West Visayas State University 2020

UNIT 4: LEARNERS WITH

ADDITIONAL NEEDS

A. Celebrating Differences

Introduction:
Differences are often seen by many as something to avoid. We generally
think that living harmoniously means having similar interests, needs, and
aspirations. And yet, if we look at the world around us, it is the contrasts, the
differences that make life more interesting. For instance, do you not notice how
many contrasting colors are seen in a spectacular sunset? The hues of orange,
yellow, indigo, purple, and blue all blend together to offer a feast for the senses.
The same is true of our learners. As we encounter each individual learner,
we will see that they will have a lot of diverse needs and characteristics. Yes,
they will have similarities too. But many times it will be their diversity that will try
our creativity as teachers. Our main task as educators, is to see to it that these
differences and diversity are both addressed and celebrated in our classrooms.

Learning Outcomes: At the end of the unit, the students must have:

1. observed and described typical and atypical development among learners

2. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:

A. Gifted and Talented

B. Others

1.1 Children who are At risk for school failure

C. Difficulty Seeing

D. Difficulty Hearing

E. Difficulty Walking/Moving

F. Difficulty in Communicating

G. Difficulty in Learning
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H. Difficulty in Handling Emotions

I. Difficulty Remembering/Focusing

J. Difficulty With Self Care

3. observed learners with exceptionalities/difficulties in an inclusive setting and

possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment

4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

Lesson 1: Typical and Atypical Development

Learning Outcomes: At the end of the lesson, the students must have:

1. defined the terms typical and atypical development,

2. identified and described children with typical and atypical development; and
3. compared the development of typical and atypical children.

A. ACTIVITY
Compare the three children.

Jeremy is the biggest boy in the first grade. He looks like an eight-
year old, yet behaves like the young six-year-old that he is.

Mara, by age three, was fluent in three languages; by age five, she
was reading words and phrases in two languages. She was also
producing clay figures and paintings more typical of a second grader
than a preschooler.

Bia is a 7 year-old second grader. She is bubbly and likes to play with
other kids. She likes to draw and paint. She wants to be an astronaut.

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B. ANALYSIS
Based from the above cases, answer the following questions:
1. What are the characteristics of each child?
2. What makes each child similar with and different from each other?
3. Among the three, who do you think has unusual abilities?
4. What makes this child “unusual”? Why do you think so?

C. ABSTRACTION
Typical and Atypical Development
All children develop differently, but the stages they pass through are broadly
the same. When working and dealing with children, one can recognize similarities in
their levels of development. However, some children exhibit behaviors that fall
outside of the normal, or expected, range of development.

What is Typical Development?

Typical or normal development implies an ongoing process of growing,
changing, and acquiring a range of complex skills. Beginning in earliest infancy, the
process moves along a developmental continuum according to a predictable pattern
common to most children of the same age (Allen & Cowdery, 2015). The acquisition
of certain skills and abilities is often used to gauge children's development. These
skills and abilities are known as developmental milestones. Crawling, walking, saying
single words, putting words together into phrases and sentences, and following
directions are examples of these predictable achievements. Although not all children
reach each milestone at the same time, there is an expected time-frame for reaching
these developmental markers (National Center for Learning Disabilities, 2020). The
developmental milestones give a general idea of the changes to expect as a child
gets older.
Some of the categories within which these behaviors are seen include (National
Center for Learning Disabilities, 2020) :
 Cognition (thinking, reasoning, problem-solving, understanding)
 Language (expressive and receptive abilities)
 Motor coordination (gross/fine motor, jumping, hopping, throwing/catching,
drawing, stacking)
 Social interaction (initiating peer contact, group play)
 Adaptive (dressing, eating, washing)

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What is Atypical Development?

Children who have atypical patterns of development are a diagnostic

challenge in the preschool years. Delayed or inappropriate use of language often is
the most prominent symptom, and it frequently is accompanied by unusual social
interaction patterns, odd behaviors, or limited play skills. Atypical behaviors include
those considered to be uncommon, such as perseveration on specific activities,
adherence to strict daily rituals, aloofness, and echolalia (repeating words, phrases,
or sentences). Atypical patterns are characterized by deviations in the order of skill
acquisition, discrepancies among areas of development, or regression and loss of
previously established abilities. Some “atypical” patterns of development represent
normal variation; others reflect disorders of cognition, language development, or
social functioning (Simms & Schum, 2000).

Atypical behaviors should be noted and carefully recorded. They may be isolated
events that have little or no impact on later development. They might, however, be
early warning signs of later and more significant problems. Patterns of atypical
behavior can be useful in confirming areas of need (National Center for Learning
Disabilities, 2020).

Boskic (2011) noted that child development exists on a continuum. The

development of most children falls somewhere in the “middle” of that continuum. A
child is described as developing atypically when one of two situations arises:

 A child reaches developmental milestones earlier than other children his/her age
 A child reaches developmental milestones later than other children his/her age
Some children show characteristics and behaviors that indicate advances in
development. Porter (2002) also noted that children who are developing ahead of
age achieve developmental milestones early (around one-third sooner than
expected). These children learn at a faster pace than usual and go about tasks in
sophisticated ways-that is, how they achieve is exceptional. Early motor development
and use of advanced speech are also evident among these children.

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Comparing some typical and atypical characteristics of kindergarten children

Physical Abilities Academic Skills Speech and

Language

Typical Hops around on one Can name most Uses sentences with
foot without support letters of the more than five
alphabet; words consistently.
can associate
sounds with letters

Red Flags Child is excessively Struggles with the Easily gets

clumsy alphabet, and only frustrated with
be able to name a learning and play
few letters activities that
involve talking to
others, listening or
following directions.

Advanced High level of Already reads books Unusually large

physical energy vocabulary and
complex sentence
structure for age

For more information about developmental milestones, you can find resources
at:
https://www.cdc.gov/ncbddd/actearly/milestones/index.html
https://medlineplus.gov/ency/article/002002.htm

D. APPLICATION

Observe a young child at home, in a center, or in your neighborhood. Take

note and record the child’s characteristics in areas such as physical abilities,
cognitive/academic skills, communication skill, social and emotional skills. Determine
if these characteristics reflect typical or atypical development.

Note: Please observe proper health protocols while doing this task.

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E. ASSESSMENT
Determine if the following characteristics/behaviors show typical or atypical
development. Write T for typical and A for atypical.
1. Five year-old Alyssa can recognize her name in print.
2. Kindergarten children can count to ten or more.
3. Mark, 3 years of age, has a wide range of interests.
4. A 12 month-old baby can speak in a complete sentence.
5. Carl, a third grader, has difficulty following simple directions.
6. A group of preschool children are playing together.
7. Nine year-old Martin can play 4 musical instruments and composes his own
songs.
8. Yuri, 7 years old, struggles with tracing exercises.
9. Bettina, 8 years old, cannot distinguish right side from left side.
10. Luis can take apart and reassemble objects with unusual skill.

References:

Allen, K. E. & Cowdery, G. E.(2015). The exceptional child: inclusion in early

childhood education. Cengage Learning. Stamford, CT 06902 USA.

Boskic, N. (2011).Early Childhood Intervention: Module One – Typical and Atypical

Development

http://blogs.ubc.ca/earlychildhoodintervention1atypical/category/1-4-atypical-
development/

National Center for Learning Disabilities, (2020) :National Center for Learning
Disabilities Every Child is Learning: A Training Program asfr
https://www.ncld.org/
Mark D. Simms, M. and Schum, R. (2000). Pediatrics in Review May
2000, 21 (5) 147-158; DOI: https://doi.org/10.1542/pir.21-5-147

https://pedsinreview.aappublications.org/content/21/5/147

Porter, L. (2002). Educating young children with special needs. Allen & Unwin. Crows
Nest, NSW 2065 Australia

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Lesson 2: Children Who are Gifted and Talented

Learning Outcomes: At the end of the lesson, the student must have:
1. defined the terms gifted and talented,
2. described the characteristics of gifted and talented students,
3. discussed how to identify gifted and talented students; and
4. discussed appropriate educational accommodations for gifted and talented
children.

A. ACTIVITY
Read the article about these three gifted children.

Kiko, James, and Shaira: The Country’s Most

Celebrated Young Achievers

Left to right: Kiko,James, and Shaira (photo from https://lifestyle.inquirer.net)

In 1995, three Filipino children were introduced to represent what

“giftedness” is all about. They were Francis Galura, James Flores and Shaira Luna -
the gifted trio who wowed everyone when they displayed their adult-like expertise in
poetry, astronomy, and anatomy in a television commercial. They became the
country’s best-known young achievers.

