CEBU NORMAL UNIVERSITY

COLLEGE OF TEACHER EDUCATION

GRADUATE CLASS SY 2014-2015 1st Semester

SPED 4004:INTRODUCTION TO SPECIAL EDUCATION

FINAL EXAMINATION

Accomplished by: Diana Rose B. Zamoras

1. In what ways is mental retardation different from learning disabilities?

For an individual to be considered having an intellectual disability, his/her
general intellectual has to be below average. Individual with intellectual disability
also have a significant impairment in the ability to handle the demands of daily
living. This condition clearly has an impact on learning, communication, self-help
skills, and social skills, during play or in a work setting.
In the contrary, a learning disability is a disorder in one or more of the
processes involved in understanding and using spoken or written language.
Learning disabilities show up in different ways in different individuals. They can
have problems with visual perception , which can make activities like reading letters
or copying shapes very difficult. Or they can have problems with auditory
perception (understanding or remembering what they hear) or using language to
tell or write a story. A learning disability can cause difficulties in math, reading,
writing, or spelling. Some people with a learning disability have organizational
problems that can affect school or work.
People with learning disabilities generally have average or above-average
intelligence. Their learning disability, however, creates a gap between ability and
performance. They tend not to do well in environments that aren't suited to their
learning style, but they can learn very well when taught appropriately. Learning
disabilities often run in families.
The main difference between the two, therefore lies on the fact that
individuals having intellectual disability has an IQ lower than what is conventionally
considered normal while those with learning disabilities have intellectual functioning
within or above the average IQ.

2. Who are the gifted and talented students?

The gifted and talented students are those who are identified as possessing
demonstrated or potential abilities that give evidence of high performing
capabilities in intellectual, creative, specific academic or leadership areas, or ability
in the performing or visual arts and who require services or activities not ordinarily
provided by the school in order to fully develop such capabilities. Some students, for
example, may have exceptional abilities in science or technology, some in art or
poetry, and others in social leadership. It is now accepted that the gifted and
talented are not simply those with high intelligence.
3. Explain the ADD/ADHD iceberg.

The concept suggest that ADD/ADHD may be compared to an iceberg: that is,
most of the problems are hidden beneath the surface and only the tip of the
problem is visible! Typically, teachers and parents see the obvious tip first: the
problems, such as not doing your homework, doing things impulsively, losing things,
talking back, and arguing. Yet for so many teenagers, an attention deficit is much
more complex than just these obvious behaviors. When you think of attention deficit
disorders, visualize this iceberg with only one-eighth of its mass visible above the
water line. As is true of icebergs, often the most challenging aspects of ADD and
ADHD lurk beneath the surface.

4. What is multiple disabilities?

"Multiple disabilities" means concomitant impairments (such as mental

retardation blindness, mental retardation-orthopedic impairment, etc.), the
combination of which causes such severe educational needs that they cannot be
accommodated in special education programs solely for one of the impairments.
The term does not include deaf blindness.
It means learning and developmental problems resulting from multiple
disabilities as determined by evaluation that cannot be provided for adequately in a
program designed to meet the needs of children with less complex disabilities.

5. Are all behaviour problems disorders? Reason out.

Not all behaviors are problem disorders. Nobody's perfect and all individuals
will have bouts of bad behaviour. They may have temper tantrums, or talk back to
their parents or teachers. When things start to get out of hand, however, it may be
a clue that something the person already needs attention.
Children and teens for example can seem irritable or even hostile when they
are tired or aren't feeling well. They may argue with parents or disobey them.
Young children may lie because they are too young to understand the
difference between the truth and a lie. Sometimes they lie to get themselves out of
trouble. This is normal. When they act this way all the time, or when this behaviour
gets them into trouble all the time at home, at school, or with other kids in the
neighbourhood, they may have what we already call as a problem disorder.

