Mindanao State University at Naawan

COLLEGE OF EDUCATION AND SOCIAL SCIENCES

Department of Education
9023 Poblacion Naawan, Misamis Oriental Philippines

CPE 103
FOUNDATION OF SPECIAL
AND INCLUSIVE
EDUCATION
LEARNING MODULE
For the first semester of SY 2020-2021

Name of student : _____________________________________________

Year level and course : _____________________________________________

Home address : _____________________________________________

Email add : _____________________________________________

Mobile numbers : _____________________________________________

Landline # : _____________________________________________

Social media account : _____________________________________________

Name of Faculty: Sylvia C. Labial

Email address : sylvialabial@gmail.com

sylvia.labial@msunaawan.edu.ph
Contact # : 09171801613/09052157385/(063) 2246050
Fb messenger account: Sylvia C. Labial

Page 1 of 99
Overview of the module
This module does not intend to infringe on any copyright claims and is solely for
academic and research purposes of MSU Naawan, its faculty, and its students.

This learning module on special ad inclusive education is designed to

provide three-pronged competencies among the students: basic knowledge of the
foundations of special and inclusive education, the various types of disabilities,
and the teaching-learning approach or strategies appropriate for individuals with
special needs. The historical perspective of special education and the different
policies, and laws that protect the rights of individuals with disabilities and special
needs will also be tackled in this subject. Student-teachers need to fully
understand what inclusive education is all about, especially in a culturally diverse
classroom. In this subject, the discussion of special and inclusive education will be
contextualized based on the practices and laws in the Philippines; but some
principles and policies from other countries will also be incorporated as a basis of
pedagogical comparison.
This learning module is designed in three units with equivalent subtopics.
Lessons and topics are presented in various presentations (texts, additional
reading requirements, passages, pictures, graphs, tables, illustrations, examples,
case analysis, and videos. Each topic is accompanied by an activity, a formative
assessment, reflections, and the like – which students must respond on time.
Students must take note the schedule of completing modular requirements based
on the teacher’s prescribed deadline of completion and submission.

Learning outcomes
At the end of the semester, the students in CPE 103 are expected to be able
to
1. Define special and inclusive education;
2. Discuss the historical perspective of special education in the Philippines;
3. Enumerate the various laws, policies, and related mandates on special and
inclusive education;
4. Enumerate the different disabilities and special needs;
5. Describe the characteristics of each of the disabilities;
6. Identify various strategies and approaches in teaching students with special
learning needs;
7. Describe how comprehensive assessment is conducted for children with special
learning needs;
8. Describe the R.T.I. paradigm and apply it in an inclusive education setting; and
9. Evaluate the plight of special and inclusive education in the Philippines.

Page 2 of 99
Topic Outline and time completion allotment
Schedule
Learning # of
Topics of
Modules hours
completion
1. Key concepts on special and inclusive
4.5 hours
Part I: Key education/ Glossary of terms (3 hours)
concepts , 2. Historical perspectives of special and
historical inclusive education 3 hrs
perspective,
3. Laws, policies, and mandates on Week 1-4
and mandates 3 hours
special and inclusive education
on special and
inclusive 4. Response to Intervention (RTI)
education Paradigm and other SPED programs in 1.5 hours
the Philippines
PRELIM EXAMINATION
1. Autism Spectrum disorder
2. Mental Retardation/Cognitive Delay
3. ADHD 6 hours Week 5-6
4. EBD
Part II: Types
of Disabilities
5. Learning Disabilities
and special
6. Physical disabilities
needs
7. Hearing & Visual Impairments
6 hours Week 7-8
8. Giftedness
9. Other health Impairments

MIDTERM EXAMINATION
1. Assessment of students with special
Part III: needs 3 hours
Response to
Intervention 2. Individualized Education Plan (IEP)
6 hours
(RTI
paradigm)/ 3. The Plight of special and inclusive
Week 9-14
The Plight of education in the Philippines: A closer
Special and look
inclusive 3 hours
education in
the Philippines

FINAL EXAMINATION

Page 3 of 99
Course Requirements
 Regular assessment in every learning unit to test if students recall the
principles and concepts they learn
 Group and Individual case analyses
 Major Exam
 Individualized Education Plan (IEP)
 Video clip reflections

Grading System:
Major Examination - 20%
Written Work - 30%
Individual Cases Analysis/Reflection Paper
Group Cases Analysis
Performance Tasks - 50%
Quizzes
Written exercises
Class comments and critiques _______
100%

Prescribed Textbooks & References

Buck, P.S. (1992) The Child who never Grew. Woodbine House

National Research Council. Educating Children with Autism. Washington, DC:

National Academy Press, 2001.

Smith, Sally (1995) No easy Answers: The Learning disabled Child at Home and
at School, Bantam.4.

Online source for types of disabilities

https://www.cdc.gov/ncbddd/facts.html

Page 4 of 99
 LEARNING GUIDE FOR STUDENTS
The following are the detailed guidelines on the use of this learning
module. Please take note of each guideline, for your strict compliance.

1. This learning module is a property of MSU-Naawan; and this document is not

for sale. This module does not intend to infringe on any copyright claims and is solely
for academic and research purposes of MSU Naawan, its faculty, and its students.

2. Please do not make photocopies of this learning module. Only the designated
faculty of each subject has the right to reproduce the content of this learning
module. If you need to reproduce another copy (in case you lost your printed
copy) or if you prefer to answer the learning module online, please notify in
advance your respective subject instructor/professor.
3. It is your responsibility to provide your contact information to your instructor.
Please don’t hesitate to raise your questions to your instructor concerning the use
of this module and its content. The contact information of your instructor is
indicated at the front page of this module.
4. This learning module is made up of three general learning modules, with
learning units under each module. The learning units are the subtopics for each
learning module or chapter.

Learning Module 1: Key concepts, historical perspective, and mandates on

special and inclusive education
Learning Module 2: Types of disabilities and Intervention strategies
Learning Module 3: Effective assessment/IEP/The plight of inclusive
education in the Philippines
5. Please take note of the completion schedule for each given chapter or unit
activity or unit quizzes. The learning modules (general parts or chapters) and the
learning units (the subtopics for each module) have designated timeline or
schedules for you to strictly follow. Please observe completion of activities on the
prescribed timeline as indicated in the course outline.
6. Major examinations will be sent through the fb messenger chat room of the
faculty. Please follow deadlines of submission.
7. All learning unit activities must be answered with honesty and integrity. The
objectivity and validity of your answers and your learning can only be achieved if
you do the work on your own, with help from others if needed. Copying from
internet sources and from book with proper referencing is an academic
dishonesty we call as “plagiarism”. To plagiarize means to steal ideas or words as
one’s own without crediting the original source or author of the idea (Merriam-
Webster online dictionary, 2019). You are therefore encouraged to paraphrase or

Page 5 of 99
revise the content of the material copied from any book or internet sources in
order to avoid issues on plagiarism. Please correctly indicate your reference if
your idea is taken from an online or offline source.
8. The integrity of your answers and the validity of your learning are considered as
very important to your instructor. So, you are further encouraged to practice
honesty in doing all activities included in this learning module. To signify your
confirmation and understanding of the aforementioned guidelines of this module,
please sign the honesty and confidentiality agreement below. Thank you and God
bless you always.

HONESTY AND CONFIDENTIALITY AGREEMENT

I, CABINAS, VEN JULIUS HERBITO, taking up the course BSED-ENGLISH, do

solemnly pledge to strictly comply to all guidelines indicated in this learning
module; to conscientiously study the contents of the module; to observe the
indicated timeline and schedule of completing the unit activities; and to answer
all activities on my own, ensuring integrity and validity of all learning while
practicing honesty and confidentiality in answering the questions and
requirements for each learning unit.
I also understand that I need to contact and consult my instructor in order to
clarify some concerns and questions that may arise as I study each scheduled
topic.
I also acknowledge that my instructor has the right to give me a failing grade,
when caught cheating and doing the act of plagiarism.

VEN JULIUS H. CABINAS MARIA REVILLA H. CABINAS

_____________________________ _______________________________
Name and signature of the student Name and signature of parent/guardian

09-18-20
Date

Page 6 of 99
LEARNING MODULE 1: KEY CONCEPTS/ HISTORICAL PERSPECTIVES/
LEGAL MANDATES ON SPECIAL AND INCLUSIVE EDUCATION
Unit 1: Key Concepts in special and inclusive education
A. The philosophy of Special and Inclusive education
B. Glossary of terms in special and inclusive education
Unit 2. Historical Perspectives
A. Special and inclusive in the Philippines: Then and now
B. The Influence of Western Education policies to the
Philippines’ system of of inclusive education
Unit 3: Legal Mandates on Special and Inclusive education
A. Legal mandates in the Philippines
B. Salamanca Statement of the United Nation
*********************************************************
Learning Module 1
Unit 1: Key Concepts in special and inclusive education
A. The philosophy of Special and Inclusive education
Total # of learning hours: 3

Engage
Special Education awareness test
Direction: Please rate the following statements using the numerical scaling:
5 Strongly Agree 4 Agree 3 Neutral 2 Disagree 1 Strongly
disagree
_4___1) I know what special education is.
__4__2) I know what inclusive education is.
__3__3) I can name some disorders and types of special needs.
__5__4) I have already encountered a special child before.
__3__5) I have already tried mentoring a special child or a special adult.

My total score: __________

Interpretation: __________

Page 7 of 99
 Explore
If you have internet connection, please watch the video using this link
https://www.youtube.com/watch?v=HdpF5cHRS4Y

Explain

What is special education?

Special education is a classroom or private instruction designed to

address the exceptional needs of individuals who are differently-abled. It
involves techniques, exercises, and subject matter to meet the needs. Special
education (shortened as SPED) is known before as Special-Needs School or
Special-Needs Education is geared at providing appropriate instructional
intervention to learners who are handicapped or gifted.

Remember: Nowadays, it is not pleasing to call special children as

“abnormal” children.

Page 8 of 99
 What is inclusive education?

More concepts describing inclusive education:

What is the difference between special and inclusive education?

In an ideal school, a special education classroom or a learning resource room

for children with special needs must be provided - where learners who need
additional instructional support are given individualized intervention by a special
education teacher.

Page 9 of 99
 Inclusive education is a process or a practice of mainstreaming all learners
regardless of the disability or condition. Including learners with special needs in a
general education classroom is the goal of inclusive education.

What is the philosophy of inclusive education?

The basic philosophy of inclusive education is educating ALL CHILDREN in a

regular classroom and still meet their individual learning needs. Inclusive
education allows children with special needs to receive a free and appropriate
education along with non-disabled students in the regular classroom setting. The
premise of this philosophy is the advocacy of protecting the rights of every child
to have access to appropriate education. This also based on the philosophy of
equality, sharing, participation and the worth of individuals - bearing the belief
that all children can learn and reach their full potentials given the opportunity of
effective teaching and appropriate learning resources.

The famous slogan for this philosophy is “No child left behind!”

Elaborate
Reflect on this passage:
In some schools and places, the practice of EXCLUSION is still very evident.
Instead of aiming to INCLUDE all learners and integrate children despite their
differences, some institutions try to segregate learners with special needs and
other learners coming from a different socioeconomic status. In fact, special
education schools are usually perceived as a separate learning institution which
should not be incorporated in a regular public school setting. Segregating SPED
schools is not inclusion; segregating rich from poor children is not inclusion;
segregating children based on religion, race, and other discriminatory grouping is
not inclusion. Is this advocacy too ideal and unrealistic?
Your reflection/reaction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluate
Say something about the following principles (use your own words and
understanding) - 3 points each
1. Special education

Page 10 of 99
2. Inclusive education

3. Exceptional or special need

4. Regular classroom

5. Integration

Learning Module 1
Unit 1: Key Concepts in special and inclusive education
B. Glossary of special and inclusive education terms
Total # of learning hours: 3

Engage
In special education, there are many technical terms to remember. And it is
indeed important to understand them, not just memorize them. To fully
comprehend special education words, they must be applied into the real- school
setting. As a student, one can fully grasp the practice of special education by
looking into the practices of your previous school or evaluating some special
education schools if you have visited one. The question is: Are these SPED words
evident in the regular school where you studied before?