More than 20 years after being celebrated as gifted kids, Francis “Kiko”
Galura, James Flores and Shaira Luna are now individuals of their own who
continuously exude exceptional proficiency in their respective careers. Galura, the
young poet, is now a publisher in one of the country’s biggest printing houses.
Flores, who was noted for his genius in astronomy, pursued his masters in clinical
psychology, while himself, helping encourage brilliance in musically gifted children

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through outreach programs. Luna, who knew about science as soon as she could
count, is now one of the most talented photographers of her generation.
Sources: https://lifestyle.inquirer.net/182767/gifted-children-of-the-90s-where-are-they-
now/#ixzz6UG0hF000

https://www.manilatimes.net/2015/03/07/weekly/the-sunday-times/nurturing-the-countrys-gifted-
children/167773/167773/

B. ANALYSIS
Questions:

1. What makes Kiko, James, and Shaira “gifted”?

2. What do you think are the characteristics of each one of them?
3. What makes them deviate from the rest?
4. Can children be gifted in one aspect and just ordinary in others, or do they
have to be outstanding in all areas?
5. Are gifted children highly visible in the classroom? Why? Why not?

C. ABSTRACTION

Gifted and Talented Children

Definitions
U. S. Federal Definition (No Child Left Behind Act of 2001):

Students, children, or youth who give evidence of high achievement capability

in areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who need services and activities not ordinarily provided by the
school in order to fully develop those capabilities.

National Association for Gifted Children in the U.S. (2010):

Gifted individuals are those who demonstrate outstanding levels of aptitude

(defined as an exceptional ability to reason and learn) or competence (documented
performance or achievement in top 10% or rarer) in one or more domains.
Domains include any structured area of activity with its own symbol system (e.g.,
mathematics, music, language) and/or set of sensorimotor skills (e.g., painting,
dance, sports).

Renzulli’s Three-Trait Definition

Giftedness is a product of an interaction among three clusters of human

traits: (a) above-average general intellectual abilities, (b) high-level of task

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commitment, and (c) creativity.

Gifted children are those possessing or capable of developing this composite

set of traits and applying them to any potentially valuable area of human
performance. Children who manifest or are capable of developing an interaction
among the three clusters require wide variety of educational opportunities and
services that are not ordinarily provided through regular instructional programs
(Renzulli, 2003).

Piirto’s Talent Development Concept

Piirto (2007) defines gifted individuals as who , by way of having certain

learning characteristics such as superior memory, observational powers, curiosity,
creativity. And the ability to learn school-related subject matters rapidly and
accurately with a minimum of drill and repetition, have a right to an education that
is differentiated according those characteristics.

Maker’s Problem-Solving Perspective

Giftedness and talent incorporate the three elements that appear most often
in contemporary definitions: high intelligence, advanced creativity, and excellent
problem-solving skills.

A gifted person is a problem solver-one who enjoys the challenge of

complexity and persists until the problems is solved in a satisfying way. Such an
individual is capable of: a) creating a new or more clear definition of an existing
problem, b)devising new and more efficient or effective methods, and c) reaching
solutions that may be different from the usual, but are recognized as being
effective, perhaps more effective, than previous solutions (Maker, 2005 in Heward,
2017 ).

Identification
A mutidimensional and multimodal assessment approach that collects
information from a variety of ways (e. g., tests, interviews, performances) and from
a variety of sources (e. g., parents, teachers, psychologists) is more accurate and
equitable in the identification of gifted and talented students.Comprehensive and
equitable identification of these students includes the following (Heward, 2017):

 Group and individual intelligence tests

 Achievement tests

 Proficiency tests

 Portfolios of student work

 Student performances or products

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 Teacher nomination

 Parent, family, or caregiver nomination

 Self-nomination

 Peer nomination

 Extracurricular or leisure activities

Causes/Probable Causes
The Nature of Gifted and Talented Children

So is there a gene for genius? Bee (2004) in Macintyre (2008) calls heredity ‘a
genetic blueprint that influences what we can do’ suggesting that children inherit a
pattern of abilities and disabilities that will, to some extent, affect how they learn
and behave and make their way in the world.The combination of genes from the
father and from the mother provide a unique genetic pattern and from that
moment in time and provided there are no accidents during the time of cell
division, (for example, the extra third copy of chromosome 21 causing Down’s
syndrome) or if there are no negative effects coming from the placenta through the
umbilical cord (for example, the mother’s supply of oxygen to the baby’s red blood
cells may be contaminated by smoking or drug abuse; the removal of waste may
not be efficient; or illnesses caught during the first three months of pregnancy –
rubella, for instance, may damage the baby’s sight and hearing), then the ‘nature’
side of development is set.

Already certain characteristics are there – eye colour, body build, some
aspects of intelligence and temperamental traits, for example, whether the child
will be outgoing or shy. The genetic blueprint means that from conception the child
will have the means to develop certain abilities. So, from conception there are
different potentials that affect how readily learning and the emergence of gifts and
talents can occur.

The Nurture of the Gifted and Talented Children

Can genius be trained? While some children seem to be born with an innate
potential to do well and have the motivation and temperament to succeed, the
most fortuitous outcome will require the experiences and opportunities to nurture
the children and enhance the outcome (Macintyre, 2008).

Environmentalists are those that consider the ‘nurture’ aspect of development

to be of major importance. They explain that a balanced approach to explaining
giftedness and talent must recognize the environmental and social forces that
impact on development before babies are born and throughout their lives.

Some factors that can contribute to nurturance of giftedness and talent:

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 The quality of the nurturance the baby receives in the womb and after birth

 Social influences in the home environment (e. g., family support, composition
and financial status of the family)

 Parenting skills/styles and childcare practices

 School environment

Learning Characteristics
Giftedness encompasses a wide range of abilities, skills, and traits. Some
students have special talents but rarely do they match widely held stereotypes and
myths about giftedness. These students may not be outstanding in academics, but
they may have exceptional abilities in areas such as music, dance, art, or
leadership. Gifted and highly talented individuals are found in all gender, cultural,
economic, linguistic, and disability groups. Learning and intellectual characteristics
of many gifted and talented children include superior ability to:

 Rapidly acquire, retain, and use large amount of information.

 Relate one idea to another.

 Make sound judgments.

 Appreciate multiple and opposing points of view.

 Perceive the operation of larger systems of knowledge not often recognized by

the typical person.

 Acquire and manipulate abstract symbol systems.

 Create novel solutions to problems by reframing the question.

Silverman (1995) in Heward (2017) reported that many highly gifted children
(those with IQ scores greater above the mean (IQ>145) ) exhibit the following
characteristics:

 Intense intellectual curiosity

 Fascination with words and ideas

 Perfectionism and need for precision

 Learning with great intuitive leaps

 Intense need for mental stimulation and challenge

 Difficulty conforming to the thinking of others

 Early moral and existential concerns

 Tendency toward introversion-independence and isolation

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Heward (2017) cited that some scholars considers creativity central to the
definition of giftedness. Based on the review of 90 creativity studies of Plucker,
Beghetto, and Dow (2004) creativity is defined as “the interaction among
aptitude,process, and environment by which an individual or group produces a
perceptible product that is both novel and useful as defined within a social
content”. Guilford (1987) described the following dimensions of cognitive creativity,
which he called divergent production:

 Fluency: produces many ideas

 Flexibility: offers a wide variety of of ideas, unusual ideas, and alternative

solutions

 Novelty or originality: uses words in unique ways, uses low-probability words

and responses, and has novel ideas

 Elaboration: provides details

 Synthesizing ability:links together unlikely ideas

 Analyzing ability: organizes ideas into larger, inclusive patterns

 Ability to reorganize or redefine existing ideas: transforms an existing object

into one of different design, function, or use

 Complexity: manipulates many interrelated ideas

Gifted and talented children often display creativeness, talents, or intellectual

abilities that are highly advanced of their age. Precociousness-showing highly
advanced abilities and skills at a young age- is another characteristic of many gifted
and talented individuals. Highly gifted students show advanced neuromotor and
neurosensory development at an early age (Heward, 2017).

General Educational Adaptations

A. Curriculum Differentiation

Differentiation is a broad term referring to tailoring teaching environments,

curricula, and instructional practices to create appropriately different learning
experiences for students with different needs, interests, readiness, and learning
profiles. Differentiating instruction means "shaking up" what goes on in the
classroom so that students have multiple options for taking in information, making
sense of ideas, and expressing what they learn. In other words, a differentiated
classroom provides different avenues to acquiring content, to processing or making
sense of ideas, and to developing products so that each student can learn
effectively(Tomlinson, 2000; 2017 ).The main objective is to engage learners in
lessons appealing to differing interests, using varied rates of instruction, and
providing varied and conceptually rich curriculum (Heward, 2017).

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Teachers can differentiate at least four classroom elements based on student

readiness, interest, or learning profile (Tomlinson, 2000):
 Content – what the student needs to learn or how the student will get access
to the information;

 Process – activities in which the student engages in order to make sense of or

master the content;

 Products – culminating projects that ask the student to rehearse, apply, and
extend what he or she has learned in a unit; and

 Learning environment – the way the classroom works and feels.

B. Acceleration and Enrichment

Acceleration

Acceleration is the general term for a variety of methods for increasing the
speed with which a student progresses through school.