6. What are the types of physical disabilities and other health

impairments? Describe each.
There are numerous types of physical disabilities and it is imperative to
understand each one, when interacting with someone known to have a disabling
condition.
Acquired Brain Injury

There are several types of brain injury, but in acquired brain injury, the indication is
that the brain was traumatized at some point after birth. Acquired brain injury may
be the result of head injuries, concussions, stroke, infections in the brain, exposure
to poisonous or toxic substances, and the lack of oxygen. Acquired brain injury may
result in a number of different physical disabilities in addition to other problems. As
the brain is the central functioning unit for the body, those with acquired brain
injury may suffer from problems with their senses, cognitive reasoning and memory,
depression, anger or aggressiveness, and more. The severity of the symptoms
correlates to the severity of the brain injury. Physical disabilities may vary based
upon the severity of the brain injury. Possible physical disabilities associated with
acquired brain injury include loss of use of the limbs, paralysis, difficulty walking,
and difficulty speaking.

Amputation

Amputation is the process in which a body part is removed or severed from the
body. It may result as a form of medical intervention or as a surgical procedure, or it
may occur during a traumatic incident. In some situations, an amputation may
result from a congenital condition or disorder. This was the case with the famous
MLB pitcher Jim Abbott, who was born missing one hand. Those who deal with
amputations must learn to accommodate for the various physical disabilities they
face. In some cases, an amputee overcomes various challenges by
overcompensating for it in other areas. For instance, someone who loses their arms
may use their legs and feet to perform tasks often performed with the hands. In
some cases, prosthetic devices are used to assist a person who has been hindered
due to amputation.

Cerebral Palsy

There is no one cause of cerebral palsy, which describes a condition that occurs
during the brain and results in a lack of the brains ability to control muscle
coordination and bodily movements. Cerebral palsy may occur in the womb, during
birth or as a traumatic brain injury after birth. There is no cure for Cerebral palsy as
it is not a progressive condition, but rather a permanent state that occurs due to
brain injury. Though there is no cure, there are effective therapies that may be used
to help each individual diagnosed with Cerebral palsy experience the best quality of
life possible.

Muscular Dystrophy

Muscular dystrophy is a physical disability that affects the musculoskeletal system

of the human body. There are several forms of Muscular dystrophy (MD) including
Becker (BMD), Limb-Girdle (LGMD), Duchenne (DMD), Emery-Dreyfus (EDMD),
Facioscapulohumeral (FSHD, FSH), Congenital (CMD), Distal (DD), Myotonic (MMD),
and Oculopharyngeal (OPMD). MD affects muscle cells and reduces strength causing
them to become weakened or to waste away. More cases of MD affect boys more
than girls. There is no known cure for Muscular dystrophy, but there are therapies
that can help improve or maintain muscle tone. Muscular dystrophy may cause
numerous physical disabilities making it imperative that those who have the disease
receive the best care possible.

Parkinsons disease

A degenerative disease that targets the central nervous system, Parkinsons disease
is a progressive disorder that leads to extreme physical disabilities. The cause of
Parkinsons disease is unknown, but it has been shown that the source comes from
the death of dopamine making cells located within the brain. Some of the symptoms
associated with Parkinsons disease include difficulty walking and with coordination,
trouble speaking and tremors. No two cases of Parkinsons are the same and the
degree of disability varies from individual to the next. Those diagnosed with
Parkinsons disease must ensure they receive a course of treatment tailored to his
or her individual needs. There is no cure for Parkinsons disease, but treatments are
available that may lessen the severity of symptoms.

The following are the types of Other Health Impairments

Asthma

A condition in which your airways narrow and swell and produce extra mucus
that causes shortness of breath, chest tightness or pain, trouble sleeping caused by
shortness of breath, coughing or wheezing,a whistling or wheezing sound when
exhaling (wheezing is a common sign of asthma in children)and coughing or
wheezing attacks that are worsened by a respiratory virus, such as a cold or the flu.

Diabetes

A disorder of metabolism that affects the way the body absorbs and breaks
down sugars and starches in food. Children with diabetes have insufficient insulin, a
hormone normally produced by the pancreas necessary for proper metabolism &
digestion of food.

Epilepsy

A convulsive disorder commonly known as seizure, a disturbance of

movement, sensation, behavior, and/or consciousness caused by abnormal
electrical activity in the brain.The specific causes of epilepsy are not clearly known.
It is believed that people become seizure-prone when a particular area on the brain
becomes electrically unstable.