Explore
You may visit this website or link to see some relevant special education words
commonly used in other countries.

https://schools.ahrcnyc.org/parent-resources/glossary-of-common-
special-education-terms/

Explain

In the Philippines school setting, the following technical terms are used:

Page 11 of 99
 Special educ words Meaning
Accommodation Practices and procedures that allow students with
disabilities to learn
Assistive technology Any item, piece of equipment, or product system
that is used to increase, maintain, or improve the
functional capabilities of a child with a disability
Behavior intervention plan Written plan to address behavioral concerns
(BIP) impeding the child's learning or that of others
Curriculum-based A method teachers use to find out how students
measurement are progressing in basic academic areas such as
math, reading, writing, and spelling.
Children and Youth with Children and young people (estimated age range of
special learning needs 25 years old below) who are at the same time
(CSNs) learners at school needing additional individualized
intervention.
Due process A formal legal procedure used to solve
disagreements regarding the education of students
who receive special education supports and
services
The collection of information to determine
Evaluation whether a child is a child with a disability, and to
determine the educational needs of the child
A process for collecting information that will help
Functional Behavioral
determine the underlying purpose or motivation of
Assessment (FBA)
a student's challenging behavior
A written statement for each child with a disability
Individualized Education
that is developed, reviewed and revised by the ARD
Program (IEP)
committee, of which parents are active members
Any activity, additional instructions given
Intervention individually or in small groups to reduce the
learning gap
To the maximum extent appropriate, children with
Least Restrictive disabilities, including children in public or private
Environment (LRE) institutions or other care facilities, are educated
with children who are not disabled
Integration of children in special education into
Mainstreaming
conventional classes and school activities
A change in what the student is expected to learn
Modifications that is different from the general education
curriculum
One of the available options used for resolving
disagreements about a child's identification,
Mediation evaluation, educational placement and the
provision of a free appropriate public education
(FAPE). 
Present Level of A statement in the individualized education
Performance program (IEP) of the child's present levels of
academic achievement and functional
performance, including how the child's disability

Page 12 of 99
 affects the child's involvement and progress in the
general education curriculum
An early intervention model for addressing the
learning needs of all students through a continuum
of services which provide: high quality instruction
& intervention strategies aligned with individual
Response-to-Intervention
student need; frequent monitoring of student
progress; data-based school improvement; and the
application of student response date to important
educational decisions
Aids, services, and other supports that are
provided in regular education classes or other
Supplementary Aids and
education-related settings to enable children with
Services
disabilities to be educated with non-disabled
children to the maximum extent appropriate
A coordinated set of activities that includes moving
Transition Services
from one life stage to another
A set of services offered to individuals with
disabilities designed to enable participants to attain
Vocational Rehabilitation
skills, resources, and expectations needed to
(VR)
compete in the interview process, get a job, and
keep a job

Elaborate
Please look at some other resources and give another description for each of
the following words (You may just define them based on your understanding)
1. Accommodation
___________________________________________________________________
___________________________________________________________________
2. Modification
___________________________________________________________________
___________________________________________________________________
3. Mainstreaming
___________________________________________________________________
___________________________________________________________________
4. Evaluation
___________________________________________________________________
___________________________________________________________________
5. Intervention
___________________________________________________________________
___________________________________________________________________

Page 13 of 99
 Evaluate
Use the following words into applied sentences (3 points each)
1. Least restrictive environment
___________________________________________________________________
___________________________________________________________________
2. Assistive technology
___________________________________________________________________
___________________________________________________________________
3. Behavior intervention plan
___________________________________________________________________
___________________________________________________________________
4. Present level of performance
___________________________________________________________________
___________________________________________________________________
5. Response-to-intervention
___________________________________________________________________
___________________________________________________________________

*********************************************************

Learning Module 1
Unit 2: Historical Perspectives of special and inclusive education
A. Special education in the Philippines: Then and Now
Total # of learning hours: 1.5

Engage
Advance thought:
The need to provide for the welfare and education of children with special learning
needs take on a sense of urgency as evidenced by an increasing public awareness
and concern for the special children. This development may be attributed to the
strong advocacy role assumed by the parents and to the several laws enacted in the
Philippines in the last decades. The services given to children and learners with
special learning needs are now more accommodating and comprehensive.

Explore
Please watch the following video, showing the history of special education in the
Philippines school setting:

https://www.youtube.com/watch?v=M6UvXJgaCf0

Page 14 of 99
The summary of the video simply narrates that special education has evolved into
progression after the passing of important legislation; and services have become
more accommodating and child-friendly.

Explain

Outline of the History of special education in the Philippines

Special education started

in the Philippines in 1907
with the establishment of
the Insular School for the
Deaf and the Blind, a
residential school located
in Pasay City, Metro In 1962, the Manila Youth
Manila by M. Delia Rehabilitation Center was
In 1954, the first week of
Delight Rice, an American opened
August
educator. waswas
This declared
later as
Sight Saving week Rep. Act No. 3562 ( June
reorganized in 1970 into
two separate government for
In 1956, Special classes 1963)An Act of Promote
the deafschools:
special in regulartheclass the EDUCATION of the
were first implemented
Philippine National Elaborate blind in the Philippines
SchoolIn 1958, Tthe
for the American
Blind and which established teacher
the Philippine School Blind
Foundation for the for training course and
openedthe itsDeaf
office in Manila Current programs on Philippine
Growing National School
social concern
In 1952, a pilot school special and inclusive forforthe Blind.Philippine
the welfare and
forthe SPED ( at the education are in place in Normal
integration College offered
of people with
Phil.Women's University) many public schools; courses in voiced
disabilities Sped for by
ofmentally although buildings and teaching
parentsthe andblind in 1964
advocates
handicappedchildren was resource centers still wherein
including
The 14elementary
legislations
observance led
of Asian
In 1956,Allchildren
started. a more formalfrom don’t have budget teachers
to the
Pacific wereofselected.
enactment
Decade of
Disabled
training of teachers for
this schoolwere appropriations Republic
PersonsAct 5250 which
(1992-2002)
transferred with
children mental
to theSpecial established
further raised
Vital among a 10-year
public
such
retardation, hearing training
Child Study Centerin legislations is thefor
awareness programs
regarding
impairment
In 1958, The and
Cubao, Q.C. in 1957. visual
Bureau of The box actually indicates the teachers
children in 1968
with andNo.led
disabilities
impairment was offered at
Public School of the Presidential Decree
final description of the historical that to the
603eventuallyadmission
of 1974, The resultedof
Child in
Baguio Vacation
Department Normal
of Education children with disabilities
Culture School.
and Sports perspective of SPED and inclusive and Youth Welfarethe
propelling both Code.
into
governmentregular public
and
This Decree codified laws non-
created the special education in the Philippines. schools.
government However,
organizations
education section of the on the rights and
In 1960, some private Based on your observations, Thewithout adoption
appropriate of
Special Subjects and responsibilities of The
into actions. children
institutions started to an Inclusive
school Education (IE)
Service Education
please comment your thoughts Convention
below 21 and
andonparental
ofthe Rights
parents,
offer special education approach
of support,
Children in thechildren
these
(CPC Vheart
and of
VI)
about the current SPED programs as well as substantive and
courses on graduate the
had country's
provideddifficulty
clear educational
coping with
directions
in our country procedural provisions for
school curriculum system
the is mandated
regular
supporting classes
more and by
children with respect to
thepolitically
soon dropped out
appropriate of
the home, the
1987 Philippine Constituti
programs school.
on welfare and
community, education,
on,education
the Childpaving and Youth
and the state. the
Welfare
way . Other Code (PD 603),
government
the Special Protection
and private special of
ChildrenschoolsAgainst
based onChild
Page 15 of 99 Abuse, Exploitation
categorical disabilities and
Discrimination
were also setAct up (RA
7610)
 ____________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Evaluate
In an essay form (20 points), summarize the historical perspectives of special
and inclusive education in our country
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Learning Module 1
Unit 2: Historical Perspectives of special and inclusive education
B. The Influence of Western Education Policies to the
Philippines’ system of inclusive education
Total # of learning hours: 1.5

Engage
Advance Thought: True or False
“Western education influence our educational system.” __________
“ Educational laws in the Philippines are largely based on educational
mandates in the U.S.” ______________

Page 16 of 99
 “The concept of special and inclusive education was introduced in the
Philippines by the U.S.” _______________

Explore
Please take time to watch the following videos, if you have internet access at
home

https://www.youtube.com/watch?v=23Jes6PHzkk
https://www.youtube.com/watch?v=ZMpay6mdLYw

Explain

As illustrated in the historical perspectives of special education, America did

influence the implementation of special education schools in the Philippines. In
fact, the first school for the blind and deaf was founded by an American. Our
special education and inclusive education laws are also influenced by the
Individuals with Disabilities Education Act (IDEA) - the forefront law of the U.S. in
implementing programs and services appropriate for children with special needs.

The purpose of IDEA (Individuals with disabilities education act) in the U.S.

IDEA was first passed in 1975; and has undergone many revisions already.
The main purpose of IDEA is to provide a free and appropriate public education
(FAPE) to children with disabilities. IDEA requires U.S. schools to find and
evaluate students suspected of having disabilities, at no cost to families. This is
called Child Find. Once kids are found to have a qualifying disability, schools must
provide them with special education and related services (like speech therapy and
counseling) to meet their unique needs. The goal is to help students make
progress in school. Another purpose of IDEA is to give parents or legal guardians a
voice in their child’s education. Under IDEA, parents have a say in the decisions
the school makes about the child. At every point in progress, the law gives ou
specific rights and protection. These are called procedural safeguards. For
example, one safeguard is that the school must get first the permission or consent
of the parents before doing assessment and giving services to the child. IDEA
covers kids from birth through high school graduation or age 21 (whichever
comes first). It provides early intervention services up to age 3, and special
education for older kids in public school, which includes charter schools.

In the special and inclusive laws approved in the Philippines, some words are
borrowed from IDEA. The following are some technical terms which actually
originated from the IDEA law of the U.S.A.:

1. Individualized Education Plan or (I.E.P.) - an intervention plan designed by

the special education teacher to enhance academic performance particularly in
reading ans math, in consultation with other stakeholders such as regular
classroom teacher, guidance counselor, school psychologist, parents, principals -

Page 17 of 99
after doing comprehensive assessment of the child suspected of having unique
needs.
2. Behavior Intervention Plan (B.I.P.) - an intervention plan designed to
provide behavioral management support to learners who exhibit emotional and
behavior disorder, or other forms of inappropriate behavior in the classroom.
3. Free and Appropriate Public Education - providing assessment and
intervention to the learner for free.
4. Response to Intervention (RTI) - a three-tiered intervention plan that starts
from the general education classroom, finding students who needed strategic
small group support, and segregating individually students who don’t respond to
the intervention given by the teacher in the regular classroom.
5. Children and youth with special needs (CSNs) - learners who exhibit
cognitive delay and difficulty doing adaptive and self-help skills.
6. Children and youth with disabilities (CYDs) - chilldren and youth (usually
below 21 years old) who exhibit some physical impairments such as blindness
7. Child Find - is a system or procedure in looking for learners who have
special needs and need further individualized intervention.

Elaborate

Please share you thoughts to your classmates: What do you think is the greatest
difference in terms of the implementation of special and inclusive education laws
in the Philippines and in other first world countries?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluate

Essay (10 points): Please elaborate the following statement

“ The implementation of special education laws must be seriously appropriated

with sufficient budget…”

Page 18 of 99
*******************************************************************

Learning Module 1
Unit 3: Legal Bases of Special and Inclusive education
A. Legal mandates in the Philippines
Total # of learning hours: 1.5

Engage
Now, you are already quite familiar with the IDEA of the U.S. Lets go back to
the Philippines. Do you know of any senate bill or any enacted law that is passed
and approved in the Philippines legislative committee? If yes, then please name
the bill
_______________________________________________________________

Explore
Please be refreshed with the laws and mandates enacted in the Philippines
decades of years ago - as illustrated in our previous lesson. List down the republic
act and bills indicated in the historical perspectives of special education:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explain

Page 19 of 99
Legal bases of special education in the Philippines

 356 and 259 of Commonwealth Act No. 3203, "the right of every child to
live in an atmosphere conducive to his physical, moral and intellectual
development" and the concomitant duty of the government "to promote the full
growth of the faculties of every child."
 Republic Act No. 3562: "An Act to Promote the Education of the Blind in
the Philippines provided for the formal training of special education teachers of
blind children at the Philippine Normal College, the rehabilitation of the Philippine
National School for the Blind (PNSB) and the establishment of the Philippine
Printing House of the Blind.
 Republic Act No. 5250: "An Act Establishing a Ten-Year Teacher Training
Program for Teachers of Special and Exceptional Children." provided for the
formal training of teachers for deaf, hard-of-hearing, speech handicapped, socially
and emotionally disturbed, mentally retarded and mentally gifted and youth at
the Philippine Normal College and the University of the Philippines.
 Section 8, Article XV of the 1973 Constitution of the Philippines, "A
complete, adequate and integrated system of education relevant to the goals of
national development."
 Articles 3 and 74 of the Presidential Decree No. 603 of 1975, "The
emotionally disturbed or socially maladjusted child shall be treated with
sympathy and understanding and shall be given the education and care required
by his particular condition." "Thus, where needs warrant, there shall be at least
special classes in every province, and if possible, special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed and the mentally
gifted. The private sector shall be given all the necessary inducement and
encouragement.
 Presidential Decree No. 1509 of 1978, created the National Commission
Concerning Disabled Persons (NCCDP)
 Education Act of 1982 or Batas Pambansa Bilang 232, "The State shall
promote the right of every individual to relevant quality education regardless of
sex, age, breed, socioeconomical status, physical and mental condition, social and
ethnic origin, political and other affiliations. The State shall therefore promote
and maintain equality of access to education as well as enjoyment of the benefits
of education by all its citizens."
 Section 24 of BP 232:, "Special Education Services" "the State further
recognizes its responsibility to provide, within the context of the formal education
system services to meet special needs of certain clientele. These specific types
shall be guided by the basic policies of state embodied on General Provisions of
this Act which include the education of persons who are physically, mentally,

Page 20 of 99
emotionally, socially, culturally different from the so-called 'normal' individuals
that they require modification of school practices/services to develop to their
maximum capacity."
 Batas Pambansa Bilang 344: "An Act to Enhance the Mobility of Disabled
Persons. “required cars, buildings, institutions, establishments and public utilities
to install facilities and other devices for persons with disabilities
 Article XIV, Sections 1 and 2 of the 1987 Constitution of the Philippines,
"The State shall protect and promote the right of all citizens to quality education
at all levels and shall take appropriate steps to make such education accessible to
all." "The State shall provide adult citizens the disabled and out-of-school youth
with training in civics, vocational efficiency and other skills."
 Republic Act No. 7277: Magna Carta for Persons with Disabilities, An Act
Providing For The Rehabilitation, Self-Development And Self-Reliance Of Disabled
Person And Their Integration Into The Mainstream Of Society And For Other
Purposes.
 Republic Act No. 9442, An Act Amending Republic Act No. 7277,
Otherwise known as the Magna Carta for Persons with Disability as Amended, and
for Other Purposes’ Granting Additional Privileges and Incentives and Prohibitions
on Verbal, Non-Verbal Ridicule and Vilification Against Persons with Disability.
Persons with disability are part of Philippine society, and thus the State shall give
full support to the improvement of their total wellbeing and their integration into
the mainstream of society. They have the same rights as other people to take
their proper place in society. They should be able to live freely and as
independently as possible. This must be the concern of everyone the family,
community and all government and non-government organizations. Rights of
persons with disability must never be perceived as welfare services. Prohibitions
on verbal, non-verbal ridicule and vilification against persons with disability shall
always be observed at all times.