Southern and Jones (2004) in Heward (2009) identified some types of

acceleration options:

 Early admission to kindergarten

 Early admission to first grade

 Early entrance into junior high, high school, or college

 Grade skipping ( e.g., Cathy who was skipped from Year 6 into Year 8)

 Self-paced instruction- students proceed through learning and instructional

activities at a self-selected pace

 Subject matter acceleration (e. g., a 4th grader taking 7th grade math)

 Curriculum compacting-involves compressing instructional that students have

already mastered so they have more time for enrichment (Heward, 2017).

 Telescoping-a student, or a group of students, completes two years in one, or

some similar rapid progression through material (Bailey, 2004).

 Acceleration in college

 Early graduation

 Continuous progress -Students engaging in this option are given new

content as prior content is completed and mastered. The practice is considered
accelerative when the student's progress outpaces that of chronological peers
in rate and level (https://www.davidsongifted.org/.).

 Combined classes- two or more classes are taught in the same

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classroom (e. g., grades 3 and 4 are combined into one class)

 Mentoring- Students are paired with mentors who provide advanced or

faster-paced instruction.

 Extracurricular programs

 Concurrent/Dual enrollment-E. g., a student may take algebra at the

middle school, and earn credit at both the middle school and high school level.

 Distance learning or online learning courses

Enrichment

Enrichment enables students to probe or study specific subject matter, a

topic of interest, or a discipline in greater detail and depth than would occur in the
standard curriculum. Enriching the content of instruction to include more
innovation, novelty, and sophistication is the most common method for
academically talented students. Enrichment generally involves adding new and
different information from a variety of disciplines outside the traditional curriculum.

Some examples of enrichment activities:

 Conducting a further research into a subject

 Tiered activities- using varied levels of tasks and completing more complex
assignments that allow more able students to work at a higher or wider level

 Cross-curricular activities: incorporating a subject into other studies for

continuing engagement

 Independent study

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D. APPLICATION

Task: Read the article. Enumerate the child’s characteristics that show giftedness.
Give 3 specific accommodations to address his giftedness.

Robert Samuel Pelingon, born in August 29, 2008, is the only child of
Maryleth Musngi, a CPA, and Joel Pelingon, a businessman. He is fondly called
Sam or Samboy at home and in school. At the age of two, Sam was already able
to recognize and distinguish shapes and colors of various objects, as well as do
spontaneous and chronological counting of up to three-digit numbers. He seems
to have a photographic memory for names of objects, colors, shapes and
numbers, to mention a few.

Months before he reached three years of age, he was able to organize,

disassemble and then correctly assemble his toys, such as his more than fifty
train sets (Thomas the Tank Engine) in no time at all. Even without looking at
the trains, he was able to remember, even up to this moment, the names, colors
and the number of each train set. Solving jigsaw puzzles is, likewise, not a
difficult challenge for him.

Like many other gifted children, Sam is hyperactive. He has, however,

learned to do things and even multi-task in a systematic and organized
manner. He almost always sets schedules for doing things, such as studying,
playing, resting and watching his favorite Disney Junior shows. He reads and
studies a lot and likes echoing the lessons he learned from school to his parents,
grandparents and playmates. Sometimes, like a teacher, he would give test
questions for them to answer. He browses and reads the Almanac and the Atlas,
which is why he could identify the flags of some 200 countries, including the
names of the peoples, money, languages and continents to which they belong.
Lately, he could tell a lot of things about human anatomy as well.

He enjoys playing a little bit of piano and melodica, not to mention his love
for videoke singing with his dad. He spends his Saturday mornings learning how
to swim and has a passion for board games. His favorite subjects are Science
and Mathematics. He has already earned numerous awards for outstanding
performance in many areas of concerns and got a medal for academic
excellence. For these feats, he was accelerated twice and, at the age of four, he
has already moved up and is now in Grade 2 — the youngest in his class!
Source: https://www.mensaphilippines.org/2013/10/10/meet-sam-mensas-newest-youngest-gifted/

October 10, 2013

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E. ASSESSMENT
Task 1. Put a check √ if the given characteristic is TRUE of being gifted/talented
and X if otherwise.

___1. has novel ideas

___2. always on top of the class

___3. can get perfect scores in exams

___4. excellent problem-solving skills

___5. enjoys school

___6. comprehends the material in a more complex, in-depth manner

___7. superior memory

___8. works hard to achieve

___9. uses imagination to experiment with ideas

___10. attentive in class

Task 2. Read the case and answer the given questions.

Case: Mikaela Irene Fudolig

Mikaela Irene Fudolig, a child prodigy, started

college at 11 under an experimental program for
gifted children while studying at the Philippine
Science High School. This program aims to test the
impact of gifted children entering a university on their
emotional and social development. At the age of 12,
she was formally enrolled as a BS Physics student at
the UP National Institute of Physics. She also took
two consecutive music courses. Mikaela graduated
summa cum laude with a general weighted average
of 1.099at16, and took her master’s and
Ph.D. degrees shortly after. She also received the
Best BS Physics Student award and the Dean’s Medallion for Excellence in
Undergraduate Studies at the UP College of Science. After teaching at the University
of the Philippines Institute of Physics and becoming a Fulbright scholar in Economics
at the University of California-Irvine, Fudolig was among the 218 who passed the
2016 UP Law Aptitude Exam.
Photo from http://mikkifudolig.blogspot.com/

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1. What characteristics does Mikaela have to be considered as gifted?

2. What are her achievements? Can you consider these achievements
extraordinary? Why? Why not?
3. What specific types of adaptations do you think were applied for her?

References:

Bailey, S. (2004) Types of acceleration and their effectiveness. In Core Module 6:

Developing programs and provisions for gifted students. Professional
Development Package for Teachers in Gifted Education. Canberra, Australia:
Department of Education, Science and Training.

Heward, W. (2017). Exceptional children: an introduction to special education. 11th

ed. Pearson Education, Inc. Upper Saddle, New Jersey 07458.
Macintyre, C. (2008). Gifted and talented children 4-11:understanding and
supporting their environment. Routledge. Oxon OX 14 4RN
Tomlinson, C. (2000). Differentiation of instruction in the elementary grades. ERIC
Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

Tomlinson, C. (2017). How to differentiate instruction in ademically diverse

classrooms. 3rd Edition.
http://www.ascd.org/publications/books/117032/chapters/What-Differentiated-I
nstruction-Is%E2%80%94and-Isn't.aspx
https://lifestyle.inquirer.net/182767/gifted-children-of-the-90s-where-are-they-now/
#ixzz6UG0hF000
https://www.manilatimes.net/2015/03/07/weekly/the-sunday-times/nurturing-the-co
untrys-gifted-children/167773/167773/
https://www.mensaphilippines.org/2013/10/10/meet-sam-mensas-newest-youngest-
gifted/

https://www.davidsongifted.org/search-database/entry/a10487

https://newsinfo.inquirer.net/779278/now-its-up-law-for-whiz-kid-after-ph-d-in-physi
cs#ixzz6UXRy8Ex2

https://www.gmanetwork.com/news/lifestyle/content/562434/former-child-prodigy-
mikaela-fudolig-gets-into-up-law/story/

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Lesson 3: Children Who are At-Risk

Learning Outcomes: At the end of the lesson, the student must have:
1. identified and describe children who are at-risk,
2. discussed and explained some factors that may cause children to be at-risk;
and

3. discussed and explained some intervention strategies and support for at-risk
children.

A. ACTIVITY

Read the two cases. Compare the two children and their situations.

Case 1

Benjie is 10 years old. He is the eldest of 5 children. His father is a laborer,

but spends most of his earnings on alcohol. And when he gets drunk, he hurts
his wife and children. Benjie is still in grade 2 in a school 2 kilometers away
from their residence. Together with his younger brother, they are forced to
work in the sugarcane plantation during harvest season. This makes them
miss classes at school.

Case 2

Rea is 5 years old. She was born premature. Her mother did not know she
was pregnant with Rea until her abdomen got bigger. Rea's birth was only
performed by the male hilot in the village. Rea is in kindergarten class. She
has short attention span and difficulty learning.

B. ANALYSIS
Based from the two cases, answer the following questions:

1. What are the characteristics of each child?

2. What difficulties does each child experience?
3. What factors do you think caused these children to experience difficulties?
4. How should we address these difficulties?

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C. ABSTRACTION

Who are At-risk Children?

Children like Benjie and Rea can be considered as at-risk. At-risk is a term
refers to children who, although not currently identified as having a disability, are
considered to have a greater-than-usual chance of developing one. Educators often
apply the term to infants and preschoolers who, because of biological conditions,
events surrounding their births, or characteristics of their home environments, may
be expected to experience developmental problems at a later time. The term is also
used to refer to students who are experiencing significant learning or behavioral
problems in the general education classroom and are therefore at risk of being
identified for special education services (Heward, 2017).