Hemophilia
 A rare hereditary disorder in which the blood does not clot as quickly as it
should. The most serious consequences are usually internal. Internal bleeding can
cause swelling, pain, and permanent damage to joints, tissues, & internal organs
may necessitate blood transfusion.The disorder occurs when a person is born
without the protein (or with too little of it) that causes blood to clot.

Sickle Cell Anemia

Anemia, in general, is a condition where an individuals blood has less than a

normal number of red blood cells or the red blood cells themselves dont have
enough hemoglobin (which carries oxygen throughout the body).A type of anemia
where the hemoglobin is abnormal and the red blood cells often become shaped like
the letter C, making them sickle-shaped (like a crescent).

Tourette Syndrome

Tourette syndrome was once strongly associated with the exclamation of

obscene words or socially inappropriate remarks. In fact, only a small minority of
people with Tourettes have this symptom.For most, Tourettes involves:

tics, along a range of simple (e.g., rapid eye-blinking, facial grimacing,

shoulder-shrugging) to complex (involving several muscle groups, such as
hopping, bending, or twisting); and
vocalizations, also along a range of simple (throat-clearing, sniffing,
grunting) to complex (involving words or phrases).

7. What is Traumatic Brain Injury? What are its causes?

Traumatic brain injury means an acquired injury to the brain caused by an

external physical force, resulting in total or partial functional disability or
psychosocial impairment, or both, that adversely affects a child's educational
performance. The term applies to open or closed head injuries resulting in
impairments in one or more areas, such as cognition; language; memory; attention;
reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and
motor abilities; psychosocial behavior; physical functions; information processing;
and speech. The term does not apply to brain injuries that are congenital or
degenerative, or brain injuries induced by birth trauma.

8. How do you teach the following children in an inclusive setting?

A. CHILDREN WITH AUTISM

Difficulty with pragmatics (social communication).

 Social communication is a struggle for students with ASD. In a
mainstreamsetting, it is important for the student to continuously work on his/her
pragmatics. Pair the student with a peer to help with social skills and activities in
the classroom and in other settings (e.g., cafeteria, gym,playground, or library).Role
playing in the classroom also gives the student opportunities to participate and
observe acceptable social interactions.

Difficulty with behavior.

Inappropriate behaviors often accompany poor social skills, difficulty coping,
or difficulty receiving information.Realize that these behaviors are usually the result
of a misunderstood message or action by you or another student. Use
theseoccurrences to teach the entire class how to react to inappropriate behaviors.
Be firm but tactful in your method of correcting the ASD student or bringing
attention to his/her behavior. Embarrassing the student or causing him/her to feel
shame will not help the student to learn appropriate social behaviors.

Difficulty with responding to environmental sounds

Be conscious of the noise level in the classroom setting. Students with ASD
may be very sensitive to certain sounds even though the sounds may not be very
loud or distracting to you or other students. Each child with ASD is unique and may
find common and familiar sounds (e.g., clapping, high frequency toys,beeping, etc.)
to be disturbing and even frightening. Identify sounds that may trigger a change in
behavior. If the student has adverse reactions to any auditory stimulus, remove it
immediately. Once again, give the student time and/or space to calm down if
necessary.

Difficulty coping
If there is anything in the environment that is causing the student obvious
stress, identify the distractions (e.g., noise, change in setting) and resolve them. If
the student is demonstrating problems with regulating his/her emotions and
behavior, provide time away from the group or class in a safe, private area for the
student to compose him/herself. When the students stress level decreases,
encourage him/her to return to the group or class setting.Incorporating stress relief
breaks for the entire class helps target this challenge for the ASD student
inconspicuously. Consider including stretching, pushing and pulling activities, or
games (e.g., moving desks around, carrying heavy books, fidgeting with small toys
and balls,or Simon Says).