Section 8, Article XV of the 1973 Constitution of the Philippines

Persons with disability are part of Philippine society, and thus the State shall give
full support to the improvement of their total well being and their integration into
the mainstream of society. They have the same rights as other people to take
their proper place in society. They should be able to live freely and as
independently as possible. This must be the concern of everyone the family,
community and all government and non-government organizations. Rights of
persons with disability must never be perceived as welfare services. Prohibitions

Page 21 of 99
on verbal, non-verbal ridicule and vilification against persons with disability shall
always be observed at all times.

"The State shall protect and promote the right of all citizens to quality education
at all levels and shall take appropriate steps to make such education accessible to
all."

"The emotionally disturbed or socially maladjusted child shall be treated with

sympathy and understanding and shall be given the education and care required
by his particular condition."

 An Act Providing For The Rehabilitation, Self-Development And Self-Reliance

Of Disabled Person And Their Integration Into The Mainstream Of Society And
For Other Purposes .

 required cars, buildings, institutions, establishments and public utilities to

install facilities and other devices for persons with disabilities

"The State shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socioeconomical status, physical and
mental condition, social and ethnic origin, political and other affiliations. The
State shall therefore promote and maintain equality of access to education as well
as enjoyment of the benefits of education by all its citizens."

 provided for the formal training of special education teachers of blind

children at the Philippine Normal College, the rehabilitation of the Philippine
National School for the Blind (PNSB) and the establishment of the Philippine
Printing House of the Blind

 provided for the formal training of teachers for deaf, hard-of-hearing,

speech handicapped, socially and emotionally disturbed, mentally retarded and
mentally gifted and youth at the Philippine Normal College and the University of
the Philippines

An Act Amending Republic Act No. 7277, Otherwise known as the Magna Carta
for Persons with Disability as Amended, and For Other Purposes’ Granting
Additional Privileges and Incentives and Prohibitions on Verbal, Non-Verbal
Ridicule and Vilification Against Persons with Disability.

 "the State further recognizes its responsibility to provide, within the context
of the formal education system services to meet special needs of certain

Page 22 of 99
 clientele. These specific types shall be guided by the basic policies of state
embodied on General Provisions of this Act which include the education of
persons who are physically, mentally, emotionally, socially, culturally
different from the so-called 'normal' individuals that they require
modification of school practices/services to develop to their maximum
capacity."

 "the right of every child to live in an atmosphere conducive to his physical,

moral and intellectual development" and the concomitant duty of the
government "to promote the full growth of the faculties of every child."

 created the National Commission Concerning Disabled Persons (NCCDP)

 "The State shall provided adult citizens the disabled and out-of-school youth
with training in civics, vocational efficiency and other skills."

 "Thus, where needs warrant, there shall be at least special classes in every
province, and if possible, special schools for the physically handicapped, the
mentally retarded, the emotionally disturbed and the mentally gifted. The
private sector shall be given all the necessary inducement and
encouragement."

 "A complete, adequate and integrated system of education relevant to the

goals of national development."

The Inclusive Education Bill of the Philippine 17th Congress

In this lesson, we shall focus on the most recent senate bill passed in the
congress way back year 2017 authored by 5 senators. It is called Inclusive
Education Bill. Below are images summarizing the details of the bill (Just consider
this a powerpoint presentation of the bill). Please download a full copy of the bill
thru the link http://www.theteachersgallery.com/wp-
content/uploads/2017/04/Inclusive-Education-Bill-Presentation.pdf. Or you may
just download the attached file that the instructor will send thru your email.)

Page 23 of 99
Page 24 of 99
Page 25 of 99
Page 26 of 99
Page 27 of 99
 Elaborate

Please share your thoughts and opinions about the passage

"The State shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socioeconomical status, physical and
mental condition, social and ethnic origin, political and other affiliations. The
State shall therefore promote and maintain equality of access to education as well
as enjoyment of the benefits of education by all its citizens."

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluate
There are many legal mandates listed in this lesson. Choose one enacted bill from
the list and summarize the contents. (20 points)

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Page 28 of 99
_________________________________________________________
_________________________________________________________
Learning Module 1
Unit 3: Legal Mandates on Special and Inclusive education
B. The Salamanca Statement of the United Nation
Total # of learning hours: 1.5

Engage
Please reflect on this saying by E.E. Cummings and briefly express your
thoughts:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

"The hardest battle

is to be nobody but yourself

in a world that is doing its best, night and day

to make you like everyone else."

      E.E. Cummings

Explore
Lets travel to another country, particularly in Salamanca. Yes, Salamanca is
actually a place located in Spain. And this place is indeed a significant place as
world leaders renounced altogether their advocacy and commitment to promote
equality of education for all children on June 7-10, 1994. The convention was
organized by UNESCO (United Nation’s Educational, Scientific and Cultural
Organization)

Page 29 of 99
In June 1994 representatives of 92 governments and 25 international
organisations formed the World Conference on Special Needs Education, held in
Salamanca, Spain. They agreed a dynamic new Statement on the education of all
disabled children, which called for inclusion to be the norm. In addition, the
Conference adopted a new Framework for Action, the guiding principle of which
is that ordinary schools should accommodate all children, regardless of their
physical, intellectual, social, emotional, linguistic or other conditions. All
educational policies, says the Framework, should stipulate that disabled children
attend the neighbourhood school 'that would be attended if the child did not
have a disability.'

Explain

The Salamanca Statement

We, the delegates of the World Conference on Special Needs Education

representing ninety-two governments and twenty-five international
organizations, assembled here in Salamanca, Spain, from 7-10 June 1994, hereby
reaffirm our
commitment to Education for All, recognizing the necessity and urgency of
providing education for children, youth and adults with special educational needs
within the regular education system, and further hereby endorse the Framework
for Action on Special Needs Education, that governments and organizations may
be guided by the spirit of its provisions and recommendations.
We believe and proclaim that: l every child has a fundamental right to education,
and must be given the opportunity to achieve and maintain an acceptable
level of learning, l every child has unique characteristics, interests, abilities and
learning needs, education systems should be designed and educational
programmes implemented to take into account the wide diversity of these
characteristics and needs, those with special educational needs must have access
to regular schools which should accommodate them within a Child-centred
pedagogy capable of meeting these needs regular schools with this inclusive
orientation are the most effective means of combating discriminatory attitudes,
creating welcoming communities, building an inclusive society and achieving
education for all; moreover, they provide an effective education to the majority of
children and improve the efficiency and ultimately the cost-effectiveness
of the entire education system.

Elaborate

Page 30 of 99
The Salamanca statement was pronounced by 92 nation leaders/representatives.
But now, UNESCO has 186 nation members - advocating for socio-cultural security
and equality, especially in education.

he main objective of UNESCO is to contribute to peace and security in the world

by promoting collaboration among nations through education, science, culture
and communication in order to further universal respect for justice, for the rule of
law and for the human rights and fundamental freedoms which are affirmed for
the peoples of the world, without distinction of race, sex, language or religion, by
the Charter of the United Nations.

Inclusive education advocates for NO distinction of race, sex, language or religion.

If you are to assess this advocacy in the Philippines, how far have we gone in
terms of advocating for inclusivity at schools? (You may share your answers or ask
from anybody’s idea)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Evaluate
Essay (20 points): Examine closely the Salamanca statement. Which part do
you think is the most relevant pronouncement? Elaborate the meaning of that
pronouncement.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Page 31 of 99
*********************************************************
Learning Module 1
Unit 3: legal Mandates on Special and Inclusive education
C. Response to Intervention Paradigm (RTI) and other SPED
programs based on legal mandates
Total # of learning hours: 1.5

Engage
Please do some self-reflection on the following passage as expressed by a
SPED teacher:
“ I am Mrs. Opalla. I finished my degree in Secondary Education with an
excellent academic performance from a prestigious university. During the start of
my teaching career, I felt a bit unfulfilled and not satisfied with the kind of
advocacy Im doing - teaching Science among students who are intellectually
bright. Yes, these gifted children were segregated as one section in a curriculum
where learning is fast and competitive. These gifted learners are separated from
the regular classroom because they are considered as differently-abled students;
so that placing them with other “normal” learner jeopardizes their endowed
potentials and intellectual capabilities. Then, a spark of new advocacy brightened
in me: to mentor and teach children who have special learning needs, not just the
bright ones but also those who are struggling academically. Now, it has been ten
years and I could proudly say that I am now on the right track: a SPED curriculum
developer and a special education teacher. This is my passion. This is my calling.
Finally, I am doing a career that makes me feel fulfilled as a professional teacher.

Explore
If you have internet access at home, please watch these short video (GMA news)
on being a SPED teacher https://www.youtube.com/watch?v=vu7ZD0Vnxn4
The challenge in the delivery of curriculum-based and effective SPED programs
After the passing of several legislation on special and inclusive education in
the Philippines, many special education programs in the Philippines were
implemented - serving all forms of disabilities, be it physical, intellectual, and
emotional. The delivery of these SPED services is indeed a challenge among the
teachers, especially when the teachers are trained only as regular classroom
teachers, not as teachers to special needs learners.
Despite the challenges of delivering effective special education, several
programs are now in place in order to facilitate learning among children and
youth with special needs. And for sure, these services will continue to improve as

Page 32 of 99
the government and other stakeholders continue to recognize the vital need to be
mindful of the rights of these vulnerable group: persons with disabilities.

Explain

Based on approved legislations, SPED Programs for CSNs in the Philippines come in
different forms

¾ Resource room plan

Under this scheme, the child is enrolled in the regular school program but goes to
a resource room to use the specialized equipment either in a tutorial situation or
in a small group. The resource room teacher functions both as an instructor and
as a consultant. The usual procedure is for the trained resource room teacher to
serve the area of exceptionality. However, occasionally, in small communities,
necessity may dictate that the resource room teacher serves children with a
variety of learning disabilities.

¾ Itinerant teacher plan

Under this plan, an itinerant or traveling teacher serves one or more regular
schools depending on how many pupils need special help. The teacher gives direct
and consultative services to children and in addition, observes, diagnoses, makes
referrals and evaluates performance.
¾ Special class plan (Self-contained with provision for mainstreaming)
2 This plan is aimed at children with more severe problems which make it difficult
for them to learn in a regular classroom setting. At times, they may be with their
normal peers, but are usually not in an academic situation.
¾ Special education center
This adopts the “school-within-a-school” concept. The Center is administered by a
principal and operated according to the rules and regulations that govern a
regular school. The Center functions as a Resource Center to support children
with special needs in regular schools, assists in the conduct of school-based INSET,
produces appropriate teaching materials, and conducts continuous assessment of
CSNs.
¾ Special day school
This type of school serves specific types of children with moderate to severe
disabilities. A comprehensive array of medical, psychological and social
assessment and the presence of a trained special educator are services that this
school offers.
¾ Hospital instruction
This type of instruction is for the severely emotionally disturbed, the profoundly
retarded who are bed-bound, the crippled, those with chronic and/or serious
health disabilities, and recovering patients. Services include both bedside tutoring

Page 33 of 99
and group instructions. When a patient has recovered and returned home, he/she
is enrolled in a regular school.
¾ Community-based delivery system (CBDS)
CBDS is for children with special needs who reside in distant communities and
cannot avail themselves of existing special education programs. They are reached
by teachers, para-teachers or volunteers who were trained to teach the basic 3 Rs
and self-help activities to prepare them for useful and independent living.
SPED programs got a boost in October 1993 when the DECS Secretary was
instructed by the President to:
 Expand the enrolment of CSNs in regular classes, but assisted by SPED teachers;
 Establish more SPED centers nationwide based on needs, in consultation with leaders of
disabled sectors; and
 Review the possibility of providing incentives to SPED teachers to discourage brain
drain.

Another significant development during the mid-1990s was the Social Reform
Agenda (SRA) which has one of its foci the disadvantaged sectors including the
disabled as priority beneficiaries, drawing together all efforts to improve access to
quality education by children with disabilities.
Alternative Educational Models for Children with Special Needs
 Home-based Instruction. Has been conceptualized to reach more children
with special needs who cannot be served in a school-based or center-based
program. This scheme utilizes parents as a primary means in intervention
strategy for early and compensatory measure of education and rehabilitation
of the mentally retarded. An offshoot of this program is the continuing parent
education that improved family’s involvement in the education of the
retarded member, while enhancing his opportunities in experiencing success
in an educational program.
 Hospital-based Instruction. Provision of instructions to children with special
needs confined in hospitals is made available in coordination with the DepEd.
Special education teachers are assigned to the UP-PGH (University of the
Philippines-Philippine General Hospital) Medical Center for such special
education program.
 Community-based Special Education Program. Basically aimed at providing
equity of access to quality education, the community-based SPED program
was piloted in 3 regions. The primary goal of this program is to provide basic
literacy, numeracy and livelihood skills to out-of-school handicapped children
ages 6-15 years through community services and resources.
 Vocational Program. Training for livelihood skills for the adult mentally
retarded can be done through apprenticeship program. This on the job
training under the supervision of trained personnel who understands the
nature of mental retardation and other disabilities. Training on vocational

Page 34 of 99
 skills is also conducted by the non-formal education in the elementary level.
Other programs include the hospital school such as the National Orthopedic
Hospital School for Crippled Children (NOH-SCC) and the special classes at the
UP-PGH Medical Center for children with impaired health.

What is Response to Intervention (RTI)?

Page 35 of 99
Response to intervention is a teaching paradigm, which come about as a result of
the “Child-Find system”in America. In RTI, regular classroom teachers need to
accurately assess their learners and look for students who need additional
tutoring or support ( maybe in a group of 3 or 4 students). If still, the learner
struggles with academic performance after the strategic group intervention, then
the teacher refers the situation to the PST (Problem Solving Team) of the school
composed of the classroom teacher, special education teacher, the principal, and
the guidance counselor. The PST will decide on the appropriate individualized
intervention to be implemented to the learner who did not respond to core
curriculum instruction and to strategic instruction. In the U.S., the PST will
determine if the struggling learner is qualified for special education services, at no
cost for the family. In the Philippines, determination of special education
eligibility is not more of a decision of the teachers but of the parents.