At-risk also refers to children who have been exposed to some condition or
situation that negatively affects their learning. This include children who were
prenatally exposed to drugs and alcohol, are homeless, neglected, abused, live in
poverty, and live with substance abuse or are substance abusers. This may also
include students who are bullies and victims of bullying, those who recently
experience the death of someone close to them, school-phobic, are considered
physically unattractive, children who are obese, and ethnic minority children.

Republic Act No. 9344 defines Child at Risk as a child who is vulnerable to
and at the risk of committing criminal offenses because of personal, family and social
circumstances, such as, but not limited to, the following:

(1) being abused by any person through sexual, physical, psychological, mental,
economic or any other means and the parents or guardian refuse, are unwilling,
or unable to provide protection for the child;
(2) being exploited including sexually or economically;
(3) being abandoned or neglected, and after diligent search and inquiry, the parent
or
guardian cannot be found;
(4) coming from a dysfunctional or broken family or without a parent or guardian;
(5) being out of school;
(6) being a streetchild;
(7) being a member of a gang;
(8) living in a community with a high level of criminality or drug abuse; and
(9) living in situations of armed conflict.

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Categories of Children at Risk

Children who are at-risk are in danger of substantial development delay

because of medical, biological, or environmental factors of early intervention services
are not provided.

 Children with established risk are those with cerebral palsy, Down syndrome,
and other conditions that started during pregnancy.
 Children with biological risk are those who are born prematurely, underweight
at birth, whose mother contracted diabetes or rubella during the first trimester
of pregnancy, or who had bacterial infections like meningitis and HIV.
 Environmental risk results from extreme poverty, child abuse, absence of
adequate shelter and medical care, parental substance abuse, limited
opportunity for nurturance and social stimulation.

Support for At-Risk Children

Stormont, Reinke, Herman, and Lembke (2012) stress some academic and
behavioral supports for at-risk children. These include:

 Know families and honorcultural diversity- Knowing families means that

professionals understand unique or special challenges through which families
could be going.It is also important to understand their cultural perspectives and
how these influence views and beliefs related to education.
 Communicate positively with families-It is vital that professionals make a point to
communicate more positive information than negative information about a child.
When positive home communication is tied to universal practices and specific
intervention plans, children do better than when no home connection is made.

 Group-based contingency programs- Group contingencies involve setting

common expectations for a group of students and then providing a common
positive outcome when the students engage in the expected behavior. Token
economies are used when students earn tokens (e.g., points, stickers, chips)
contingent on the performance of the expected behavior, which can then be
redeemed for a reinforcer (e.g., desired item, preferred activity).
 Behavioral contracting with goal setting-Behavioral contracts are written
documents that specify the relationship between student behavior and the
associated consequence. In other words, the contract defines the expected
behavior and the outcome associated with engaging or not engaging in that
behavior.
 Response to Intervention (RTI) is an approach to the early identification and
support of students with learning and behavior needs. The RTI process begins
with high-quality instruction and universal screening of all children in the general

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education classroom. Struggling learners are provided with interventions at

increasing levels of intensity to accelerate their rate of learning. These services
may be provided by a variety of personnel, including general education teachers,
special educators, and specialists. Progress is closely monitored to assess both
the learning rate and level of performance of individual students
(http://www.rtinetwork.org/learn/what/whatisrti).

D. APPLICATION

Task: In your own community, find out if there children who are considered
at-risk. Interview some people or observe if there are anyone in your place. Be
guided by these questions:

1. What possible disability and/or learning difficulties do these children have?

2. Why are they considered at-risk?
3. What factors cause them to be at-risk?
4. How can you or your community help these children?

Note: Please observe proper health protocols while doing this task.

E. ASSESSMENT
Task: Read the case. Fill in the table below.

Case 1: Rona is 10 years old. She is from an ethnic minority group. She is a
smart girl and used to like school. When two new boys started school, they told the
other children all kinds of stories about this ethnic group. They have turned the
others against Rona. Now she is miserable in school because the other children tease
her. They laugh at her accent and appearance. Rona wants to leave school.

Child Characteristics Difficulties Risk Factor/s Support

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References:

Heward, W. (2017). Exceptional children: an introduction to special education. 11th

ed. Pearson Education, Inc. Upper Saddle, New Jersey 07458.
Stormont, M., Reinke, W., Herman, K., and Lembke, E. (2012). Academic and
behavior supportfor at-risk students:tier 2 interventions. Guilford Publications,
Inc. 72 Spring Street, New York, NY 10012

http://www.rtinetwork.org/learn/what/whatisrti

Republic Act No. 9344Juvenile Justice and Welfare Act of 2006

https://www.officialgazette.gov.ph/2006/04/28/republic-act-no-9344-s-2006/

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B. Challenged and Willing to Learn

Lesson 1: Learners Who Experience Difficulties with

Their Senses & Movement

Learning Outcomes: At the end of the unit, the students must have:
1. observed and described typical and atypical development among learners

2. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:

a. difficulty Seeing

b. difficulty Hearing

c. difficulty Walking/Moving

d. difficulty in Communicating

3. observed learners with exceptionalities/difficulties in an inclusive setting and

possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment

4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

A. ACTIVITY
Listen/Sing/Read the lyrics of the song and make a five- minute reflection.

https://www.youtube.com/watch?v=LdAcKh8S1sk

Bulag, Pipi Bingi by Freddie Aguilar

Sa bawatyugto ng buhay, may wasto at may mali

Sa bawatnilalang ay may bulag, may pipi at may bingi

Madilimang 'yongpaligid, hating-gabingwalanghanggan

Anyo at kulay ng mundosa 'yo'ypinagkaitan
H'wagmabahala, kaibigan, isinilangkamangganyan
Isangbulagsakamunduhan, ligtaskasakasalanan

CHORUS
'Di nalalayosa 'yoangtunaynamundo
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Maramisaami'ynabubuhaynangtuladmo
'Di makita, 'di madinig, minsa'ynauutal
Patungosahinahangadnabuhayna banal

Ibiginmomangumawit, hindimomakuhanggawin
Sigaw ng puso'tdamdaminwalasa 'yongpumapansin
Sampungdaliri, kaibigan, d'yankanilapakikinggan
Pipi ka man nangisinilang, dakilakasasinuman

[Repeat Chorus]
AD LIB
Anosa 'yoangmusika, sa 'yoba'ymahalaga
Matahimikmongpaligid, awitan ay 'di madinig
Mapaladka, o kaibigan, napakaingay ng mundo
Sa isang binging katuladmo, walangdaing, walanggulo

A. ANALYSIS

What disabilities/learners difficulties are demonstrated in the song?

What difficulties/characteristics displayed in the song?

What value/lesson have you learned in the song, “Bulag Pipit Bingi” by Freddie
Aguilar?

How could you relate the activity/activities to the social realities that are
present in our society today?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________

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B. ABSTRACTION

Learner Category: Difficulty Seeing

Definition There is no “typical” vision-impaired student: the

impairment may be the result of a range of conditions and its
impact will depend on the type, extent and timing of vision
loss.

A visual impairment is any visual condition that impacts an

individual’s ability to successfully complete the activities of
everyday life. Students with visual impairments are infants,
toddlers, children and youths who experience impairments of the
visual system that impact their ability to learn.

There are three classification systems for individuals with

visual impairment that are used by education professionals. To be
declared legally blind, an individual must have visual acuity of
20/200 or less, or have a field of vision restricted to 20 degrees or
less at the widest point. However, this federal classification
system is used primarily to determine eligibility for adult agency
services.

Classification according to the level of functional vision:

 Low vision – students use their vision as their primary sensory

channel
 Functionally blind – students can use limited vision for
functional tasks but need their tactile and auditory channels
for learning
 Totally blind – students use tactile and auditory channels for
learning and functional tasks
A third classification system exists is based on the advent of the
visual impairment itself:

 Congenital – occurs during fetal development, at birth or

immediately following birth; visual impairment is present
before visual memory has been established
 Adventitious – occurs after having normal vision either
through a hereditary condition or trauma; visual memory may
remain.

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Identification Many students who have mild to moderate vision

impairments are not identified as such, so teachers have an
important role in detecting vision impairment. As is the case with
hearing impairment and some other disabilities, students with
vision impairment can sometimes be mistaken for students with
intellectual disability or learning difficulties, so when a teacher
finds that a student is struggling at school, they should always
check the student’s vision and hearing. When vision impairment is
not addressed at school, it can lead to learning difficulties and
even behavioral problems, as the student misses important
information, struggles to keep up with other students, loses
confidence and becomes frustrated.

Causes/Probable
Causes Color blindness (or color deficiency) is typically a genetic
condition, although it can also be the result of injury, disease or
ageing. (Although not actually called color blindness, age-related
color deficiency is a result of the yellowing of the corneas, which
severely hampers the perception of violet and blue.)

Learning The impact of the impairment on learning will vary

Characteristics significantly according to the nature and extent of vision loss:
some students will have been born without vision, others will
have lost it gradually; some will have no vision at all, others
will have some vision, be light-sensitive, or have limited
peripheral vision. It is also possible that vision and light-
sensitivity will fluctuate day-to-day.