Difficulty with change

Students with ASD benefit from a repetitive and routine schedule.Deviating
from a routine can result in a change in behavior, mood, or academic performance.
Teachers can help by providing a picture schedule of activities to complete
throughout each day. Mount this on a large chart, so that all students benefit from
it, or on a smaller desktop version. Always prepare the ASD child for any schedule
changes in advance, regardless of how small or insignificant it may seem to you or
others.

B. CHILDREN WITH COMMUNICATION DISORDERS

1. Show understanding, patience, and acceptance.
2. Provide extra time to answer questions.
3. Encourage speech practice by having one-to-one conversations with the student
about his or her interests.
4. Keep teaching clear, simple, pronounced, and in proper language syntax (no
slang).
5. Make eye contact with the student when listening and speaking.
6. Repeat mispronounced phrases properly as a question so it does not seem like
criticism.
7. Never mimic a child with a speech disorder.
8. Do not avoid calling on children with language development problems, and
particularly if the answers are to be short (a couple of words).
9. Make sure the student speaks in front of the class, answers a question, etc. at
least once per day.
10. Set up practice verbal skills sessions between pairs of students where they read
aloud, work on a problem orally, or play games that encourage speech.
11. Do not tolerate teasing or bullying by other students.
12. Do not point out communication disorders to others in the class.
13. Keep the classroom environment relaxed and organized.

C. CHILDREN WITH EMOTIONAL AND BEHAVIORAL DISORDERS

1. Keep class rules simple and clear

EBD students most likely struggle if you impose a long list of complicated
rules and demands upon them. Try to keep classroom guidelines broad and simple
no more than 3 to 5 main rules. Let students know about them on the first day of
class, and post them in the classroom as well. An example list might be: Be on Time,
Try Your Best, Be Polite, Respect One Another.

2. Reward positive behaviors

While you will at times have to discipline children for improper behavior,
remember that rewarding positive behavior is ultimately far more effective in the
long run. A great many Emotional and Behavioral Disorder students tend to take any
discipline as a personal attack. Because of this, unfortunately they learn very little
from it. Try to celebrate the successes of these students more than you reprimand
or punish their mistakes. When these students receive positive feedback and
rewards, they start to see that there is a positive benefit to good behavior. They will
then start to see you as more of an ally than an adversary, and this will in turn
motivate them to want to behave and do well in your classroom.

3. Allow for mini-breaks

 A lot of EBD kids lack the emotional balance and maturity needed to remain
focused and on-task for long periods. Instead of reprimanding these students for
their lapses, build in short rest periods or mini-breaks into the school day. Take time
to periodically stop teaching and allow students to catch up if need be. Give them
time to finish their assignment, and allow those who have finished to stretch, get
out of their seats and move around a bit. This will allow them to burn off any excess
energy that might have built up from sitting still for a long period of time.

4. Fair treatment for all

Students with Emotional and Behavioral Disorders often do not respond very
well to situations that appear unfair to them. This can trigger a cascade of negative
emotions and acting-out behavior. If EBD students feel they are not being treated
fairly and with the same consideration and respect as their peers, their behavior will
be affected. To ensure that you are treating all of your students in a consistently fair
manner, dont bend your established rules for any student. Enforce the expected
consequences every time, with every student. Allowing exceptions opens you up to
accusations of being unfair.

5. Use motivational strategies

Unfortunately, Emotional and Behavioral Disorder students tend to have had
a lot of negative experiences in school. Therefore they often lack the desire or
motivation to try to succeed. To avoid disruptive or off-task behaviors, take some
extra steps to motivate these students. Offer them incentives for academic
successes, large and small. Celebrate their hard work, and praise their good efforts
consistently.

d. Children who are Gifted and Talented

Posing open-ended questions that require higher-level thinking
Modeling thinking strategies, such as decision making and evaluation
Accepting ideas and suggestions from students and expanding on them
Facilitating original and independent problems and solutions
Helping students identify rules, principles, and relationships
Taking time to explain the nature of errors
Establishing high standards
Making curriculum modifications
Finding mentors for the gifted students
Encouraging independent investigations and projects
Creating flexible instructional groups
Ask provocative questions and provide time for inquiry
Examine examples of change and the process of change
Use examples of habit and the results of habit-bound thinking
 Encourage tolerance for ambiguity with open-ended problems

Encourage students to use their intuition and follow their hunches

Study creative people and their thinking processes
Evaluate situations by analyzing possible consequences and implications
Help students practice creative reading, listening, and writing
Allow gifted students to design and follow through on self-initiated projects.
Have them pursue questions of their own choosing.

