Department of Education

REGIONAL UPSKILLING OF
RECEIVING TEACHERS ON SPECIAL
EDUCATIONAL NEEDS

November 5-6, 2022

NEAP-R, DepEd Regional Office No. 2.
Carig Sur, Tuguegarao City
 Department of Education

BASIC INFORMATION ON
LEARNERS WITH DIFFICULTY IN
BASIC LEARNING AND
APPLYING KNOWLEDGE

REINA G. ROMANO
Teacher 1
 Academic
I. Q/ Intelligence
Performance

• Capacity of a • Performance in
person to process school/academe
information and • Grades/Score
solve problems
 Difficulty in Basic Learning and Applying
Knowledge
 is processesin
a difficulty in one or more of the basic learning processes involved
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.
 POSSIBLE CAUSES AND FACTORS of
Difficulty in Basic Learning and Applying
Knowledge
 No real causes
 Might be a caused of:

1 hereditary 2 teratogenic 3 medical 4 environmental

BASIC LEARNING DIFFICULTIES
(Hidden)

1 Difficulty in Reading
Dyslexia 2 Difficulty in Writing
Dysgraphia

Difficulty in Spelling

Difficulty in Counting and

3 Calculating
Dyscalculia
APPROPRIATE SUPPORT AND
INTERVENTION

A ASSESSMENT
P
P
R ACCOMODATION
O
P
R FACILITIES / EQUIPMENT
I
A
T
STRATEGIES
Reveal the message in the bottle

Instruction:
Let’s CHECK our ourselves
ANSWER:

The problem is the way the mind

interprets what the eyes see – like an
optical illusion, except this mismatch
between what illusion and reality
happens with ordinary print on a
page.
 DIFFICULTY IN READING

• Dyslexia is a chronic neurological disorder and common learning difficulty that

can cause problems with reading, writing, and spelling.
• It's a "specific learning difficulty", which means it causes problems with certain
abilities used for learning, such as reading and writing.
• Often , dyslexics complain about seeing the word moving or waving. Sometimes they
just to see the word-it is missing for them. Some dyslexics have trouble making sense
of the symbols in our language because the letter may look one way one time and
another way the next time they come across them.
 WHAT DYSLEXICS SEE

1. THE
RIVERS
EFFECT
 WHAT DYSLEXICS SEE

1. THE
SEESAW
EFFECT
 WHAT DYSLEXICS SEE

3. THE
WASHOUT
EFFECT
 WHAT DYSLEXICS SEE

4. THE
SWIRL
EFFECT
 WHAT DYSLEXICS SEE

5. THE
BLURRY
EFFECT
 WHAT DYSLEXICS SEE

6. THE
SHAKY
EFFECT
 WHAT DYSLEXICS SEE

7. THE
HALO
EFFECT
 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
 Characteristics of Learners with Difficulty
in Reading

Recognize words that begin with the same sound

Sit still for a reasonable period of time
Difficulty keeping in place when reading
Poor spelling
Avoids reading aloud
Difficulty organizing ideas to speak or write
 ACCOMODATIONS to Support Learners
with Difficulties in Reading

SETTING

Small Group Study Carrel Individualized

ACCOMODATIONS to Support Learners
with Difficulties in Reading

TIMING
1. Extended Time 2. Unlimited Time

3. Frequent Breaks
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Reading

For Instructional Materials

Use of tape recorder or audio books
Simplification of written directions for key words and ideas
Presentation of a small amount of work
Blocking out of extraneous stimuli or providing colored strips
or bookmarks to follow along while reading.
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Reading

For Performance

 Changing response mode

 Providing an outline of the lecture
 Using graphic organizers
 Using assignment books or calendars
 Providing readily-available handouts
 Turning lined paper vertically for math
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Reading

For Interactive Instructions

Using explicit teaching procedures
Stick to consistent daily routines
Repeating directions, then check to see if learners understand
Providing copy of lecture notes
Providing learners with a graphic organizer
Using step-by-step instruction (oral and written)
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Reading

For Interactive Instructions

Combining verbal and visual information

Writing key points or words on the chalkboard
Using balanced presentations and activities
Emphasizing daily review
 Work of hands

Instruction:

In 20 seconds write your

name legibly using your
non- dominant hand.
 DIFFICULTY IN WRITING

• dysgraphia is a transcription disability

• meaning that it is a writing disorder associated with impaired
handwriting, orthographic coding (orthography, the storing
process of written words and processing the letters in those
words), and finger sequencing (the movement of muscles
required to write).
 Characteristics of Learners with Difficulty in
Writing

Cramped fingers or unusual grip on writing tool

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
 Characteristics of Learners with Difficulty in
Writing

Inconsistent spacing between letters and words

Slow or labored copying or writing
Misuse of line and margin
General illegibility – despite training
 ACCOMODATIONS to Support Learners
with Difficulties 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.

 ACCOMODATIONS to Support Learners
with Difficulties in Writing
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
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Writing

1. By making accommodations for the learner

• Giving the learner a large pencil-holder or grip
• Allowing more time to complete assignments
• Allowing manuscript print instead of cursive handwriting
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
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Writing

3. Through remediation of the writing difficulties

• Teaching the use of effective writing strategies
• Providing corrective feedback
• Daily counting and charting can act as incentive for increased output,
accuracy and legibility
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Writing

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.
 Let’s Have Spelling Game

Instruction:
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
Which word is spelled correct?
 LEARNING DIFFICULTY IN READING /
WRITING

• Dysgraphia is a specific learning disability that affects a

person's handwriting ability and fine motor skills.
Problems may include illegible handwriting,
inconsistent spacing, poor spatial planning on paper, poor
spelling, and difficulty composing writing as well as
thinking and writing at the same time.
 Characteristics of Learners with Difficulty in
Spelling

 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.
 ACCOMODATIONS to Support Learners
with Difficulties 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)
 ACCOMODATIONS to Support Learners
with Difficulties in Spelling
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.

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.
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

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
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

 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-write-check
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.
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

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

Spelling by analogy
Some learners will need direct teaching and much
practice to realize that knowing the spelling of one word
can give clues to the probable spelling of another word
that sounds a little like it.
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

Repeated writing
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.
 In 3-5 seconds, what is the
SUM of the numbers in the
grid when we add it, vertically,
horizontally and
diagonally?
ANSWER:

=15
 LEARNING DIFFICULTY IN COUNTING AND
CALCULATING

 Dyscalculia /ˌdɪskælˈkjuːli.ə/ is difficulty in learning or

comprehending arithmetic, such as difficulty in
understanding numbers, learning how to manipulate
numbers, and learning facts in mathematics. It is
generally seen as a specific developmental disorder.
 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
 Characteristics of Learners with Difficulty in
Counting and Calculating

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.
 ACCOMODATIONS to Support Learners with
Difficulties 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
 ACCOMODATIONS to Support Learners with
Difficulties in Counting and Calculating
For 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
 ACCOMODATIONS to Support Learners with
Difficulties in Counting and Calculating
For Classwork and Taking Tests

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
 ACCOMODATIONS to Support Learners with
Difficulties in Counting and Calculating
For Homework

Create separate worksheets for

word problems and number
problems

Highlight or circle key words and

numbers on word problems
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

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
 STRATEGIES & SUGGESTED ACTIVITIES to
Help Learners with Difficulties in Spelling

 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