Some students may rely on a guide dog or white cane to

assist mobility while others have sufficient residual vision to get
around independently. Students may require adjustments and
assistive devices to facilitate access to education. An adjustment
may be as simple as a seat near the front of the class, but most
students use assistive technology (such as closed-circuit TV,
screen-magnification or screen-reading software) to enable them
to read and access the internet.

Educational Prepare as much information as possible in electronic

Approaches format - this makes it much easier to provide materials in
accessible formats and allows users with disabilities to adapt.
· Make required book lists and course materials available
early so there is sufficient time for them to be reproduced in

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audio or Braille, if required.

· Indicate compulsory texts in your reading list, noting
important chapters if possible. Specifying the order of
reading within a text is helpful, as it can take many weeks to
have a book reproduced into audio or Braille.
Verbalize what is written on the blackboard and on
PowerPoints. Talk through any calculations as they are made
or procedures as they are carried out.
· Provide an individual orientation to laboratory
equipment or computers in order to minimize the anxiety
likely in an unfamiliar environment.
· Providing the student with vision impairment with prior
notice that you plan to use a film or video in class allows
him/her the option to request to see it beforehand. This will
enable him/her to sit very close to the screen or have
someone explain the film or video. It would be helpful to
'pause' on important points when the student is viewing the
resource in class with others.
· Students are usually able to access online learning
materials with the use of assistive technologies if websites
follow accessible web design guidelines.
· The vision of some students may be affected by the
glare from fluorescent lights or sunlight so you may need to
attend to some aspects of your teaching environment.
· Use tactile graphics when necessary

Learner Category: Difficulty Hearing

Definition The term deaf can also be used to refer to an individual

audiological status. That is, it can be used to describe the label
of hearing loss. Hard of hearing refers to those with mild to
severe hearing losses who probably use speech for
communication, will need educational and technological
support, and in federal legislation, refers to a medical condition
that leads to hearing loss. However, some people with hearing
loss considered this term offensive as they would the terms
“deaf mute” or “deaf and dumb”. IN general, the term hearing
impairment is not used to refer to an individual (e.g., hearing
impaired student).

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Hearing Problems , Easterbrooks (1999) and Frasu (2004)

Under IDEA 04, deafness means a hearing of impairment

that is so severe the child is impaired in processing linguistic
information through hearing, with or without amplification, and
that adversely affects a child’s educational performance.

Identification Some children are born with hearing loss while others
develop hearing loss at some time.

Many children have a mild hearing loss while some have

severe or profound hearing loss.

Severe or profound hearing loss is known as deafness.

Children who are deaf before theylearn language (2 to 3 years
old) are known as prelingually deaf. Deafness is an
uncommondisability in children but many children have a mild or
moderate hearing loss.

Causes/Probable Causes can be examined in terms of whether they result in

Causes conductive, sensorineural, or mixed hearing loss, as well as by
their point of origin in the outer, middle, or inner ear. Hearing
loss can also be discussed based on whether it is caused by
genetic or environmental factors.
A conductive hearing loss, one that appears when limited
sound waves reach the cochlea, is most often caused by
abnormality in the pinna or small bones within the middle ear,
some type of blockage, or a perforated eardrum.

The most common hearing problems are associated with

type of fluid buildup in the ear canal (Falvo, 2005). This general
condition is referred as otitis media and is prevalent in young
children.

Learning Characteristics of students who are deaf or hard of hearing

Characteristics can vary considerably based on the age of onset of the hearing
loss, the degree and type of hearing loss, the family’s primary
language (ASL or Spoken English), and the early developmental
experiences of these students. Another important variable that
affects students’ characteristics is whether the student of his or
her family is members of the deaf community and culture.

The cognitive abilities of deaf people were thought to be

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lowered than those hearing people. However, this may have been
due to how cognitive ability was assessed (Maller, 2003). Deaf
and hearing people score similarly on non-verbal test of
intelligence (Maller, 2003).

A majority of studies have indicated that in terms of

perception, learning, and memory, there are no significant
differences between hearing children and those who deaf
(Moores, 2001).

Educational Discuss necessary classroom accommodations and testing

Approaches adaptations early in the semester.
· Taped textbooks may be available, but sometimes they can
take a few weeks to arrive. The student should also be familiar
with other ways to make print accessible, such as scanning the
book and listening to it with a speech output system on a
computer.

· Provide appropriate written and verbal descriptions to

accompany any visual aids, diagrams, films, or videos that you
might use in class.

· Adapted testing procedures generally include the use of

readers, scribes, word processors, and large print magnifying
equipment.

· Try to speak directly to the class, remembering that turning

your head away can muffle sound; body language and gestures
cannot be seen.

· Appropriate seating is important for a visually impaired

student; since the student cannot see visual cues, he or she
needs to be seated in a position to receive verbal cues.

· Guide dogs are trained and well behaved. You do not need
to worry that they will disturb your class.

· Guide dogs will need special consideration when you plan

laboratory exercises and field trips.

Test can be administered by having the questions read to

the student by a reader.

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Learner Category: Difficulty Walking/Moving

Definition Mobility impairment refers to the inability of a person to use

one or more of his/her extremities, or a lack of strength to walk,
grasp, or lift objects. The use of a wheelchair, crutches, or a
walker may be utilized to aid in mobility. Mobility impairment may
be caused by a number of factors, such as disease, an accident,
or a congenital disorder and may be the result from neuro-
muscular and orthopedic impairments.

Identification  Fatigue is common for many of these students. Using

facilities that others take for granted, such as toilets, food-
outlets, libraries and lecture rooms, may be a major
undertaking.
 Functional difficulties: an inability to write using a pen;
reduced writing speed; involuntary head movements which
affect the ability to read standard-sized print; and reduced
ability to manipulate resources in the learning environment.
They may have difficulty turning pages or using standard
computers.
 Absences from class owing to hospitalization or changes in
their rehabilitation or treatment procedure. Earlier periods of
hospitalization may have meant gaps in schooling.
 Experienced gaps in their schooling due to periods of
hospitalization. This may have affected their confidence in
learning.
 Fewer opportunities for interaction with other
students. Feelings of separateness in the learning
environment may have an impact on learning.

Causes/Probable
Causes Physical activity and mobility may be impaired by a number
of conditions, some of which are permanent, others of a
temporary or intermittent nature. These conditions include
cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis
(MS), Parkinson’s disease and repetitive strain injury (RSI). Back
or neck injuries may also affect general mobility. A stroke may
result in temporary or permanent loss of feeling or movement of
part of the body – frequently on one side. Speech and vision may
also be affected in students with cerebral palsy and multiple
sclerosis for example, and in those who have suffered a stroke.

Movement may be impaired by muscle spasms, numbness

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or pain. As a consequence, both manipulation of equipment

and writing may be difficult

Learning Students who use wheelchairs, calipers or crutches, or who

Characteristics tire easily, may find it difficult moving about within the
constraints of lecture timetables. Absence or lateness may be a
result of the distance between teaching venues, so at the end
of a lecture you may need to recap any information given at
the beginning.
· Check that academic activities which take place off-campus
(such as industry visits, interviews or fieldwork) are
accessible to people with a mobility disability. Consider
supplementary laboratory practical, films or videos as
alternative options to field trips.
· Students with a mobility disability may sometimes wish to
use their own furniture, such as ergonomic chairs or sloped
writing tables. Extra space may need to be created in
teaching rooms, but this should be done unobtrusively.
· Some students with back problems may prefer to stand in
lectures or classes, rather than sit.
· Some students may need to use a tape recorder or note-
taker in lectures. Extra time is involved in processing
information acquired in this way. It is common practice in
some departments to routinely tape all lectures. This is a
practice which will assist a variety of students, including
those who may be absent from time to time because of their
disability.
· Students may need extensions to deadlines for work
involving locating and using library resources. Provide
reading lists well before the start of a course so that reading
can begin early.
· Academic isolation may be an issue for students who are
unable to participate in some class activities. One-to-one
sessions with a tutor may help fill this gap in participation.

Educational A reader or an oral examination (either presenting

Approaches answers on tape or participating in a viva) are alternatives to
the conventional written paper. An oral examination is not an
easy option for students. Give the same time for an oral
examination as for a written exam, but allow extra time for
the student to listen to and refine or edit responses. In your

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assessment, allowance should be made for the fact that

spoken answers are likely to be less coherent than written
answers.
· For some students the combination of written and oral
examination will be most appropriate. Allow students to write
answer plans or make outline notes, but then to answer the
question orally. Your assessment should be based on both
the notes and the spoken presentation.
· Students may need to use a personal computer or a
personal assistant in an examination. If so, it may be
necessary to provide extra space for equipment or a separate
examination venue if the noise from equipment (e.g. a voice
synthesizer) is likely to be distracting for other students.
· Provide extra time in examinations for students who have
reduced writing speed. Some students with a mobility
disability may need rest breaks. Take-home examinations
and split papers may be options, given that some students
may need double time to complete examinations.
· Allow extensions to assignment deadlines if extensive
research involving physical activity (e.g. frequent trips to
the library or collection of data from dispersed locations) is
required.