Elaborate
Please share your thoughts to your friends or classmates:
Imagine yourself as a professional teacher in a regular classroom with 35
learners - diversely combined with various needs and skills. Some kids are doing
very well; some are just okay; while others seem to need additional individualized
attention. As a teacher, what should you do to help learners who seem to need
special mentoring?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________

Evaluate
Briefly explain each indicated principle ( 3 points each)
1. Response to Intervention (RTI) - please include a visual drawing or
illustration__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Page 36 of 99
2. Intensive level of
intervention________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Special education
center_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

*********************************************************
Learning Module 2: Types of Disabilities and special needs
A. Autism Spectrum Disorder
Total # of learning hours: 1.5

Engage
Have you encountered a child or an adult with Autism? How do you know
that he or she is autistic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explore
Consider for reflection the following images on Autism Spectrum Disorder

Page 37 of 99
 Explain

Autism Spectrum Disorder (ASD) or popularly know only as Autism is

Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions
characterized by challenges with social skills, repetitive behaviors, speech and
nonverbal communication. Autism spectrum disorder (ASD) is a developmental
disability  that can cause significant social, communication and behavioral
challenges. There is often nothing about how people with ASD look that sets them
apart from other people, but people with ASD may communicate, interact,
behave, and learn in ways that are different from most other people. The
learning, thinking, and problem-solving abilities of people with ASD can range
from gifted to severely challenged. Some people with ASD need a lot of help in
their daily lives; others need less.

Autism is a spectrum of functioning levels, depending on the severity of the

condition:

What are the signs of ASD?

People with ASD often have problems with social, emotional, and communication
skills. They might repeat certain behaviors and might not want change in their
daily activities. Many people with ASD also have different ways of learning, paying
attention, or reacting to things. Signs of ASD begin during early childhood and
typically last throughout a person’s life.

Children or adults with ASD might:

 not point at objects to show interest (for example, not point at an airplane
flying over)

Page 38 of 99
  not look at objects when another person points at them
 have trouble relating to others or not have an interest in other people at
all
 avoid eye contact and want to be alone
 have trouble understanding other people’s feelings or talking about their
own feelings
 prefer not to be held or cuddled, or might cuddle only when they want to
 appear to be unaware when people talk to them, but respond to other
sounds
 be very interested in people, but not know how to talk, play, or relate to
them
 repeat or echo words or phrases said to them, or repeat words or phrases
in place of normal language
 have trouble expressing their needs using typical words or motions
 not play “pretend” games (for example, not pretend to “feed” a doll)
 repeat actions over and over again
 have trouble adapting when a routine changes
 have unusual reactions to the way things smell, taste, look, feel, or sound
 lose skills they once had (for example, stop saying words they were using)

Causes and Risk Factors

We do not know all of the causes of ASD. However, we have learned that there
are likely many causes for multiple types of ASD. There may be many different
factors that make a child more likely to have an ASD, including environmental,
biologic and genetic factors.

 Most scientists agree that genes are one of the risk factors that can make
a person more likely to develop ASD.
 Children who have a sibling with ASD are at a higher risk of also having
ASD. 
 Individuals with certain genetic or chromosomal conditions, such as fragile
X syndrome or tuberous sclerosis, can have a greater chance of having
ASD.
 When taken during pregnancy, the prescription drugs valproic acid and
thalidomide have been linked with a higher risk of ASD.
 There is some evidence that the critical period for developing ASD occurs
before, during, and immediately after birth. 
 Children born to older parents are at greater risk for having ASD

Diagnosis and treatment

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to
diagnose the disorders. Doctors look at the child’s behavior and development to
make a diagnosis. ASD can sometimes be detected at 18 months or younger. By
age 2, a diagnosis by an experienced professional can be considered very

Page 39 of 99
reliable.1 However, many children do not receive a final diagnosis until much
older. This delay means that children with ASD might not get the early help they
need.

There is currently no cure for ASD. However, research shows that early
intervention treatment services can improve a child’s development. Early
intervention services help children from birth to 3 years old (36 months) learn
important skills. Services can include therapy to help the child talk, walk, and
interact with others.

Other effective teaching strategies for learners with ASD:

 No coercion, just let the child be if the child is playing alone

 Individualized mentoring

 Focus on multisensory approach such as watching educational video clips

 Wait on the child’s social skills to be developed slowly; don’t force to interact
or play with others

 Provide sensory toys like modelling clay, counting balls, puzzles

 Regular exposure to other kids to condition interaction

 Gentle, warm care

 Regular assessment of functioning and skills

Elaborate
They say that one cause of autism is that their brain is differently-wired.
Please watch this very interesting video entitled “My Brain works differently”
https://www.youtube.com/watch?v=FU5nUEfCDdI

What is your reaction on the notion that an autistic’s brain is wired

differently?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Evaluate

Page 40 of 99
Complete the sentences (3 points each)
1. Autism is a spectrum disorder
because____________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. To diagnose ASD, psychologists and doctors will just look at
___________________________________________________________________
___________________________________________________________________
3. One factor that commonly causes ASD is
___________________________________________________________________
4. If I suspect that my student in the class has ASD, the first thing that I will do is
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Autism is best treated when
___________________________________________________________________
___________________________________________________________________

B. Attention deficit Hyperactivity Disorder (ADHD)

Total # of learning hours: 1.5

Engage
ADHD has now become a common word; sometimes it is wrongly use to label
people who are just plainly athletic or active and sometimes it is just used to bully
or make fun of others or as an excuse of a naughty classroom behavior. Have you
known someone who seems to have ADHD? What is his or her behavior?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explore
As an introductory knowledge, please watch the following video which briefly
explains what ADHD is all about. https://www.youtube.com/watch?
v=IhE1BvGO8ew

Explain

What is ADHD?

Page 41 of 99
 ADHD is Attention Deficit Hyperactivity Disorder ADHD is one of the most
common neurodevelopmental disorders of childhood. It is usually first diagnosed
in childhood and often lasts into adulthood. Children with ADHD may have
trouble paying attention, controlling impulsive behaviors (may act without
thinking about what the result will be), or be overly active.

Signs and Symptoms

It is normal for children to have trouble focusing and behaving at one time or
another. However, children with ADHD do not just grow out of these behaviors.
The symptoms continue, can be severe, and can cause difficulty at school, at
home, or with friends.

A child with ADHD might:

 daydream a lot
 forget or lose things a lot
 squirm or fidget
 talk too much
 make careless mistakes or take unnecessary risks
 have a hard time resisting temptation
 have trouble taking turns
 have difficulty getting along with others

Types

There are three different types of ADHD, depending on which types of symptoms
are strongest in the individual:

 Predominantly Inattentive Presentation: It is hard for the individual to

organize or finish a task, to pay attention to details, or to follow
instructions or conversations. The person is easily distracted or forgets
details of daily routines.

 Predominantly Hyperactive-Impulsive Presentation: The person fidgets

and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing
homework). Smaller children may run, jump or climb constantly. The
individual feels restless and has trouble with impulsivity. Someone who is
impulsive may interrupt others a lot, grab things from people, or speak at
inappropriate times. It is hard for the person to wait their turn or listen to
directions. A person with impulsiveness may have more accidents and
injuries than others.

 Combined Presentation: Symptoms of the above two types are equally

present in the person.

Page 42 of 99
Because symptoms can change over time, the presentation may change over time
as well.

Causes of ADHD

Scientists are studying cause(s) and risk factors in an effort to find better ways to
manage and reduce the chances of a person having ADHD. The cause(s) and risk
factors for ADHD are unknown, but current research shows that genetics plays an
important role. Recent studies of twins link genes with ADHD.1

In addition to genetics, scientists are studying other possible causes and risk
factors including:

 Brain injury
 Exposure to environmental (e.g., lead) during pregnancy or at a young age
 Alcohol and tobacco use during pregnancy
 Premature delivery
 Low birth weight

Research does not support the popularly held views that ADHD is caused by
eating too much sugar, watching too much television, parenting, or social and
environmental factors such as poverty or family chaos. Of course, many things,
including these, might make symptoms worse, especially in certain people. But
the evidence is not strong enough to conclude that they are the main causes of
ADHD.

Diagnosis

Deciding if a child has ADHD is a process with several steps. There is no single test
to diagnose ADHD, and many other problems, like anxiety, depression, sleep
problems, and certain types of learning disabilities, can have similar symptoms.
One step of the process involves having a medical exam, including hearing and
vision tests, to rule out other problems with symptoms like ADHD. Diagnosing
ADHD usually includes a checklist for rating ADHD symptoms and taking a history
of the child from parents, teachers, and sometimes, the child.

Treatments

In most cases, ADHD is best treated with a combination of behavior therapy and
medication. For preschool-aged children (4-5 years of age) with ADHD, behavior
therapy, particularly training for parents, is recommended as the first line of
treatment before medication is tried. What works best can depend on the child
and family. Good treatment plans will include close monitoring, follow-ups, and
making changes, if needed, along the way.

Elaborate

Page 43 of 99
 Ask others and list down some practical strategies which could help out
children with ADHD
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Evaluate
Define the following words (3 points each)
1. Inattention

2. Impulsivity

3. Hyperactivity

4. Easily-distracted

5. ADHD

*********************************************************
C. Mental Retardation/ Intellectual Disability
Total # of learning hours: 1.5

Engage
What do you think is the average IQ? ______
The borderline IQ? _______
The genius IQ?_______
Your estimated IQ? ________
Below borderline IQ? ________

Well don’t get stressed with IQs. Its okay to be average; whats more important is
the Emotional Quotient, EQ :)

Page 44 of 99
Important: While IQ can be a predictor of things such as academic success, experts
caution that it is not necessarily a guarantee of life success. Sometimes people with
very high IQs do not fare so well in life, while those with average IQs may thrive.

Our next lesson is indeed very interesting because we shall delve into levels
of mental abilities and study cognitive delays: its causes and treatment.

Explore
Lets explore: Do you know that all children diagnosed with Down’s Syndrome
have mental retardation? But not all those who have mental retardation have
Down’s syndrome?

Yes Down’s Syndrome commonly known as Mongolism is a form of mental

retardation. Intellectual disability, cognitive delay and mental retardation are
considered as interchangeable terms. But nowadays, medical practitioners use
intellectual disability instead of using mental retardation; although mental
retardation is still a common name. However, it is considered as more offensive
when you call somebody as a “retarded” .
Lets watch the following video on Mental retardation

https://www.youtube.com/watch?v=G8WP2R6P1Sw
The video is a brief presentation of the characteristics, causes and treatment
of mental retardation.

Explain

What is mental retardation or intellectual disability?

Page 45 of 99
 Intellectual disability (ID), once called mental retardation, is characterized by
below-average intelligence or mental ability and a lack of skills necessary for day-
to-day living. People with intellectual disabilities can and do learn new skills, but
they learn them more slowly. There are varying degrees of intellectual disability,
from mild to profound.

Someone with intellectual disability has limitations in two areas. These areas are:

  Intellectual functioning. Also known as IQ, this refers to a person’s ability to

learn, reason, make decisions, and solve problems.
  Adaptive behaviors. These are skills necessary for day-to-day life, such as being
able to communicate effectively, interact with others, and take care of oneself.

The American Association on Mental Retardation gives the following definition:

Mental retardation (MR) refers to substantial limitations in present functioning. It

starts before age 18 and is characterized by significantly subaverage intellectual
functioning, existing concurrently with related limitations in two or more of the
following applicable adaptive skill areas:

 communication
 self-care
 home living
 social skills
 community use
 self-direction
 health and safety
 functional academics
 leisure
 Work

 Intellectual disability is thought to affect about 1% of the population. Of those

affected, 85% have mild intellectual disability. This means they are just a little
slower than average to learn new information or skills. With the right support,
most will be able to live independently as adults.

The difference between mental impairment and cognitive delay

 Cognitive delay is when the child falls a bit behind intellectually maybe due to
some other developmental factors; but does not show signs of mental
impairment. Cognitive delay can be remedied when fully intervened early.
However when cognitive delay affects many of the developmental milestones and
aspects of development (language, fine and gross motor skills, comprehension,
emotional behavior), then maybe the child needs further assessment for
intellectual disability.

Traditionally, MR has been classified into 5 categories:

Page 46 of 99
 mild MR – IQ from (50-55) to 70
 moderate MR – IQ from (35-40) to (50-55)
 severe MR – IQ from (20-25) to (35-40)
 profound MR – IQ below (20-25)
 MR, severity unspecified – this is diagnosed when there is a strong

suspicion of mental retardation

Let us understand a bit about intelligence quotient!

IQ (intelligence quotient) is measured by an IQ test. IQ, or intelligence quotient,

is a measure of your ability to reason and solve problems. It essentially reflects
how well you did on a specific test as compared to other people of your age group.
While tests may vary, the average IQ on many tests is 100, and 68 percent of
scores lie somewhere between 85 and 115.IQ tests must be standardized and must
be administered by a qualified professional such as a developmental psychologist,
clinical psychologist, school psychologist, psychiatrist, psychometrician, and
licensed guidance counselor.

The average IQ is 100, with the majority of people scoring between 85 and 115. A
person is considered intellectually disabled if he or she has an IQ of less than 70 to
75.

Page 47 of 99
 The formula for computing IQ is

IQ = (MA/CA) X 100

Where MA stands for mental age (indicated based on test scores in a

standardized test);

CA for chronological age

So a 16 years old with a mental age of 10 has an IQ of 63, which is a bit below
borderline

What are the signs of intellectual disability in children?

There are many different signs of intellectual disability in children. Signs may appear
during infancy, or they may not be noticeable until a child reaches school age. It often
depends on the severity of the disability. Some of the most common signs of
intellectual disability are:

 Rolling over, sitting up, crawling, or walking late

 Talking late or having trouble with talking
 Slow to master things like potty training, dressing, and feeding himself or
herself
 Difficulty remembering things
 Inability to connect actions with consequences
 Behavior problems such as explosive tantrums
 Difficulty with problem-solving or logical thinking

 In children with severe or profound intellectual disability, there may be other

health problems as well. These problems may include seizures, mood

Page 48 of 99
 disorders (anxiety, autism, etc.), motor skills impairment, vision problems, or
hearing problems.