Provide gifted students with lots of open-ended activitiesactivities for which

there are no right or wrong answers or any preconceived notions.

Keep the emphasis on divergent thinkinghelping gifted students focus on

many possibilities rather than any set of predetermined answers.

Provide opportunities for gifted youngsters to engage in active problem-

solving. Be sure the problems assigned are not those for which you have
already established appropriate answers but rather those that will allow
gifted students to arrive at their own conclusions.

Encourage gifted students to take on leadership roles that enhance portions

of the classroom program (Note: gifted students are often socially immature.)

Provide numerous opportunities for gifted students to read extensively about

subjects that interest them. Work closely with the school librarian and public
librarian to select and provide trade books in keeping with students' interests.

Provide numerous long-term and ex-tended activities that allow gifted

students the opportunity to engage in a learning project over an extended
period of time.

e. Children with Physical Disabilities

Teaching strategies to educate children with physical disabilities include

setting up a buddy system so that another student can take notes for the student
with the disability.
Specific assignments can be adjusted or modified for students, too. A student
who has difficulty speaking due to cerebral palsy may need an alternative
presentation format in place of an oral presentation. We should not assume,
however, that the student cannot or does not want to give the presentation. He may
need more time to speak and better attention from his audience. The key is to
make sure all activities include all students.
Talking to the student about what he can do will help identify a students
areas of expertise. The student may have become extremely proficient with the
computer, for instance, due to the inability to write. Perhaps he can share that
knowledge with the class, or show his peers how he uses assistive technology to
access the computer. This can provide ways to incorporate computer instruction
into a lesson.
 Finally, when experimenting with teaching strategies for these types of
children, be flexible and accept suggestions. Since most schools or districts employ
inclusion specialists, they can provide you with specific guidance in teaching
students with physical disabilities. Necessary accommodations or modifications in
your classroom can facilitate learning, no matter the impairment.

f. Children with Traumatic Brain Injury

Environmental Modifications:

minimize extraneous auditory and visual stimulation (use study carrels or

room dividers)
provide preferential seating

arrange seating to allow for more space between students

provide small group instruction

structure student's activities and schedule to limit number of changes and

reduce unstructured time

limit number of persons that the student deals with each day

provide the student with a written schedule and keep the schedule as
consistent as possible

provide area to keep supplies, books, etc., away from student's work area

select a classroom buddy

Learning Strategies:

gain the student's attention before speaking

break complex tasks down into component parts and complete each part
before trying to combine the components

provide frequent repetition of important tasks

utilize the child's best sensory modality

question student to be sure the information was received and interpreted

clearly and provide feedback as necessary

provide cueing systems in the form of assignment books, placing task cues
on student's desk, etc.

provide verbal and written instruction

shorten assignments and/or divide assignments into parts

 structure thinking processes graphically through outlines, graphs, flow charts
and models

develop a system for maintaining organization

facilitate note taking by providing outlines with major headings

give short frequent quizzes, rather than all inclusive exams

accompany homework with written instructions

initiate a behavior modification program for academic and/or interpersonal

behavior skills encouraging student to chart his or her progress.

REACTION PAPERS

Submitted by:
Diana Rose B. Zamoras
 Submitted to:
Prof. Renan O. Elcullada

REACTION PAPER
(based on the movie My Name is Khan)