Learner Category: Difficulty Communicating

Definition IDEA 04 and ASHA Definitions of Communication

Disorders. IDEA 2004 defines speech or language impairment as
a communication disorder, such as stuttering, impaired
articulation, language impairment, or a voice impairment.
American Speech Language-Hearing Association (ASHA ad hoc
Committee, 1993). Defines a speech disorders as an impairment
of the articulation of speech sound, fluency and or voice. ASHA
defines a language disorders as the impairment or deviant
development of comprehension or of use of spoken, written and
or other symbol systems.

Identification Identification of Language disorders

Language assessment is an informational – gathering process

requiring the speech-language pathologists (SLP) to relay on

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standardized, norm reference test; informal measures; and the

perception and concerns of those who are significant in the child’s
life. The SLP is often required to use more than one measure to
determine eligibility for services. A family history is an essential
initiation into the evaluation process.

Causes/Probable Speech and language disorder can be congenital a

Causes communication disorder associated with cerebral palsy, or
acquired, when the onset is after birth, as in a communication
disorder related to a traumatic brain injury. In addition, speech
and language disorder can be classified as organic or functional.
Organic communication disorders may result from an aberrant
structure or a neuromuscular malfunction in the speech organs,
such as a cleft palate. Organic causes may be related to heredity
factors during pregnancy, birth trauma, accidents or diseases (
Hall et. al., 2001). Functional speech and language disorders with
no organic cause, are presumed to be the result of learning,
psychological, or environmental factors (Hulit and Howard, 2002).

Learning Language may be considered impaired when it is significantly

Characteristics different from the language of others with the same age, gender
or regional, social or cultural ethnic background. Van Riper and
Erickson (1996) suggested that speech is impaired when it
deviates so far from the speech of other people that it calls
attention to itself, interferes with communication, or provokes
distress in the speaker or listener. In other words, impaired
speech is conspicuous, unintelligible, and unpleasant. Although
this definition is much too subjective to easily use, it gives us a
good picture of the general characteristics of both languages and
speech impairment.

A voice disorders include a student who has particularly

hoarse voice, a student who speaks in an extremely high pitch voice,
a student who speaks in a monotone with no change in pitch, and a
student who speaks excessively loudly or softly.

Educational For teachers and other professionals serving students with

Approaches disabilities, and understanding of communication disorders and
intervention is paramount for three basic reasons: (1) Language
ability is related to academic success, (2) There is a strong
relationship between students with disabilities and language
deficiencies, and (3) language deficits maybe the earliest indicator

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of other problems.

Instructional Content

The implications of the communication disorder on educational

achievement, social behavior skills, and occupational success should
be addressed. A language disorder may result in poor problem-
solving abilities and poor information storage and retrieval, which
could significantly affect academic success. In addition, a child’s
language abilities may affect social outcomes such as peer relations,
family relations, and alter employment.

Instructional Procedures

The classroom should be designed to encourage verbal

participation, ideally through engaging students with exciting
materials and activities. Historically, in an attempt to emphasize and
isolate a language target, unnatural discourse had been encouraged.
Consider the following instruction, in which the teacher is attempting
to have the child produce the present progressive form of the verb.

C. APPLICATION

Talk Show:

Form a group of four to five. Do this through text or chat and plan a talk show.

The topics should be taken from the above lessons. Your talk show should
have a title. Choose among the members of your group to portray the Guests,
host, and many more. Record this and send it to our Google classroom. If
connectivity is the problem, write the manuscript of the talk show and send it to
the said platform.

Talk show explained. https://www.youtube.com/watch?v=biEzMv9nrAo&t=172s

TALK –SHOW RUBRIC

(Face to face/Remote Activity)

https://youtu.be/biEzMv9nrAo

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Ideas/content Participation Language Use Pronunciation

4 Consistently Each group New vocabulary is Pronunciation and

focuses on member used often and enunciation are
topic; provides assumes an appropriately; few level-appropriate
much active role in or no syntactical
information on presentation; errors; past tense
survey results; gives at least forms are used
three pieces of correctly
information and
asks all other
talk-show
participants for
input
3 General focus Each group Much new Always intelligible,
on topic; member vocabulary is used, although there are
provides assumes an usually some accent and
adequate active role, but appropriately; intonation lapses
information on 1-2 members some syntactical
survey results dominate; gives errors; past tense
at least two forms usually
pieces of correct
information and
asks most of the
other
participants for
input

2 Moves away Uneven Some new Pronunciation or

from focus; participation by vocabulary is used, intonation
provides group members; often problems partially
inadequate 1- 2 members appropriately; impede
information on are mainly syntactical errors comprehensibility
survey results passive; member are common; past
offers only one tense forms often
piece of incorrect
information and
asks only one
other participant
for input

1 Unfocused; Uneven Little use of new Very difficult to

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little participation by vocabulary; what understand

information group members; is used is often because of
about survey some do not used pronunciation or
results is given participate; inappropriately; intonation
member neglects many syntactical problems
either to offer errors; past tense
information or to forms usually
elicit input from incorrect or
others missing

score

Total score _______________

By Linda Uscola. Based on Rubric for Role Play, P. 292 POLIA Handbook Last
updated 4-17-01.

D. ASSESSMENT

Remote Activity

1. Case Study Analysis.

What is a Case Study?

A case study analysis requires you to investigate a problem, examine the
alternative solutions, and propose the most effective solution using supportive
evidence. A case study should include background information on the specific
topic, an analysis of the case under student showing problems or effective
strategies, as well as recommendations. A case study can focus on a business or
entire industry, a specific project or program, or a person.
Include references of your source.

https://content.bridgepointeducation.com/curriculum/file/078d7964-9052-
4248-8a8b-e85592ff572e/1/Sample%20Case%20Study%20Analysis.pdf

The group that you formed during the talk show will also be your group on
this activity. Read the case below and discuss the following:
1. Determine pertinent information
2. Identify the problem and its parameters
3. Identify possible solutions
4. Form strategies and ideas for action
5. Make decisions to fix the problems
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The results of your discussions comprise your case study analysis. Post your
Case Study Analysis on our Google Classroom.
She’ll develop at her own rate’ / is anyone listening? Anna’s mother says: ‘Anna was a
difficult baby always crying and difficult to settle. She was my first baby and I didn’t always
know if I was doing everything right. By18 months I felt there was something wrong but I
didn’t know what. She had a few words – that seemed OK. But, she didn’t seem to play well,
tended to break her toys and never spent any time on any one thing. I thought I might be
doing something wrong. I plucked up courage to ask the health visitor. She fobbed me off
saying that she couldn’t see anything wrong. ’When Anna started at a pre-school playgroup,
her mother noticed that Anna’s interaction with other children was poor, but pre-school staff
insisted everything was fine and that Anna would ‘develop at her own rate.’ Anna’s mother
was not really convinced, she felt that the staff had very low expectations of Anna. Anna
then started at school. The teacher was not happy with Anna’s behaviour and upset her
mother by suggesting poor parenting. Anna’s mother began to notice that her daughter
mixed up words and misunderstood some things, but she did not know what to do. When
she spoke to the school staff about her concerns she was told that Anna was ‘developing at
her own rate’. The school called in the Behaviour Support Team who noted that Anna did not
always understand what was said to her, but they did not suggest a language assessment.
They also stated that Anna did not have a behavioural problem. Nevertheless, the school
could barely cope with her behaviour and insisted that she spent lunchtimes at home with
her mother.http://www.thecommunicationtrust.org.uk/

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Critical Analysis Rubric

Poor Fair Good

Argument/Thesis Poor Fair Good

Writer's stance on Writer states Writer clearly states
15 pts
the argument is not argument. Argument is his or her position.
Poor: 0-7 points clear. Argument is somewhat developed. Writer's argument is
Fair: 8-11 points simple and not thoughtful, complex
Good: 12-15 explained. and thoroughly
points explained.

Textual Evidence Poor Fair Good

Evidence is not Includes at least three Includes at least
5 pts
specific. Writer does textual references to three textual
Poor: 0-2 points not include at least back up thesis, but references to back
Fair: 3-4 points three pieces of they are not up thesis. This
Good: 5 points textual evidence. thoroughly explained evidence is specific,
Evidence is simple or examined. Evidence complex and
and not fully is not specific and/or thoroughly
explored. Evidence does not support the examined. Evidence
does not support the writer's is quoted or
writer's argument/thesis paraphrased and
argument/thesis. statement. clearly supports the
writer's argument.