 Adaptive behavior is delayed. To measure a child’s adaptive behaviors, a

specialist will observe the child’s skills and compare them to other children of
the same age. Things that may be observed include how well the child can
feed or dress himself or herself; how well the child is able to communicate
with and understand others; and how the child interacts with family, friends,
and other children of the same age.

Causes of mental retardation

Among children, the cause of intellectual disability is unknown for one-third to

one-half of cases. About 5% of cases are inherited from a person's
parents.Genetic defects that cause intellectual disability, but are not inherited,
can be caused by accidents or mutations in genetic development. Examples of
such accidents/gene mutations are development of an extra chromosome 18
(trisomy 18) and Down syndrome, which is the most common genetic
cause. However, there are many other causes. The most common are:

 Genetic conditions. Sometimes disability is caused by

abnormal genes inherited from parents, errors when genes combine, or other
reasons. The most prevalent genetic conditions include Down
syndrome, Klinefelter syndrome, Fragile X syndrome 
 Problems during pregnancy. Intellectual disability can result when
the fetus does not develop properly. For example, there may be a problem
with the way the fetus's cells divide as it grows. A pregnant woman who
drinks alcohol (see fetal alcohol spectrum disorder) or gets an infection
like rubella during pregnancy may also have a baby with intellectual disability.
 Problems at birth. If a baby has problems during labor and birth, such as
not getting enough oxygen, he or she may have developmental disability due
to brain damage.
 Exposure to certain types of disease or toxins. Diseases like whooping
cough, measles, or meningitis can cause intellectual disability if medical care is
delayed or inadequate. Exposure to poisons like lead or mercury may also
affect mental ability.
 Iodine deficiency, affecting approximately 2 billion people worldwide, is
the leading preventable cause of intellectual disability in areas of
the developing world where iodine deficiency is endemic.
 Malnutrition is a common cause of reduced intelligence in parts of the
world affected by famine, such as Ethiopia and nations struggling with
extended periods of warfare that disrupt agriculture production and
distribution.

Treatment and intervention

There are four broad areas of intervention that allow for active participation from
caregivers, parents, community members, clinicians, and of course, the
individual(s) with an intellectual disability.

Page 49 of 99
 These include psychosocial treatments, behavioral treatments, cognitive-
behavioral treatments, and family-oriented strategies.
 Psychosocial treatments are intended primarily for children before and during
the preschool years as this is the optimum time for intervention. This early
intervention should include encouragement of exploration, mentoring in
basic skills, celebration of developmental advances, guided rehearsal and
extension of newly acquired skills, protection from harmful displays of
disapproval, teasing, or punishment, and exposure to a rich and responsive
language environment.
 Core components of behavioral treatments include language and social skills
acquisition. Typically, one-to-one training is offered in which a therapist uses
a shaping procedure in combination with positive reinforcements to help the
child pronounce syllables until words are completed. Sometimes involving
pictures and visual aids, therapists aim at improving speech capacity so that
short sentences about important daily tasks (e.g. bathroom use, eating, etc.)
can be effectively communicated by the child. In a similar fashion, older
children benefit from this type of training as they learn to sharpen their social
skills such as sharing, taking turns, following instruction, and smiling. 
 Individualized academic tutorial sessions both at home and at school where
pictures or visual imagery approach are utilized
 A movement known as social inclusion attempts to increase valuable
interactions between children with an intellectual disability and their non-
disabled peers.

Elaborate

People with intellectual disabilities are often not seen as full citizens of society.
Person-centered planning and approaches are seen as methods of addressing the
continued labeling and exclusion of socially devalued people, such as people with
disabilities, encouraging a focus on the person as someone with capacities and
gifts as well as support needs. The self-advocacy movement promotes the right of
self-determination and self-direction by people with intellectual disabilities, which
means allowing them to make decisions about their own lives. Until the middle of
the 20th century, people with intellectual disabilities were routinely excluded
from public education, or educated away from other typically developing
children. Compared to peers who were segregated in special schools, students
who are mainstreamed or included in regular classrooms report similar levels
of stigma and social self-conception, but more ambitious plans for employment.

Do you think that persons with mild intellectual disabilities can thrive at work or
employment? Please share your thoughts to others.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Page 50 of 99
 Evaluate
Definition of terms (3 points each)
1. Mental retardation

2. Intellectual disability
3. Intelligence Quotient

4. Average mental ability

5. Psychosocial treatment

Short answers (5 points each)

1. What causes mental retardation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Give one best approach in intervening individuals with MR
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

D. Emotional and Behavior Disorder (EBD)

Total # of learning hours: 1.5

Engage
How do you feel today? I hope you are not stressed while studying this subject
:)

Page 51 of 99
 Our next lesson is about emotional and behavioral disorder or EBD,
sometimes called as SEBD or social-emotional-and behavioral disorder.

Explore
In the Philippines, many children with EBD are usually not properly diagnosed
because the focus of disabilities intervention is on mental retardation, autism,
and other physical disabilities such as blindness and blindness. What is more
alarming is when those with EBD are misunderstood and labeled as “naughty”,
“weird”, “out-of-this-world”, “depressed,” and “KSP”.
Most children with EBD have normal intellectual functioning. There is no
problem with their comprehension and decoding skills. However, their behaviors
come in the way towards effective learning.

Explain

What is Emotional and behavioral disorder (EBD)?

Page 52 of 99
An emotional and behavioral disorder is an emotional disability characterized by
the following:
 An inability to build or maintain satisfactory interpersonal relationships with
peers and/or teachers. For preschool-age children, this would include other
care providers.
 An inability to learn which cannot be adequately explained by intellectual,
sensory or health factors.
 A consistent or chronic inappropriate type of behavior or feelings under
normal conditions.
 A displayed pervasive mood of unhappiness or depression.
 A displayed tendency to develop physical symptoms, pains or unreasonable
fears associated with personal or school problems.
 Lack of peer relationships due to fear and anxiety
 A general feeling of unhappiness or depression
 Low academic performance
 Impulsivity and aggression (for externalizing behaviors)
 Poor coping and immaturity

Two types of EBD:

1. Externalizing behavior
a) Uncontrolled, acting out style
b) Behaviors described as aggression, arguing, impulsive, coercive, and
noncompliant
c) Oftentimes observed as hyperactive (comorbidity with ADHD)
2. Internalizing behavior
a) Overcontrolled, inhibited style, silent
b) Behaviors described as withdrawn, lonely, depresses, and anxious
c) Examples of behavior include anorexia, depression, anxiety

A child with EBD is a child who exhibits one or more of the above emotionally
based characteristics of sufficient duration, frequency and intensity that interferes
significantly with educational performance to the degree that provision of special
educational service is necessary. EBD is an emotional disorder characterized by
excesses, deficits or disturbances of behavior. The child's difficulty is emotionally
based and cannot be adequately explained by intellectual, cultural, sensory
general health factors, or other additional exclusionary factors
The classification is often given to students after conducting a Functional Behavior
Analysis. These students need individualized behavior supports such as a Behavior
Intervention Plan, to receive a free and appropriate public education.Students

Page 53 of 99
 with EBD are also at an increased risk for learning disabilities, school dropout,
substance abuse, and juvenile delinquency.

Causes of EBD

No one knows the actual cause or causes of emotional disturbance, although

several factors—heredity, brain disorder, diet, stress, and family functioning—
have been suggested and vigorously researched. A great deal of research goes on
every day, but to date, researchers have not found that any of these factors are
the direct cause of behavioral or emotional problems.

According to American Psychological Association, mental illnesses can affect

persons of any age, race, religion, or income. Further: 

Important: Mental illnesses are not the result of personal weakness, lack of
character, or poor upbringing. Mental illnesses are treatable. Most people
diagnosed with a serious mental illness can experience relief from their symptoms
by actively participating in an individual treatment plan.

1. BIOLOGICAL FACTORS

Chemical imbalances in the brain and body of your teen can make managing
emotions a challenge. Below are some biological factors that can contribute to
emotional disturbance:

 Prenatal exposure to drugs or alcohol

 A physical illness or disability
 An undernourished or malnourished lifestyle
 Brain damage
 Hereditary factors

2. HOME LIFE

Trouble at home can be the #1 cause of stress or anxiety for a teen. Home life
issues that have been correlated to emotional disturbance include:

 Family income below the poverty level

 Stress in the family unit because of divorce or some other emotional upset
 Inconsistent rules or expectations as well as inconsistent and unhealthy
discipline Parents have a lack of interest or concern for the teen, which
leads to a lack of supervision or neglect
 Family members are poor role models, perhaps violent, perhaps getting in
trouble with the law
 Parents or siblings physically abuse the teen
 There is an overall low rate of positive interactions and high rate of
negative interactions in the family
 The family has a poor attitude toward school or education

Page 54 of 99
Interventions and treatments

The best way to prevent emotional disturbance is to correct the factors in their
home or school life that could be contributing to the problem. Here are some steps
you could take:

 Create consistency in home and school discipline and maintain a positive

environment
 Provide clear expectations and direct instructions to your teen for home
and school life
 Correct factors in your teen’s environment that are negative and
encourage undesirable behavior
 Punish undesirable behavior while rewarding desirable behavior
 Have a plan for conflict resolution
 encourage their participation and belonging at home and at school

Elaborate

The diagram illustrates that behavior, especially externalizing behavior is a result of

the core values, personal beliefs, thoughts and feelings gathered from experiences at
home and in the community, both good and bad experiences.

Reflect on the diagram and comment on the statement that “What gets in must come
out.”_________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

Page 55 of 99
 Evaluate

Elaborate the following principles (3 points each)

1. EBD or SEBD

2. Externalizing behavior

3. Internalizing behavior

4. What do you think primarily causes EBD?

5. What do you think is the best treatment for individuals with EBD?

E. Learning Disabilities
Total # of learning hours: 1.5

Engage
Our next lesson is learning disabilities. Did you know that many learners or
students struggle with specific learning disabilities in the classroom? Some maybe
are you classmates; some could not understand why they dislike Math so much;
some struggle so much with reading and language; while some learners
particularly struggle writing and copying notes. Many of these students who
struggle with learning are not assessed, diagnosed, and intervened.
When students struggle to learn despite best efforts to study, then maybe the
learner has a specific learning disability.
Now, lets explore deeper the characteristics of learners with specific learning
disability.

Explore
Please watch this very informative youtube video on learning disabilities
https://www.youtube.com/watch?v=RKCNqHEzLwQ

Explain

What is learning disability?

Learning disability or specific learning disability is a condition where an

individual struggles with processing information resulting to interference with

Page 56 of 99
basic learning skills such as reading, writing, and/or Math. These processing
problems can also interfere with higher level skills such as organization, time
planning, abstract reasoning, long or short term memory and attention. It is
important to realize that learning disabilities can affect an individual’s life beyond
academics and can impact relationships with family, friends and in the workplace.

Children with learning disabilities struggle with school work more than their
peers. This can take many forms. They may struggle to read, be confused by math,
or have trouble with formulating their thoughts and communicating them.
Overall, they need to work harder than peers for their accomplishments in school.
Parents often say that homework is a “battle” or they find themselves working
with the child every night to try to keep up. The child may appear inattentive,
especially in school, because they cannot process information like other students.
Most parents say that they sense that something is “wrong” and teachers often
will confirm or bring to the parent’s attention.

Important principles/insights to remember on learning disabilities:

 Since difficulties with reading, writing and/or math are recognizable problems
during the school years, the signs and symptoms of learning disabilities are
most often diagnosed during that time.  However, some individuals do not
receive an evaluation until they are in post-secondary education or adults in
the workforce.  Other individuals with learning disabilities may never receive
an evaluation and go through life, never knowing why they have difficulties
with academics and why they may be having problems in their jobs or in
relationships with family and friends.

 Learning disabilities should not be confused with learning problems which are
primarily the result of visual, hearing, or motor handicaps; of intellectual
disability; of emotional disturbance; or of environmental, cultural or
economic disadvantages.

 Generally speaking, people with learning disabilities are of average or above

average intelligence. There often appears to be a gap between the
individual’s potential and actual achievement. This is why learning disabilities
are referred to as “hidden disabilities”: the person looks perfectly “normal”
and seems to be a very bright and intelligent person, yet may be unable to
demonstrate the skill level expected from someone of a similar age.

 A learning disability cannot be cured or fixed; it is a lifelong challenge.

However, with appropriate support and intervention, people with learning
disabilities can achieve success in school, at work, in relationships, and in the
community.

Three types of learning disability

Page 57 of 99
1. Dyscalculia -A specific learning disability that affects a person’s ability to
understand numbers and learn math facts.

2. Dysgraphia- a specific learning disability in which the ability to express onesefl2

through written language is impaired; simply, dysgraphia is difficulty in writing.
Dysgraphia is not a result of intellectual impairment, nor is it dependent on your
ability to read. Dysgraphia has the potential to cause problems with spelling,
organizing words in a page, and organizing thoughts on paper.

Sample handwriting of a 6-year old learner with dysgraphia

Page 58 of 99
3. Dyslexia - specific learning disability that affects the individual’s reading or
word-decoding skills and other language-based processing skills.

What causes a learning disability?

No one really knows what causes a learning disability. Often, learning problems
can run in families (genetic), but environmental factors can play a role too.
Mostly, learning disabilities occur because there is an enormous range of
variation that occurs normally in people’s cognitive strengths and weaknesses.

 An inherited condition, meaning that certain genes passed from the parents
affected the brain development, for example Fragile X.
 Chromosome abnormalities such as Down's syndrome or Turner syndrome.
 Complications during birth resulting in a lack of oxygen to the brain.

Page 59 of 99
 Family history and genetics. A family history of learning disorders increases
the risk of a child developing a disorder.
 Prenatal and neonatal risks
 Psychological trauma
 Physical trauma
 Repeated Environmental exposure to toxins

Learning disabilities can occur in any child. They are most often detected by
third grade or so, but for some children they may become apparent quite early,
before formal schooling, whereas for others they may not become apparent until
middle school. Children with a family history of learning problems are more likely
to have learning problems, and some people think that boys are more likely to
develop learning problems. Children with other neurological conditions, such as
epilepsy, are more likely to have learning problems; and children with serious
medical conditions may develop learning problems as a result of the condition or
its treatment.

