
physical disability, from a minor foot drop to needing a wheelchair to be
mobile.

3. Use Assigned Seating - Children will sit with their friends and those they
are comfortable and familiar with if allowed to choose their own seats.

4. Change up Instructional Methods - Use direct instruction, small group


discussions, hands-on experimentation, quiet reading, videos and computer
learning, and all types of strategies to reach each child.
5. No Tolerance for Bullying - Tackle talk about any discriminatory language,
jokes, teasing, and any negative behaviour directed at any student to help
create a more inclusive atmosphere.
6. Collaborate with Teachers and Parents - Collaborating and putting heads
together to provide greater inclusion will have better outcomes for students.

2, TRISONOMY 21

 It is the most common chromosomal anomaly in humans affecting about 5,000
babies each year. This genetic condition is caused by extra chromosomes. It is
also known as Down syndrome. This disorder was first identified in 1866 by John
Langdon Down, a British physician.

Characteristics of children with Trisonomy 21:


Physical features:
1. Almond-shaped eyes
2. Small ears and flattened nose
3. Short, broad hands with a single crease across the palm and short fingers and
sometimes a gap between and first and second toes
Developmental characteristics:
1. Delayed motor skills development
2. Social strengths
3. Health Issues
4. Behavioral traits

Six ways to support children with Down syndrome in the classroom:


1. Provide opportunities for students to serve as social skills role models - Using this
strength to allow students to become role models for their peers in regards to
socialization can provide a boost of confidence and an opportunity for them to truly
shine.

2. Allow self-pacing - Applying this principle gives children with Down syndrome the
freedom to take the time they may need to get acclimated to a project and will
eliminate the frustration that is likely to arise from the feeling of being rushed.

3. Place a strong emphasis on visual learning - Providing visual aids (such as


demonstrations, pictures, and illustrations) can assist students with Down syndrome
in understanding and processing information.

4. Provide individual motivation - Motivation for students with Down syndrome is


crucial to helping them remain engaged with their learning.

5. Ensure proper supports are put in place within the prepared environment - The
guide should ensure the child has a choice of work spaces with the appropriate table
height and foot support to prevent muscle fatigue.

6. Be warm, encouraging, and positive - Acknowledging and validating the child’s


feelings, encouraging them, and providing praise in the form of specific observations
can motivate these students and allow them to reach their full potential.

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