Grammar Poor Fair Good

The essay clearly has There are few spelling Essay uses correct
5 pts
not been edited. errors. Student uses grammar, including
Poor: 0-2 points There are numerous mostly proper spelling, punctuation
Fair: 3-4 points spelling, punctuation grammar, including and sentence
Good: 5 points errors, and sentence correct punctuation structure. Sentences
structure problems. and sentence structure are complete.
There are errors in most cases. There Student uses
when using MLA may be errors when capitalization where
format. using MLA format. needed. Citation
references follow the
MLA format. Work
has clearly been
edited.

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=T4B9CC
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2. Make info graphic illustrations based on the results of your case study.
Sample info graphic illustrations.

Note: You may include caption, pictures, description. Include salient features such as
manifestation of symptoms/diagnosis, learning needs; and accommodations currently
available to that learner.

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References:

Venn, J.J. (2006) Assessing Students with Special Needs. North Florida, USA

https://www.youtube.com/watch?v=biEzMv9nrAo&t=172s

https://youtu.be/biEzMv9nrAo

https://www.kdheks.gov/sb/download/Facts_about_Pediatric_Hearing_Loss.pdf

Mastropieri, M.A. & Scruggs, T. E. (2010). The inclusive classroom: strategies for
effective differentiated instruction (4thed). NJ: Pearson Education Inc.

Gold, Mimi, (2003). Help for the struggling student: Ready to use strategies and
lessons to build attention, memory and organization skills. CA: Jossey-
Bass.instruction (4thed). NJ: Pearson Education Inc.

Comprehension strategies Retrieved from:

http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strate
gies.pdf

American Foundation for the Blind (n.d.). Statistics and Sources for
Professionals. Retrieved December 1, 2007 from
http://www.afb.org/Section.asp?SectionID=15&DocumentID=1367.

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Lesson 2: Learners who Experience Difficulties

with their Memory, Focus, Emotions and Self-care
Learning Outcomes: At the end of the unit, the students must have:

1. discussed the prevalence and characteristics, adaptations and modifications to

promote inclusion of learners who are/have:
a. Difficulty in Learning
b. Difficulty in Handling Emotions
c. Difficulty Remembering/Focusing
d. Difficulty With Self Care
3. observed learners with exceptionalities/difficulties in an inclusive setting and
possible academic accommodation to maximize the student full potential in a safe,
enjoyable and barrier free- environment
4. analyzed critically the special needs and demonstrated the values of respect,
equality, empathy and care.

A. ACTIVITY

Are you familiar with these people?

Nick Vujicic Daniel Radcliffe Michael Phelps

What are they known for?

B. ANALYSIS

Do you know that these successful people have disabilities?

Nick Vujicic is a world-famous celebrity who was born without limbs, and
founder of Life Without Limbs - an organization for people with physical disabilities.
Daniel Radcliffe, suffers from dyspraxia, a neurological problem that impairs the
organization of movement. Growing up, champion swimmer Michael Phelps was

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continually criticized by teachers for his inability to sit still, and was formally
diagnosed with ADHD when he was in fifth grade.

How do you think these people cope with their own situation and eventually
become successful despite their limitation?

C. ABSTRACTION

Let us familiarize about learners who experience difficulties with their

memory, focus, emotions, and self-care.

Learner Category: Difficulty Learning

Definition  Specific learning disability/difficulty is define in
IDEA as a disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
written, which may manifest in an imperfect
ability to listen, think, speak, read, write, spell or
perform mathematical calculation and is not
caused by a sensory, motor or intellectual
disability; and emotional disturbance, or
environmental or economic disadvantage.
 In operationalizing this definition, most status
require three criteria: (a)severe discrepancy
between the student’s intellectual ability and
academic achievement, (b) the student’s
difficulties are not the result of another known
condition that can cause learning problems, and
(c) the need for special education services to
succeed in school.

Identification  Four forms of assessment are frequently used

with students with learning disabilities
a. Norm-referenced tests compare a child’s
score with the scores of age grades who
have taken the same test.
b. Criterion-referenced tests, which compare a
child’s score with a predetermined mastery
level, are useful in identifying specific skills
the child has learned as well as skills that
require instruction.
c. Curriculum-based measurement (CBM) is a
formative assessment method that measures

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a student’s progress in the actual curriculum

in which he is participating.
d. Direct and daily measurement involves
assessing a student’s performance on a
specific skill each time it is taught.
 Response to intervention (RT) assesses a low-
achieving student’s response to increasingly
intensive, scientifically validated instruction to
determine whether the student’s learning
difficulties are the result of poor or insufficient
instruction of or a disability for which special
education is needed. A child’s failure to progress
in response to a scientifically validated
instruction eliminates instructional quality as a
viable explanation for poor academic growth and
suggest evidence of a disability.
 Children who respond favorably to the RTs
increasingly intensive instruction benefit from the
preventive aspect of the approach.
Causes/Probable Causes  Although the actual causes of learning disability
is seldom known, suspected causes include brain
damage, heredity, and environmental factors.
 Specific regions of the brain of some individuals
with reading and language disabilities show
abnormal activation patterns during phonological
processing tasks.
 Genetics may account for some family links with
dyslexia. Research has located possible
chromosomal lock for the genetic transmission of
phonological defects that may predispose a child
for reading problems later.
 Environmental factors – particularly impoverished
living condition early in a child’s life and poor
instruction – are likely contributors to the
achievement deficits of many children with
learning difficulties.
Learning Characteristics  Difficulty reading is the most common
characteristic of a student with learning
disabilities. It is estimated that 90% of the
children identified with learning disabilities are
referred for special education services because
of reading problems.
 Many students with learning disabilities show

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one or more of the following characteristic;

written language deficits, math under
achievement, poor social skills, attention deficits
and hyperactivity, behavioral problems, and low
elf-esteem and self-efficacy.
 The fundamental defining characteristics of the
students with learning disabilities are specific
and significant achievement deficits in the
presence of adequate overall intelligence.
 In addition to their academic and social skills
deficits, students with learning disabilities
possess positive attributes and interest that
teachers should identify and try to strengthen.
General Educational  Students with learning disabilities require
Adaptations intensive and frequent individualized
interventions characterized by small group or
one-to-one instruction, explicit instruction
focused on critical academic tool skills, high rates
of active student engagement with motivating
materials and activities, frequent practice, and
systematic feedback.
 Research does not support matching instruction
to student’s learning styles and using cognitively
focused instruction (e.g. “brain gym” exercises,
attention training.
 Strategy instruction teaches students learning
strategies so they can guide themselves
successfully through specific tasks or general
problems.
 Evidence-based practices for teaching reading
comprehension include answering questions,
using self-questioning to monitor
comprehension, completing graphic organizers,
examining text structures, and summarizing.
 Self-regulated strategy development is an
effective intervention for teaching writing skills
such as planning, organizing and drafting to
students with learning difficulties.
 Elementary and secondary students with learning
difficulties benefit from most instruction that
progresses in a concrete-representational-
abstract sequences.
 Content enhancement such as graphic organizers

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and visual displays, note-taking strategies, and

mnemonics modify the organizations and
delivery of curriculum content so that students
can better access, interact with, comprehend and
retain information.
Learner Category: Difficulty Handling Emotions
Definition  No single widely used definition for emotional and
behavioral disorders exists. Most definition
require a child’s behavior to differ markedly
(extremely) and chronically (0veer time) from
current social or cultural norm.
 Many leaders in the field do not like the definition
of “emotional disturbance” in IDEA because
students who are “emotionally maladjusted” are
not illegible for special education services.
 The CCBD proposed a definition of emotional and
behavioral disorder as a disability by “behavioral
or emotional responses in school programs so
different from appropriate age, cultural, or ethnic
norms that they adversely affect educational
performance.”
Identification  Systematic screening should be conducted as
early as possible to identify children who are at
risk for developing serious patterns of anti-social
behavior.
 Most screening instruments consist of behavior
rating scales or checklists that are completed by
teachers, parents, peers, or children themselves.
 Direct observation and measurement of specific
problem behaviors within the classroom can
indicate whether and for which behaviors
intervention is reached. Five measurable
dimensions of behavior are rata, duration,
latency, topography, and magnitude.
 Functional Behavior Assessment (FBA) is a
systematic process for gathering information to
discover a problem behavior’s function, or
purpose, for the student. Two major types of
behavioral functions of problem behaviors are (a)
to get something the student wants (positive
reinforcement) and (b) to avoid or escape
something the student doesn’t want (negative
reinforcement).