Intervention for children with learning disabilities

 The outlook of children with SLD depends on many factors. In most cases, if
the child receives good educational and family support and can be directed to
occupations and pursuits that call upon their strengths, they do very well as
adults. Long-term outcomes do not depend only on academic achievement,
but also on personal qualities, supportive adults and community factors.
 While there is no cure for specific learning disorder, there are many ways to
improve reading, writing, and math skills for a child. Treatment usually
includes both strengthening the skills and developing a learning strategy
tailored to take advantage of a child's strengths.
 Getting help earlier increases the chance of success in school and later in life.
If learning disabilities remain untreated, a child may begin to feel frustrated,
which can lead to low self-esteem and other problems.
 Experts can help a child learn skills by building on the child’s strengths and
finding ways to compensate for the child’s weaknesses. 2 Interventions vary
depending on the nature and extent of the disability.
 One-on-one mentoring either in reading, math, or handwriting

Below are just a few of the ways schools help children with specific learning
disabilities.

Dyslexia

Page 60 of 99
  Intensive teaching techniques. These can include specific, step-by-step,
and very methodical approaches to teaching reading with the goal of
improving both spoken language and written language skills. These
techniques are generally more intensive in terms of how often they occur
and how long they last and often involve small group or one-on-one
instruction.6
 Classroom modifications. Teachers can give students with dyslexia extra
time to finish tasks and provide taped tests that allow the child to hear the
questions instead of reading them.
 Use of technology. Children with dyslexia may benefit from listening to
audio books or using word-processing programs.

Dysgraphia

 Special tools. Teachers can offer oral exams, provide a note-taker, or allow

the child to videotape reports instead of writing them. Computer software
can facilitate children being able to produce written text.
 Use of technology. A child with dysgraphia can be taught to use word-
processing programs, including those incorporating speech-to-text
translation, or an audio recorder instead of writing by hand.
 Reducing the need for writing. Teachers can provide notes, outlines, and
pre-printed study sheets.

Dyscalculia

 Visual techniques. Teachers can draw pictures of word problems and

show the student how to use colored pencils to differentiate parts of
problems.
 Memory aids. Rhymes and music can help a child remember math
concepts.
 Computers. A child with dyscalculia can use a computer for drills and
practice.

Elaborate

Page 61 of 99
 Look at the umbrella of disabilities, each part or segment represents the
estimated number of population of affected individuals.
What are your thoughts on the occurrence of learning disabilities?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluate
1. Define SLD (4 pts)

2. What are the three types of learning disabilities? (6 pts)

3. Essay (10 points): Why do you think the occurrence of learning disabilities
has exponentially increased?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Page 62 of 99
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Essay (10 points) Imagine yourself as a professional teacher, what should
you do in your class in order to assess if there are learners with learning
disabilities?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

F. Physical Impairments/Orthopedic Impairments

Total # of learning hours: 1.5

Engage
In this part, we shall learn more about physical impairment.

Foresight: Do you know that physical impairment is the most common and
most evident type of disability? To date, the most bullied learners are those with
physical deformities or disabilities.
Do you know of someone who has a physical impairment? What type of
impairment: ________________________________________________________
Why do you think they are the most bullied group?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Explore

Page 63 of 99
Before we proceed with our discussion on physical impairment, let us learn first
the difference between the words impairment, disability and handicap. These
words are often interchangeably used, referring to concerns of body condition.
Physical impairment, physical disability, physical handicap - Are they similar
words? These words have similarities but they also differ in some ways.
Impairment refers to a problem with a structure or organ of the body, like
impaired vision, impaired hearing, impaired legs.
Disability is a functional limitation with regards to an activity as a result of the
impairment. So, we say that a person is not able or disabled in running because
he or she has polio.
Handicap refers to disadvantage in doing a role in life relative to a peer group. So
we say that in comparison to his or her friends or peers, he is handicapped in the
aspect of running because of his polio condition.

Let’s have some more examples:

 Physical impairment pertains to a loss of an anatomical structure; for the

benefit of this exercise, let’s say the person lost a leg due to an accident. He
can wear prosthetics as a replacement of the lost leg.
 Physical disability now refers to the inability to walk. To be able to
navigate the surroundings, the person can use a wheelchair.
 Physical handicap now means that this person faces disadvantages that
prevent him or her to perform a normal role in life, such as not being able to
climb stairs anymore. Or run a marathon. Or be a basketball player. Here is
where the environment plays a part. By providing wheelchair access or lift for
the person with physical disability, he or she will have no problem going up
to the next floors of a building. By providing multi-sport events for athletes
with physical disabilities, such as Paralympics, the person will still a ble to
participate in sports.

Explain

Page 64 of 99
Physical impairment is a disability that limits a person's physical capacity to move,
coordinate actions, or perform physical activities. It is also accompanied by
difficulties in one or more of the following areas: physical and motor tasks,
independent movement; performing daily

The physical capacity to move, coordinate actions, or perform physical activities is

significantly limited, impaired, or delayed and is exhibited by difficulties in one or
more of the following areas: physical and motor tasks; independent movement;
performing basic life functions. The term shall include severe orthopedic
impairments or impairments caused by congenital anomaly, cerebral palsy,
amputations, and fractures if such impairment adversely affects a student's
educational performance.

The following are the most common physical impairments

 Plegia - suffix meaning paralysis, stroke, cessation of movement

 Alternating hemiplegia - paralysis of one side of the body

 Paraplegia - paralysis of the legs

 Quadriplegia- paralysis of all four extremities (hands and limbs)

 Cardioplegia - paralysis of the heart

 Cerebral Palsy - (CP) is a group of disorders that affect a person's ability to

move and maintain balance and posture. CP is the most common motor
disability in childhood. Cerebral means having to do with the
brain. Palsy means weakness or problems with using the muscles.

 Causes of acquired cerebral palsy may include:  Brain damage in the first
few months or years of life. Infections, such as meningitis or encephalitis.
Problems with blood flow to the brain due to stroke, blood clotting
problems, abnormal blood vessels, a heart defect that was present at
birth, or sickle cell disease.

Page 65 of 99
 Congenital Myopathy - is a very broad term for any muscle disorder present
at birth. This defect primarily affects skeletal muscle fibres and causes
muscular weakness and/or hypotonia. Congenital myopathy (CM) is an
extremely rare, inherited disease that affects the muscles (myopathy) and is
characterized by the lack of muscle tone or floppiness at birth. There are
several different subtypes of congenital myopathy and many are caused by
changes (mutations) in specific genes. They differ in severity and onset of
symptoms, cellular characteristics under a microscope, and prognosis.
Symptoms can be present from birth or slowly progress throughout infancy
and childhood, but this disorder does not typically get more severe in
adulthood. Experimental treatments are still under development therefore
CM disease management involves treatment of symptoms, prevention of
possible life-threatening complications, and orthopedic, physical,
occupational, speech or other forms of therapy.

Page 66 of 99
 Muscular Dystrophy is a group of inherited diseases that damage and
weaken your muscles over time. This damage and weakness is due to the lack
of a protein called dystrophin, which is necessary for normal muscle function.
The absence of this protein can cause problems with walking, swallowing,
and muscle coordination. Muscular dystrophy can occur at any age, but most
diagnoses occur in childhood. Young boys are more likely to have this disease
than girls. The prognosis for muscular dystrophy depends on the type and
the severity of symptoms. However, most individuals with muscular
dystrophy do lose the ability to walk and eventually require a wheelchair.
There’s no known cure for muscular dystrophy, but certain treatments may
help.

Page 67 of 99
 Club foot refers to a condition in which a newborn's foot or feet appear to be
rotated internally at the ankle. The foot points down and inwards, and the
soles of the feet face each other. It is known as talipes equinovarus (TEV) or
congenital talipes equinovarus (CTEV).

Clubfoot describes a range of foot abnormalities usually present at birth

(congenital) in which your baby's foot is twisted out of shape or position. In
clubfoot, the tissues connecting the muscles to the bone (tendons) are
shorter than usual. Clubfoot is a fairly common birth defect and is usually an
isolated problem for an otherwise healthy newborn.

Clubfoot can be mild or severe. About half of children with clubfoot have it in
both feet. If a child has clubfoot, it will make it harder to walk normally, so
doctors generally recommend treating it soon after birth. Doctors are usually
able to treat clubfoot successfully without surgery, though sometimes
children need follow-up surgery later on.

Page 68 of 99
 Spinal Cord and Brain Injury — damage to any part of the brain and spinal
cord or nerves at the end of the spinal canal (cauda equina) — often causes
permanent changes in strength, sensation and other body functions below
the site of the injury. Individuals who experience spinal and brain injury
might feel affected mentally, emotionally, and socially. Many scientists are
optimistic that advances in research will someday make the repair of spinal
cord injuries possible. In the meantime, treatments and rehabilitation allow
many people with spinal cord injuries to lead productive, independent lives.

Spinal cord injuries of any kind may result in one or more of the following signs
and symptoms:

 Loss of movement
 Loss or altered sensation, including the ability to feel heat, cold and touch
 Loss of bowel or bladder control
 Exaggerated reflex activities or spasms
 Changes in sexual function, sexual sensitivity and fertility
 Pain or an intense stinging sensation caused by damage to the nerve fibers
in your spinal cord
 Difficulty breathing, coughing or clearing secretions from your lungs

Page 69 of 99
 Amputation Removal of part or all of a body part that is enclosed by skin.
Amputation can occur at an accident site, the scene of an animal attack, or a
battlefield. Amputation is also performed as a surgical procedure. It is
typically performed to prevent the spread of gangrene as a complication
of frostbite, injury, diabetes, arteriosclerosis, or any other illness that impairs
blood circulation. It is also performed to prevent the spread of bone
cancer and to curtail loss of blood and infection in a person who has suffered
severe, irreparable damage to a limb. When performing an amputation,
surgeons generally cut above the diseased or injured area so that a portion of
healthy tissue remains to cushion bone. Sometimes the location of a cut may
depend in part on its suitability to be fitted with an artificial limb, or
prosthesis.

Page 70 of 99
 Spina bifida is a birth defect that occurs when the spine and spinal cord don't
form properly. It's a type of neural tube defect. The neural tube is the
structure in a developing embryo that eventually becomes the baby's
brain, spinal cord and the tissues that enclose them. Spina bifida is a
condition that affects the spine and is usually apparent at birth. It is a type of
neural tube defect (NTD).

Spina bifida can happen anywhere along the spine if the neural tube does not
close all the way. When the neural tube doesn’t close all the way, the backbone
that protects the spinal cord doesn’t form and close as it should. This often results
in damage to the spinal cord and nerves.

Spina bifida might cause physical and intellectual disabilities that range from mild
to severe. The severity depends on:

 The size and location of the opening in the spine.

 Whether part of the spinal cord and nerves are affected.

Page 71 of 99
 Musculoskeletal injuries (eg back injury) Musculoskeletal injury refers to
damage of muscular or skeletal systems, which is usually due to a strenuous
activity. Musculoskeletal injuries can affect any part of the human body
including; bones, joints, cartilages, ligaments, tendons, muscles, and other
soft tissues. Symptoms include mild to severe aches, low back pain,
numbness, tingling, atrophy and weakness. These injuries are a result of
repetitive motions and actions over a period of time. Tendons connect muscle
to bone whereas ligaments connect bone to bone. Tendons and ligaments
play an active role in maintain joint stability and controls the limits of joint
movements, once injured tendons and ligaments detrimentally impact motor
functions. Continuous exercise or movement of a musculoskeletal injury can
result in chronic inflammation with progression to permanent damage or
disability.

 Arthritis - is an inflammation of the joints. It can affect one joint or multiple

joints. There are more than 100 different types of arthritis, with different
causes and treatment methods. Two of the most common types are
osteoarthritis (OA) and rheumatoid arthritis (RA).

The symptoms of arthritis usually develop over time, but they may also appear
suddenly. Arthritis is most commonly seen in adults over the age of 65, but it can
also develop in children, teens, and younger adults. Arthritis is more common in
women than men and in people who are overweight.

Page 72 of 99
 Elaborate
All forms of physical impairments can be treated by many physical
interventions such as hydrotherapy, regular physical therapy sessions, short
consistent exercise, relaxing massage, intake of some vitamins for muscle and
bone strength, and intake of pain medications for severe cases of impairments.
In the Philippines, we call individuals with physical impairments as PWDs or
People with Disabilities. Currently, many accommodations and modification are
done in all establishments and institutions in order to cater to the various needs
of PWDs. Since this predicament may sometimes result to depression and
significant anxiety, individuals who suffer from a form of physical impairment
further need psycho-social support from family, friends, and caregivers.
Please share your thoughts: What are some psychosocial support that we
could give to PWDs?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Page 73 of 99
 Evaluate
Enumerate: The types of physical impairments (20 points)
Essay: Per observation, what are the public services available for PWDs in the
Philippines? Could you say that school institutions are PWD-friendly?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

G. Visual & hearing impairments

Total # of learning hours: 1.5

Engage
Our next topic is on visual and hearing impairments. This impairment
leads to disability in both visual and hearing senses.
Take time to reflect and sympathize: Imagine a life without seeing the
beauty of the world; imagine a life without hearing the beauty of music. Yes,
it must be very difficult. But maybe for the deaf and the blind, especially
those who were born not experiencing how it is to see and to hear, life is just
normal for them.
. Do you have a relative, a friend, or somebody you know who has visual and
hearing impairment? Who knows maybe their life is a bit lonely; so they need our
attention and sympathy.

Explore
Do you know that visual and hearing impairments are the first impairments that
were given prioritized treatment in the Philippines during the 19 th century. The

Page 74 of 99
first schools in the Philippines catering to the special needs of the blind and the
deaf were founded by American educators and missionaries in the early part of
the 19th century, after America subdued Spain from occupying our country. To
date, many schools for the deaf and blind are now incorporated in a special
education center, where all individuals with disabilities are inclusively taught

Explain

What is visual impairment?