Rizvan Khan is an American muslim man who suffers from Aspergers

syndrome that is a form of high functioning autism and this causes to make
socialization complicated. The movie is about the challenge of this person to speak
to the President seriously.
There are a lot of scenes that affect me in many aspects, but it is better to
mention about scenes that are related to special education since our dealing is
about this issue. In early ages of Rizvan, his mother said that there are only two
kinds of people; good people who do good deeds and bad people who do bad. She
taught him by drawing schemas and their relations. Then, Rizvan learnt how to
adapt to the society with different types of people. While he was talking, people
around him would think that he is mad at first, but this was resulting in his problem
that he couldnt use or show gestures and facial expressions, but again with his
problem; he is also very intelligent and doesnt have any mental disabilities.
When people are aware of this fact, they think that he isnt mad really, even
he is better that us mentally. His brother has a company and he wants Rizvan to sell
the companys beauty products , and Rizvan goes and find a beauty center. When
he enters here first, women in the center consider this strange and cannot give a
meaning. On the other hand, when he began to present beauty products very
effectively, they started to think that he is not insane, and products are really good
to use. In the last, when he arrived at the president, Rizvan took a permission from
him and spoke to the country: My name is Khan and Im not a terrorist and also
mentioned about his mothers saying that I wrote above before.
He had become a symbol for peace and had overcome prejudices about
muslims. As we understand from above explanations, people with disabilities should
not be seen as different and incapable.
Their being different is resulting from our bias. Hence, not try to integrate
them into society, the important thing is to eliminate any prejudices about them.
The film touches over a very sensitive issue of religious distinction and
people differentiation. A great moment in the film is when Razwan was taught by his
mother that one's religion does not differentiate him from another. The only
difference between people is that there are good people and there are bad people.
Razwan's massage is a Message of love and peace to all people. A message
to say that people are different but they have equal rights.

REACTION PAPER
(based on the movie The Freedom Writers)

As young people develop throughout the teenage years of 13-18, they benefit
greatly from experiencing their own personal power, capabilities and talents.
Parents, educators, youth leaders and child development specialists know that the
best way for youth to learn responsibility is to take on responsibility. This process is
captured in the movie, Freedom Writers, through the personal development of Ms.
Gruwells students. With time, the students learn to overcome their personal
hardships and form a support system for one another. The students take on many
responsibilities, including the organization of their diary entries into a book and
fundraising events such as the Concert for Change.
Mrs.Gruwell is dedicated enough to believe changing the students ideas of
world perception even though everyone, including her family, husband, principal,
head master, were against her and thought that she couldnt do it because they
were un-teachable. Initially, she had a lot of difficulties handling and managing her
classroom. All of her students refused to participate in her class but she tried her
best to engage them by using various techniques. She started to bond with her
students by encouraging, motivating them to make impacts in their lives. She had
them write about their past bad experiences in diaries, which she periodically read
from time to time, to get to know them more. She also made personal connections
to students such as learning about their backgrounds, what kind of music they
listen, the racial indifferences and the prejudices they face. She knew their time was
limited so she made the best possible. She tried to show them that we are all
human being and we differ from one another so we need to accept other as they are
without judging other depending on their race, gender, religion, sexual orientation,
financial status etc.

In other words, she taught them to be tolerant of others no matter what. She
showed them to be responsible persons and tried to build positive relationship in
between the students and the racial groups. In the beginning of the movie, the
students had lack sense of self-confidence, self-awareness, they had bad academic
records, fights and violence, intolerance. What she did was, she turned them into
self-aware people, show them their strong points in life rather than pains and
weaknesses, tolerating other beings and understanding that we all are different but
our needs are in the same or similar nature. So, having these bad qualities in the
beginning made everything harder than it already was which made them academic
failures and proved once again the importance of education. Thus, they all gained a
degree of self-awareness, self-confidence. Mrs. Gruwell has a strong ambition like
LouAnne and Mr. Keating. They try to help their students and to be a better teacher
for them.

We all come from different backgrounds but we all deserve the way we want
to live. And, as human beings we all live inner and social conflicts from time to time
but we cannot gain anything by being intolerant to others, by stereotyping people
and what we all need to do is accept, respect and love each other unconditionally.

Many of us have endured relationships or life experiences that may be similar

to the challenging circumstances faced by Ms. Gruwells students. Yet, many youth,
like the main characters of Freedom Writers, will reach into their own hearts and
into a close circle of support (parents, grandparents, family members, peers,
teachers and others) to develop lasting, positive relationships.