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 Results of FBA can point to the design of an

appropriate and effective behavior intervention
plan (BIP).
Causes/Probable Causes  Biological factors related to development of
behavioral disorders include brain disorder,
genetics, and temperament.
 Environmental etiologic factors occur in the
home, school, and community.
 Although knowledge of causes is necessary for
planning and implementing prevention programs,
effective intervention and treatment of children’s
existing behavior problems do not require precise
knowledge of etiology.
Learning Characteristics  Children with externalizing problems exhibit anti-
social and aggressive behavior.
 Children with internalizing problems are
withdrawn and lack social skills needed to
interact effectively with others.
 As a group, students with emotional or
behavioral disorders perform academically one or
more years below grade level.
 A large number of students with emotional or
behavioral disorders also have learning
disabilities or language delays.
 Students with emotional or behavioral disorders
generally score slightly below average on IQ
tests.
 Many students with emotional or behavioral
disorders have difficulty developing and
maintaining interpersonal relationships.
 About one-third of students with emotional or
behavioral disorders are arrested during their
school years.
General Educational  Students with emotional or behavioral disorders
Adaptations require systematic instruction in social skills and
academics.
 School wide positive behavioral interventions and
support (SWPBIS) is a prevention-based
framework for establishing a positive school
culture and promoting the academic and social
behavior success of all students. SWPBIS entails
universal supports for all students; targeted
interventions for students with at-risk behavior;

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and intensive, individualized intervention for

students with high-risk behavior.

Learner Category: Difficulty Remembering/Focusing (Attention

Deficit/Hyperactivity Disorder)
Definition  Attention deficit hyperactivity disorder (ADHD) is a
mental health disorder that can cause above-normal
levels of hyperactive and impulsive behaviors.
People with ADHD may also have trouble focusing
their attention on a single task or sitting still for
long periods of time.
Identification  To be diagnosed with attention-deficit/hyperactivity
disorder (ADHD), a child must consistently display
six or more symptoms of inattention or
hyperactivity-impulsivity for a period of at least 6
months.
 Some individuals with ADHD have structural or
biochemical differences in their brains that may play
a causal role in their behavioral deficits and
excesses
Causes/Probable Causes  ADHD is associated with a wide range of genetic
disorders and diseases such as fragile X syndrome,
Turner syndrome, Williams syndrome, fetal alcohol
syndrome, prenatal exposure to cocaine, and lead
poisoning.
 Despite how common ADHD is, doctors and
researchers still aren’t sure what causes the
condition. It’s believed to have neurological origins.
Genetics may also play a role.
 Research Trusted Source suggests that a reduction
in dopamine is a factor in ADHD. Dopamine is a
chemical in the brain that helps move signals from
one nerve to another. It plays a role in triggering
emotional responses and movements.
Learning Characteristics  A wide range of behaviors are associated with
ADHD. Some of the more common ones include:
a. having trouble focusing or concentrating on tasks
b. being forgetful about completing tasks
c. being easily distracted
d. having difficulty sitting still
e. interrupting people while they’re talking

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General Educational  If you or your child has ADHD, a consistent

Adaptations schedule with structure and regular expectations
may be helpful. For adults, using lists, keeping a
calendar, and setting reminders are good ways to
help you get and stay organized. For children, it can
be helpful to focus on writing down homework
assignments and keeping everyday items, such as
toys and backpacks, in assigned spots.

Learner Category: Difficulty with Self-Care (Severe Disabilities)

Definition  TASH defines people with severe disabilities as
individuals “who require ongoing support in more
than one major life activity in order to participate in
an integrated community and enjoy a quality of life
similar to that available to all citizens.”
 The Individuals with Disabilities Education Act
(IDEA) defines traumatic brain injury (TBI) as an
acquired injury to the brain caused by an external
physical force, resulting in total or partial functional
disability, psychosocial impairments, or both, that
adversely affects a child’s educational performance.
Identification  Students with severe disabilities need instruction in
basic skills that most children without disabilities
acquire without instruction in the first 5 years of
life.
 Students with profound disabilities have pervasive
delays in all domains of functioning at a
developmental level no higher than 2 years.
 Students with severe disabilities frequently have
multiple disabilities, including physical impairments
and health conditions.
Causes/Probable Causes  Brain disorders, which are involved in most cases of
severe intellectual disabilities, are the result of
either brain dysgenesis (abnormal brain
development) or brain damage (caused by
influences that alter the structure or function of a
brain that had been developing normally up to that
point).
 Severe and profound disabilities most often have
biological causes, including abnormalities, genetic
and metabolic disorders, complications of
pregnancy and prenatal care, birth trauma, and

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later brain damage.

 In about one-sixth of all cases of severe disabilities,
the cause cannot be clearly determined.
 Causes of deaf-blindness include prematurity,
infections during pregnancy, complications during
childbirth, and numerous congenital syndromes
(e.g., Usher syndrome). Deaf-blindness may also be
acquired in childhood or during adulthood due to
causes such as meningitis or brain injury.
 TBI in children is usually the result of car and
bicycle accidents, falls, accidents during contact
sports, or shaken baby syndrome.

Learning Characteristics  Students with multiple and severe disabilities need

instruction in many basic skills that most children
without disabilities learn without help. These
children may show some or all of the following
behaviors or skill deficits: slow acquisition rates for
learning newly learned skills, severe deficits in
communication skills, impaired physical and motor
development, deficits in self-help skills, infrequent
constructive behavior and interaction, and frequent
inappropriate behavior.
 Despite their intense challenges, students with
severe disabilities often exhibit many positive
characteristics, such as warmth, humor, sociability,
and persistence.
 Despite their limitations, children with the most
significant disabilities can and do learn.
 Impairments caused by brain injuries fall into three
main categories: (a) physical and sensory changes
(e.g., lack of coordination, spasticity of muscles);
(b) cognitive impairments (e.g., short- and long-
term memory deficits, difficulty maintaining
attention, language problems); and (c) social,
behavioral, and emotional problems (e.g., mood
swings, self-centeredness, lack of motivation).
General Educational  Students with severe disabilities must be taught
Adaptations skills that are functional, age-appropriate, and
directed toward current and future environments.
 Students with severe disabilities should be taught
choice-making skills.
 Because each student with severe disabilities had

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many learning needs, teachers must carefully

prioritize and choose IEP objectives and learning
activities that will be of most benefit to the student
and his family.
 Effective instruction of students with the most
significant disabilities is characterized by:
a. precise assessment of the student’s current level of
performances
b. clearly defined target behaviors
c. the skills are ordered in a logical sequence
d. clear prompts or cues for student response
e. immediate feedback and reinforcement
f. strategies that promote generalization and
maintenance
g. direct and frequent measurement of the student’s
progress
 Partial participation is both a philosophy for
selecting activities and a method for adapting
activities and supports to enable students with
severe disabilities to actively participate in
meaningful tasks they cannot perform
independently.

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D. APPLICATION
Following is a list of some famous people with disabilities. Choose from the
box below the person described in each number. (This may require some research)

Napoleon Bonaparte Abraham Lincoln

Agatha Christie Tomas Edison
Albert Einstein Leonardo Da Vinci
George Washington Isaac Newton

1. She was the world’s bestselling book writer of all times and surpassed the Bible
and equaled Shakespeare. She suffered from dyslexia but did not stop her from
being creative and wrote mystery novels. The bestselling book was “And then
she had none” as source of inspiration for novelists.

2. One of the great minds of his century, he suffered dyslexia because of his bad
memory and constant failure to memorize the simplest things. He could not
remember the months and years in mathematical formulas. He never learned to
shoelace but his scientific contributions did major effects.

3. A Tuscan polymath, scientist, mathematician, engineer, painter, anatomist,

sculptor, architect, botanist, musician, writer. But he wrote his notes backward
and has never been aware of this writing.

4. An American inventor of phonograph and light bulb. In school, his mind was a
wanderer. Was a terrible at mathematics but had difficulty in words and speech.
He has a dyslexia, a problem child and a mischief-maker.

5. A dropped out of school as a teenager. Does not accept school rules if they
appear illogical. Has always a point to argue “as a matter of fact” which can lead
to conflict with teachers and peers.

6. He was always afraid of cats, favored mathematicians and exclude humanists

whom he believed were troublemakers. He exhibited a social deficit, always
preoccupied with fears with a hypersensitivity to textures on his feet.

7. Before his election to his presidency, he lost 8 other elections. Has been
diagnosed as depression, anxiety, breakdown, ritualistic when he doesn’t appear
working. His mother reportedly died after drinking cow’s milk and ate poisonous
mushrooms.

8. The first President of USA. Has attention deficit disorder, he let marijuana grew
in his own garden. He was terrified of being buried alive, he dedicated that he be
laid out to 3 intellectual rituals to soothe the restless brain.

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E. ASSESSMENT
Read a biography or autobiography of a learner/person who has difficulty
with his/her memory or a person who have difficulty in focusing, or a person who
have difficulty in dealing with emotions or a person who have difficulty with self-care.
How does this difficulty affect his/her learning and his/her way of life? How does
s/he cope with his/her situation?

References:

Heward, L., Alber-Morgan, S., & Konrad, M. (2017). Exceptional children: An

introduction to Special Education (11th ed.). Pearson Education, Inc.
Angel, T. (2019, June 13). Everything you need to know about ADHD. Healthline.
Retrieved fromhttps://www.healthline.com/health/adhd
Sunrise Medical. (2017, April 7). 8 inspirational people with disabilities [Blog].
Retrieved fromhttps://www.sunrisemedical.co.uk/blog/famous-people-with-
disabilities https://www.special-education-degree.net/25-famous-people-with-
learning-disorders/

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