Visual impairment, also known as vision impairment or vision loss, is a decreased

ability to see to a degree that causes problems not fixable by usual means, such
as glasses. Some also include those who have a decreased ability to see because
they do not have access to glasses or contact lenses.
 The term blindness is used for complete or nearly complete vision loss.Visual
impairment may cause difficulties with normal daily activities such as driving,
reading, socializing, and walking.
 The most common causes of visual impairment globally are
uncorrected refractive errors (43%), cataracts (33%), and glaucoma (2%).
[5] Refractive errors include near-sightedness, far-sightedness, presbyopia,
and astigmatism. Cataracts are the most common cause of blindness. Other
disorders that may cause visual problems include age-related macular
degeneration, diabetic retinopathy, corneal clouding, childhood blindness,
and a number of infections. Visual impairment can also be caused by
problems in the brain due to stroke, premature birth, or trauma among
others. These cases are known as cortical visual impairment.
 Screening for vision problems in children may improve future vision and
educational achievement. Diagnosis is by an eye exam.

Common types of visual impairment

Page 75 of 99
 Blindness - total loss of vision or sight
 Loss of Central Vision. The loss of central vision creates a blur or blindspot,
but side (peripheral) vision remains intact
 Loss of Peripheral (Side) Vision
 Blurred Vision
 Generalized Haze
 Extreme Light Sensitivity
 Night Blindness

What are risk factors for blindness?

A principal risk factor for blindness is living in a third-world nation without ready
access to modern medical care. Other risk factors include poor prenatal care,
premature birth, advancing age, poor nutrition, failing to wear safety glasses
when indicated, poor hygiene, smoking, a family history of blindness, the
presence of various ocular diseases and the existence of medical conditions
including diabetes mellitus, hypertension, cerebrovascular disease,
and cardiovascular disease

Intervention and treatment

 Ophthalmology is the specialty of medicine that deals with diagnosis and

medical and surgical treatment of eye disease. Therefore, ophthalmologists
are the specialists who have the knowledge and tools to diagnose the cause
of blindness and to provide treatment, if possible.
 Options may include eyeglasses, contact lenses, and eye drops or
other medicines. In some cases, surgery may be required. For instance,
cataracts are often treated by removing the clouded lens and replacing it with
an intraocular lens (an artificial plastic lens that requires no special care and
restores vision).
 The treatment of visual impairment or blindness depends on the cause. In
third-world nations where many people have poor vision as a result of a
refractive error, merely prescribing and giving glasses will alleviate the
problem. Nutritional causes of blindness can be addressed by dietary
changes. There are millions of people in the world who are blind
from cataracts. In these patients, cataract surgery would, in most cases,
restore their sight. Inflammatory and infectious causes of blindness can be

Page 76 of 99
 treated with medication in the form of drops or pills. Corneal transplantation
may help people whose vision is absent as a result of corneal scarring.

Strategies to promote literacy for children with blindness or visual impairment:

 Determine what medium is best for an individual child through the
Learning Media Assessment.  This may be braille, print, dual media,
auditory strategies, objects, symbols, or some combination.
 Provide books and literacy tools in a format that is accessible to the child.
 Read aloud using stories and books that are interesting and appropriate
for the child.
 Create a literacy-rich environment, in which the child knows that others
are reading and writing.
There are a variety of methods that students with visual impairments use to read.
Often a single student will use different strategies in particular settings or for
specific materials or content.  The first step in determining what approach will be
most effective for an individual student is a Learning Media Assessment.  The
Learning Media Assessment (LMA) offers a framework for selecting appropriate
literacy media for a student who is visually impaired.  This includes braille, print,
auditory strategies, and dual media.

Reading Strategies for Students with Visual Impairments

A provincial resource program of the visually impaired divides reading strategies
for students with visual impairment into three main areas:
1.  Paper strategies, including print, magnification and braille;
2.  E-text strategies, including tracking, auditory support and refreshable braille;
3.  Auditory strategies, including readers and auditory books.

Elaborate

Lets watch a video on the plight of Emma, a child born blind: how parents
intervened.
https://www.youtube.com/watch?v=sZu1CwSfm0g

Evaluate
1. What is visual impairment?

2. What is blindness?

Page 77 of 99
3. What causes visual impairment?

4. What are the ways in which we could teach children who have visual
impairment?

H. Giftedness
Total # of learning hours: 1.5

Engage
Do you consider yourself gifted or talented? Or exceptionally gifted?
Yes, being exceptionally gifted is also a learning concern especially when the
bright or gifted child is not given accommodations or modifications in order to
maximize her or his potentials and gifts.
Our next topic is giftedness: intellectual, aesthetics, and kinesthetic
giftedness.

Explore
Being exceptional falls outside the range of being typical or average. Before
delving into the the details of what is giftedness, let us first review our knowledge

Page 78 of 99
on the normal curve distribution.

 Being exceptionally gifted falls above the mean average and comprises
approximately 2.5% of the population.

Explain

What is giftedness?

Gifted students are students with gifts and talents and perform—or have the
capability to perform—at higher levels compared to others of the same age,
experience, and environment in one or more domains. They require
modification(s) to their educational experience(s) to learn and realize their
potential. Student with gifts and talents:

 Come from all racial, ethnic, and cultural populations, as well as all
economic strata.
 Require sufficient access to appropriate learning opportunities to realize
their potential.
 Can have learning and processing disorders that require specialized
intervention and accommodation.
 Need support and guidance to develop socially and emotionally as well as
in their areas of talent.

Types of giftedness:
1. Intellectual giftedness - exceptional ability to learn facts and information and
do critical thinking
2. Aesthetics giftedness - exceptional ability to do creative output and produce
exceptional works of arts

Page 79 of 99
3. Kinesthetics giftedness - exceptional ability in doing bodily movements like
dancing, doing sports, etc.

While there many bright learners at school, only few are exceptionally gifted
(around 2.5% only). Below is a comparison of bright and gifted learners.

Intervention for exceptional learners:

Parents, educators, and the broader community have a responsibility to support

all children as they reach for their personal best. It is essential to support the
growth and development of the whole gifted child including their intellectual,
social, emotional, and physical domains.

Parents & Caregivers

That support begins at home. Parents and caregivers are usually the first to
identify a child’s extraordinary gifts and talents. Parents recognize above norm
abilities, interests, and passions that are different in other children they see.
Being gifted often comes with challenges like asynchronous development or social
and emotional challenges.

Parents can engage with their children to provide rich stimulation and learning
experiences and discover ways to partner with schools and resources in the
broader community to nurture their child’s specialized learning needs.

Educators

Educators play an important role in the lives of gifted children and their families.
Their primary job is to help gifted children develop their intellectual and academic
potential in collaboration with the child’s parents.

Page 80 of 99
Teaching gifted children is both exciting and challenging. Research shows that
teachers encounter wide ranges of knowledge, skills, and abilities within their
classrooms. Teachers must have the skills to differentiate their instruction to help
children across the achievement spectrum to learn and grow every day.

Teaching gifted children may require special strategies like acceleration, flexible

ability grouping, and specialized pull-out programming. Pre-service training and
professional learning will help ensure that students have teachers ready to help
them.

According to Lez Vygotsky, gifted learners need scaffolding in order to maximize

their potential as illustrated in the diagram for zone of proximal development.
Gifted children who are not intellectually stimulated usually experience boredom
in the classroom. To maximize capabilities, appropriate and challenging learning
activities must be in place in every school; and teachers must provide assessment
of students to determine various capabilities.

Elaborate
Lets look at some people who are exceptionally gifted
Without geniuses History can’t be created. Persons like Newton, Thomas
Elwa Edison, Leonardo da Vinci, Galileo Galilei etc are still alive due to their
methods, ideas and formulas. There are also people who have gained fame and
achieved in small age with their mind-boggling IQ levels, exceptionally intelligent
and talented including brilliantly accomplished academics, former child prodigies
etc. We can also call them geeks, nerds or superb sharp intellectuals. Here are 10
most intelligent people on earth those who have created history.
1. Isaac Newton - an extraordinary genius physicist, mathematician,
astronomer and alchemist. He is considered as the most influential and greatest

Page 81 of 99
scientist ever lived. His scientific work not only contributed to the 17 th century
scientific revolution but also gave birth to modern technologies.
2. Galileo Galilei - an illustrious mathematician, astronomer and Physicist.
Also, known as the Father of Modern Astronomy.
3. Thomas Alva Edison- a prolific inventor and a leading businessman. In
building America’s economy he was the mastermind behind discoveries and
innovations and front-runner of America’s first technological revolution.
4. Leonardo da Vinci - He was an architect, mathematician, musician,
polymath, sculptor, engineer, inventor, anatomist and writer.
5. Terence Tao - Amazing you won’t believe is that when he was 2 years old
he used to teach 5 years old students how to spell and how to add numbers. At
the age of 10, he started participating in International Mathematical Olympiads
and won bronze in 1986, silver in 1987 and gold in 1988 and became the youngest
ever gold medallist in the Mathematical Olympiad. At 16, he had earned
Bachelor’s degree and Master’s degree and completed his Ph.D at the age of 20
with an outstanding IQ of 230 and at present he is 41 years old.

Evaluate

Essay (20 points): Should we include intellectually gifted children in a classroom

whose learners are not bright or considered as academically intelligent?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

I. Other Health Ailments

Total # of learning hours: 1.5

Engage
Have you experienced being sickly when you were still young and vulnerable?
__________________________________________
What were the reasons of your absence during elementary and high school
days? Did your health prevent you from learning more?
___________________________________________________________________

Page 82 of 99
 ___________________________________________________________________
___________________________________________________________________

Explore

Learning is also impaired when a child suffers from recurrent health ailment
or disease. While the brain functions normally, the body may get in the way to
learn best due to some pain, discomfort in movement, and lethargy as a result of
a particular ailment.
According to the Department of Education, absences of children at school are
usually caused by health complaints such as cough and colds, asthma, general
body fatigue, and gastro-intestinal concerns.

Explain

Other Health Impairment (OHI) is a condition that causes significant learning

impediments among children at a young age due to chronic diseases or ailments.
The following are the most common illness among children:

 Asthma (the most common)

 Bronchitis
 Common colds
 Urinary Tract Infection
 Diabetes
 Anemia
 Gastroenteritis
 Cystic fibrosis
 Epilepsy
 Malnutrition

Page 83 of 99
 Cancer

Some ailments are just acute. Acute conditions are severe and sudden in onset. This
could describe anything from a broken bone to an asthma attack and diabetes.
A chronic condition, by contrast is a long-developing syndrome, such as asthma.
While acute pain only causes temporary disturbance to learning; chronic pain affects
the learning for a longer period of time, sometimes causing the child to drop out from
school.

Interventions
Children with chronic health ailments must be given appropriate care, treatment,
and psychosocial intervention.
 Parents need to inform teachers of the health condition of their child.
 Teachers and parents need to regularly update and coordinate on the
condition of the child: both physical and cognitive performance.
 Medical check-up on a regular basis is necessary.
 The school nurse and other school staff must be informed of the chronic
ailment of the child. The school must provide positive and supportive care to the
child. The school clinic need to have emergency first aid treatment and
intervention in case children feel ill.
 Modification for learning must be in place in case the child need extra
resources, materials, and attention.
 A shadow teacher or a personalized caregiver who focuses on the child is
recommended. Emergency numbers of the parents and the school must be
exchanged in order to have ready access whenever the child feels ill.

Elaborate
To help alleviate ailments among children, prevention and intervention can
help. Please watch the video to elaborate on this matter.
https://www.youtube.com/watch?v=Z4pguf62Rzg

Page 84 of 99
 Evaluate
1. What are the most common health ailments among children?

2. Essay: The occurrence of gastroenteritis and urinary tract infection has

exponentially increased in number among learners at school, what should be the
appropriate action for this concern?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Learning Module 3: Effective assessment/Response to Intervention
A. Effective Assessment
Total # of learning hours: 3

Engage
How do we assess children with special learning needs? And who should do
the assessment?
Our next lesson is effective assessment of children who are differently-abled.
Appropriate assessment is important because interventions and treatment
depend on the information given in the assessment record.

Explore
This video is indeed very helpful on effective assessment from an expert’s
point of view.

https://www.youtube.com/watch?v=Si4bmxXh_eo

Page 85 of 99
 Explain

Effective assessment - is a comprehensive and standardized evaluation of the

past and current condition of the child or learner in order to describe prognosis
and treatment.

When we say comprehensive, we mean

 Multidimensional - assessing all aspects: physical or medical history, social or

relational skills, emotional condition, intellectual abilities, academic
performance, adaptive skills.
 Multimodal - use of many methods to assess such as interview (structured or
unstructured), observation (direct, natural, systematic)
 Multiple sources - information and data come from many reliable sources
such as the parents, caregivers, teachers, previous teachers, tutors, peers,
siblings, relatives, etc.

When we say standardized, the assessment must be:

 Administered by a licensed and qualified professional such as a

developmental psychologist, educational psychologist, psychometrician,
guidance counselor, psychiatrist, neurosurgeons, medical doctors.
 Oftentimes, a problem solving team do the assessment as a group exchanging
relevant data about the child.
 Tests must be reliable and valid and must fit to the suspected disability and
its comorbidities.
 Use of short and standardized behavior rating scales

Types of assessment

1. Cognitive assessment (or intelligence testing) is used to determine an

individual's general thinking and reasoning abilities, also known as intellectual
functioning or IQ. Intelligence testing can assess various domains of your
child's cognitive capacity
2. Behavioral assessment is a tool from the field of psychology that is used for
observing, describing, explaining and predicting behaviour. Behavioural
assessments are now being used outside the clinical settings too, especially in
educational and corporate sectors, considering their insightful and predictive
nature.
3. Medical assessment - A health assessment is a plan of care that identifies the
specific needs of a person and how those needs will be addressed by the
healthcare system or skilled nursing facility. Health assessment is the evaluation
of the health status by performing a physical exam after taking a health history.

Using Response to Intervention (RTI) as a three-tiered form of Assessment:

RTI is Response to intervention (RTI) is a multi-tier approach to the early

identification and support of students with learning and behavior needs. The RTI

Page 86 of 99
process begins with high-quality instruction and universal screening of all children
in the general 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. Educational decisions about the intensity and duration of interventions
are based on individual student response to instruction. RTI is designed for use
when making decisions in both general education and special education, creating
a well-integrated system of instruction and intervention guided by child outcome
data.

For RTI implementation to work well, the following essential components must be
implemented with fidelity and in a rigorous manner:

 High-quality, scientifically based classroom instruction. All students receive

high-quality, research-based instruction in the general education classroom.
 Ongoing student assessment. Universal screening and progress monitoring
provide information about a student’s learning rate and level of achievement,
both individually and in comparison with the peer group. These data are then
used when determining which students need closer monitoring or
intervention. Throughout the RTI process, student progress is monitored
frequently to examine student achievement and gauge the effectiveness of
the curriculum. Decisions made regarding students’ instructional needs are
based on multiple data points taken in context over time.
 Tiered instruction. A multi-tier approach is used to efficiently differentiate
instruction for all students. The model incorporates increasing intensities of
instruction offering specific, research-based interventions matched to student
needs.
 Parent involvement. Schools implementing RTI provide parents information
about their child’s progress, the instruction and interventions used, the staff
who are delivering the instruction, and the academic or behavioral goals for
their child.

Page 87 of 99
 Elaborate
In the Philippines, comprehensive assessment is not well-practised. Usually
assessment is done only through observation, previous reports, and narratives of
parents. The use of standardized tests and behavioral rating scales is not very
common. Usually, practitioners use symptoms as basis for assessment. What is
more alarming is when the assessment is used only for labeling and information
purposes and not for finding the best approaches and strategies to treat and help
the child.
What are your thoughts on this?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Evaluate
1. How and why do we do a comprehensive assessment? (20 points)
___________________________________________________________________
___________________________________________________________________

Page 88 of 99
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Have you observed the practice of RTI in the Philippine educational system?
Please elaborate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. Individualized Education Plan (IEP)

Total # of learning hours: 6

Engage

Our next lesson is Individualized Education Plan (IEP)

Explore

Educational evaluations ask 3 key questions

Page 89 of 99
 The disability must have an adverse impact on learning. Not every student who
has a disability and receives an evaluation will qualify for an IEP. To further
evaluate students, the following 3 key questions must be asked

1. Does the student have a disability?

2. Does the disability adversely impact education?
3. Does the student need Specially Designed Instruction (SDI)?
When each answer is yes, a student qualifies for special education services and an
IEP must be created. In each area of eligibility, specialized instruction is
recommended to help the student overcome the impact of the disability.

Explain

An Individualized Education Program (IEP) is a written statement of the

educational program designed to meet a child’s individual needs. Every child who
receives special education services must have an IEP. That’s why the process of
developing this vital document is of great interest and importance to educators,
administrators, and families alike

The IEP has two general purposes:

 to set reasonable learning goals for a child, and

 to state the services that the school district will provide for the child.

The IEP is developed by a team of individuals that includes key school staff and
the child’s parents. The team meets, reviews the assessment information
available about the child, and designs an educational program to address the
child’s educational needs that result from his or her disability.

A Closer Look at the IEP

Clearly, the IEP is a very important document for children with disabilities and for
those who are involved in educating them. Done correctly, the IEP should improve
teaching, learning and results. Each child's IEP describes, among other things, the
educational program that has been designed to meet that child's unique needs.
This part of the guide looks closely at how the IEP is written and by whom, and
what information it must, at a minimum, contain.

Contents of the IEP

Page 90 of 99
By law, the IEP must include certain information about the child and the
educational program designed to meet his or her unique needs. In a nutshell, this
information is:

 Current performance. The IEP must state how the child is currently doing
in school (known as present levels of educational performance). This
information usually comes from the evaluation results such as classroom
tests and assignments, individual tests given to decide eligibility for
services or during reevaluation, and observations made by parents,
teachers, related service providers, and other school staff. The statement
about "current performance" includes how the child's disability affects his
or her involvement and progress in the general curriculum.

 Annual goals. These are goals that the child can reasonably accomplish in
a year. The goals are broken down into short-term objectives or
benchmarks. Goals may be academic, address social or behavioral needs,
relate to physical needs, or address other educational needs. The goals
must be measurable-meaning that it must be possible to measure whether
the student has achieved the goals.

 Special education and related services. The IEP must list the special
education and related services to be provided to the child or on behalf of
the child. This includes supplementary aids and services that the child
needs. It also includes modifications (changes) to the program or supports
for school personnel-such as training or professional development-that
will be provided to assist the child.

 Participation with nondisabled children. The IEP must explain the extent

(if any) to which the child will not participate with nondisabled children in
the regular class and other school activities.

 Participation in state and district-wide tests. Most states and districts

give achievement tests to children in certain grades or age groups. The IEP
must state what modifications in the administration of these tests the
child will need. If a test is not appropriate for the child, the IEP must state
why the test is not appropriate and how the child will be tested instead.

 Dates and places. The IEP must state when services will begin, how often
they will be provided, where they will be provided, and how long they will
last.

 Transition service needs. Beginning when the child is age 14 (or younger,

if appropriate), the IEP must address (within the applicable parts of the
IEP) the courses he or she needs to take to reach his or her post-school
goals. A statement of transition services needs must also be included in
each of the child's subsequent IEPs.

Page 91 of 99
  Needed transition services. Beginning when the child is age 16 (or
younger, if appropriate), the IEP must state what transition services are
needed to help the child prepare for leaving school.
 Age of majority. Beginning at least one year before the child reaches the
age of majority, the IEP must include a statement that the student has
been told of any rights that will transfer to him or her at the age of
majority. (This statement would be needed only in states that transfer
rights at the age of majority.)

 Measuring progress. The IEP must state how the child's progress will be
measured and how parents will be informed of that progress.

Elaborate
Below are samples of how an IEP is made:

Page 92 of 99
 Evaluate
1. What is IEP?

2. Please make a brief IEP sample of Ben, a 6-year old special child diagnosed with
internalizing EBD, using the following format (Write on a separate sheet of paper)

Learning goals At home At school

C. Evaluation of the Plight of Special Education in the Philippines

Total # of learning hours: 3

Page 93 of 99
 Engage
We will now discuss how special education services are being
implemented in the Philippines. Yes, we have now special programs to
address the special needs of children who are differently-abled.

Explore
This video on some SPED implementation programs in our country, is very
interesting. Please watch.

https://www.youtube.com/watch?v=j5lh8sb9mhg

Explain

 When the School for the Deaf and Blind in the Philippines was established in
1907, this was the birth of Special Education (or SPED) in the Philippines.
Then, in 1976, the Philippine Association for the Deaf (PAD) spearheaded the
Hearing Conservation Week which was born through the Presidential
Proclamation 1587, duly signed by then President Ferdinand E. Marcos.
 Activities for the Hearing Conservation Week were used to be taken care of
by a sole committee but, during the early 80’s, Non-Governmental
Organizations (NGOs) and other schools for the deaf were invited. It was also
during this time that the celebration of the Hearing Conservation Week,
initially the third week of October, be celebrated the third week of
November.
 In 1991, this time initiated by the Philippine School for the Deaf (PSD) and the
Philippine Institute for the Deaf (PID), then President Corazon C. Aquino
signed Presidential Proclamation 829 declaring November 10-16 as Deaf
Awareness Week (DAW). As stated in the proclamation it is in recognition of
the deaf as a vital segment of society which can be transformed into a

Page 94 of 99
 significant force in the efforts for national development and the need to focus
public awareness on deafness, its prevention and rehabilitation.

Policies and Guidelines of Special Education in the Philippines

 Policies and guidelines shall apply to all schools, centers and classes (national
or local, public or private, formal or non-formal) established under the
educational system of the Philippines for the education of the learners with
special needs.
 The state shall promote the right of every individual to relevant quality
education regardless of sex, age, creed, socio-economic status, physical and
mental condition, social or ethnic origin, political and other affiliation. The
state shall therefore promote and maintain equality of access to education as
well as the enjoyment of the benefits of education by all its citizens (BP
Blg.232).
 Every learner with special needs has a right to an education program that is
suitable to his needs. Special education shares with regular education basic
responsibilities of the educational system to fulfill the right of the child to
develop his potential. The ultimate goal of special education shall be the
integration or mainstreaming of learners with special needs into the regular
school system and eventually into the community.
 Provide equal opportunities for all learners with special needs to acquire the
knowledge, skills and values necessary for them to adapt to a changing world;
develop life skills in all learners to ensure their active and sustained
participation in the learning process through relevant programs, projects and
enabling policies;
 Promote the optimal use of information technology to increase the capability
of learners to pursue their own learning; develop learners who actively
participate in the economic growth and development of the country; and
safeguard the rights of all types of special learners.

Problems Encountered by SPED Teachers in the Philippines

SPED Teacher Training/Seminar/Workshop/Development
 Every year, there are several trainings and seminars for education
development and improvement covering different areas in SPED such as
programs, career development, research, etc. However, just like any
investment, you need to dedicate funds and time to be able to afford these
trainings. There are some schools who sponsor their teacher trainings, local
school board, but most of the time the SPED teacher will spend for his /her
trainings. But, there are some schools that really invest in their teacher’s
higher education like big universities such as UP, PNU, and Southville
International School and Colleges.

Page 95 of 99
 Many legal mandates and special plans/programs are not properly or
efficiently implemented because of lack of budget afforded by the
government
 Many school administrators and principals don’t consider building a SPED
resource room because of lack of awareness on the principles of special
education. Principals and school heads need to tie up with district
superintendents and LGUs in order to discuss on projects and budget
allocation for the creation of special education hub in every public school
 School districts lack trained special education teachers since special
education is not yet a very popular course in the Philippines
 Special education teachers are usually overwhelmed by the number of
students to teach. Usually, many learners with special needs are managed
and taught only by one teacher. What is also overwhelming is the fact that
the special needs learners have several co-morbidites and have various types
of disabilities.
 Integration or inclusion of learners with special needs in the Philippines is still
not popular. Usually, special children are intervened separately in a special
education center. Teaching special children in a general classroom is not yet
commonly practised because of lack of trained teachers and lack of
awareness on the part of school constituents to integrate disabled children
into the mainstream classroom.

Elaborate

Conclusion on the system of Special Education in the Philippines

With the limited coverage of existing government educational facilities, equipment,

instructional materials, ancillary personnel and trained special education teachers, the
Department of Education together with other agencies and partners need to work on the
expansion of basic education services to reach more persons with disability. Department
of Education should specifically work on the strengthening and expansion of its SPED
classes in the existing public elementary and secondary schools and the strengthening
and enrichment of its regular classes to mainstream the people with disabilities.

The Philippines continues its dramatic period of improvement, changes in special

education services will occur rapidly. Therefore, the suggestions set forth in this paper
might contribute to improve the education of exceptional children. First, policymakers
should evaluate existing legislation related students with disabilities and those laws’
relevance to current trends in providing special education services, taking into
consideration successful policy experiences such as the Individual with Disabilities
Education Act (IDEA) in United States.

The Department of Education should engage in a professional team annually to

evaluate the quality of special education services and present a report that explains these
services to public agencies. This report might assist these agencies in providing services,

Page 96 of 99
helping them improve their special education services to exceptional children. Another
suggestion is to address critical elements of successful inclusion, such as accommodation
and modification of general curriculum and collaborations.

Further, the stakeholders' perspectives toward inclusion should be examined

through more research to determine the best ways to change their perspectives to be
more supportive of these students in a general education setting. Procedures to
determine eligibility for special education services should be based on the findings of a
multidisciplinary team, as well as the other issues discussed above. Finally, schools should
consider providing related services in support of educating the exceptional children.

Evaluate
Essay (20 points)
How would you describe in a summarized form, the plight or condition of the
delivery of special education services in the Philippines.

Page 97 of 99
 References
Asia Pacific Institute of Advanced Research (APIAR 2020). Special Education in the
Philippines. Asia Pacific Journal of Contemporary Education and
Communication Technology (APJCECT) ISBN: 978 0 9943656 82; ISSN:
2205-6181 Year: 2017, Volume: 3, Issue: 1 Retrieved from www.apiar.org.au
Buck, P.S. (1992) The Child who never Grew. Woodbine House

Dr. M. Weil (2020). The difference between mental impairment and

developmental delay. Retrieved from
https://www.seso.co.il/en/index.php/articles/item/169-the-difference-betwe
en-mental-impairment-and-developmental-delay

Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with
Autism (2nd ed). Austin, TX: Pro-Ed. 2000.
National Research Council. Educating Children with Autism. Washington, DC:
National Academy Press, 2001.
Learning Disabilities Association of America. (2018). New to LD. Retrieved August
24, 2020, from https://ldaamerica.org/support/new-to-ld/
Learning Disabilities Association of America. (n.d.). Types of learning
disabilities. Retrieved August 9, 2020, from https://ldaamerica.org/types-of-
learning-disabilities/
Smith, Sally (1995) No easy Answers: The Learning disabled Child at Home and
at School, Bantam.4.

"Special Educational Needs and Disability: A. Cognition and Learning Needs".

teachernet. Retrieved 2020-12-08.
World Conference on Special Needs Education: Access and Quality, Salamanca,
Spain, 1994 
Other Online sources
https://www.cdc.gov/ncbddd/facts.html
https://internationalconference.net/cfp/inclusive-education-conference
https://www.bamaquino.com/tag/senate-bill-1414/

Page 98 of 99
https://prezi.com/niwekluu_ptn/legal-bases-of-special-education-in-the-
philippines/
http://www.csie.org.uk/inclusion/unesco-salamanca.shtml
http://www.csie.org.uk/inclusion/unesco-salamanca.shtml
https://www.cdc.gov/ncbddd/autism/facts.html
https://www.webmd.com/parenting/baby/intellectual-disability-mental-
retardation#1-3

Page 99 of 99