CHAPTER ONE

An Introduction

TERMINOLOGY AND DEFINITIONS OF DISABILITY

Body Functions – are the psychological functions of the body systems,

including psychological functions. “Body” refers to the human organism
as a whole, thus includes the brain. Hence, mental (or psychological)
functions are subsumed under the body functions.

Body structures – are the structural or anatomical parts of the body.

Impairment - is a loss or abnormality in body structure or physiological

function (including mental functions)

Activity – is the execution of a task or action by an individual.

Activity limitations – are difficulties an individual may have in

executing activities.

Participation – is a person’s involvement in a life situation. It represents

the societal perspective of functioning.

Participation restrictions – are problems an individual may experience

in involvement in a life situation. It represents the societal perspective of
functioning.

Contextual factors – are the factors that together constitute the

complete context of an individual’ life. The 2 contextual factors are as
follows:

Environmental factors – include the physical world and its features,

the human made physical factors, other people relationships, roles,
attitudes and values, social systems and services, and policies, rules and
laws.

Personal factors – age, gender, social status, life experiences

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RATIONALE

In line with the thrust on access to quality education, DepED

through the Student Inclusion Division of the Bureau of Learning
Delivery (BLD) institutionalize the Special Education Program at the
elementary and secondary levels.
  Learners with disabilities including those who have difficulties in
certain developmental areas require educational resources and
instructional materials that responds to their needs and abilities. There
is inadequate provision of appropriate teaching and learning materials
for these learners because most of the materials available are mainly
developed for the regular curricula and regular students. The limited
availability of curriculum support materials also limits the ability of the
teachers in Special Education to use a variety of content, teaching and
learning activities for effective curriculum delivery.
In line with the government’s overall goal for education, the Special
Education vision is to have: “A Society in which ALL persons regardless
of their disabilities achieve education to realize their full potential”.
The Bureau’s mission is to make education accessible to every
Filipino school learner. This includes the special learners whose full
potential needs to be developed in a child-centered and value driven
teaching-learning experience.

GUIDING PRINCIPLES

1. To provide a handbook that will enrich and support the

curriculum, taking into consideration the varied interests,
abilities, learning styles, and maturity levels of the students
served; and

2. To provide a handbook that will stimulate growth in factual

knowledge, literary appreciation, aesthetic values, and societal
standards.

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BACKGROUND
In recent years, reaching out more learners with disabilities to
enjoy their rights in education posed a bigger challenge. Hence, the shift
from identifying learners with disability solely based on medical
condition to social model is timely.
In order to reach out more learners with special needs, concepts of
the International Classification of Functioning, Disability and Health
(ICF) developed by the World Health Organization was incorporated. The
ICF was developed over seven-year period in an international
collaborative process and validated in over 70 countries. It reflects the
modern day thinking about disability. It is based on a bio-psychosocial
model of functioning and disability, integrating medical and social
models.
The ICF Classification system uses, to the extent possible, neutral
language to name its components and categories. For example:
 Vision functions instead of blindness
 Intellectual functions, complete impairment instead of totally dull
 Participation restriction instead of handicap
 Persons with disabilities instead of disabled persons
Below is the ICF model.

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 NOTE: Disability in the ICF arises out of Activity limitations and restrictions
placed upon Participation that grow out of the interaction between Body Structure and
Function limitations and an unaccommodating environment

CONCEPTS OF FUNCTIONING AND DISABILITY

 As the diagram indicates, in ICF disability and functioning are

viewed as outcomes of interactions between health conditions
(diseases, disorders and injuries) and contextual factors.
 Among contextual factors are external environmental factors (for
example, social attitudes, architectural characteristics, legal and
social structures, as well as climate, terrain and so forth); and
internal personal factors, which include gender, age, coping styles,
social background, education, profession, past and current
experience, overall behavior pattern, character and other factors
that influence how disability is experienced by the individual.
 The diagram identifies the three levels of human functioning
classified by ICF:
Functioning at the level of body or body part, the whole
person, and the whole person in a social context.
Disability therefore involves dysfunctioning at one or more of these
same levels: impairments, activity limitations and participation
restrictions.

The learners in this Handbook covers those who have difficulty or

impairments, have activity limitations and experience participation
restrictions and learners who have already been properly diagnosed and
assessed by specialists.

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 CHAPTER TWO
POLICY PROVISION

ASSESSMENT AND INTERVENTION

The assessment of LSENs shall be a continuous process. The
school shall organize a multi-disciplinary team to take charge of the
assessment of all learners in the following processes:
a. Child Find
DepEd shall strengthen its Child Find Program in all schools.
It shall be conducted and announced through an issuance of a
DepEd Order/Memorandum (DO No. 5, s. of 2016).

b. Identification
Public schools shall admit all learners regardless of their
ethnicity, culture diversity, academic strengths and weaknesses,
physical, mental and emotional capabilities. Early identification of
learners with special educational needs shall be one of the priority
activities of the school. Upon enrolment, the school shall conduct
assessment using appropriate tools such as Multi-Factored
Assessment Tool (MFAT), Interest Inventory Checklist and full
diagnostic assessment based on DepEd existing guidelines.

c. Screening
Screening of learners shall be done for placement and
appropriate intervention. Based on the result of initial assessment
conducted, learners with manifestation of special educational
needs shall be given in-depth assessment. The teacher shall
inform and discuss the results with the parents and may provide
assistance for referral of the learner to the appropriate specialist.

d. Classroom Assessment
Classroom assessment is a process of identifying, gathering,
organizing and interpreting quantitative and qualitative
information about what learners know and can do. It recognizes
diversity of learners and the need for multiple ways of measuring
their varying abilities and learning potentials. It is used to track
learner progress that measures achievement of competencies by
the learners (D.O.8, s. 2015).
Teachers shall use appropriate assessment
activities/strategies, and provide classroom learning experiences
for learners to demonstrate success.
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e. Referral
Learners who are in need of further assessment and
assistance to improve their cognitive, social and emotional skills
may be referred to other government agencies or non-government
organization who could provide assessment, medical, financial and
other related services. A coordinated referral system as well as
procedure for effective referral transition shall be included in an
inter-agency and/or non-government agreement.

f. Placement
All identified LSEN shall be in a class where their needs
shall be addressed. Teacher shall provide appropriate intervention,
accommodation and modification for them. The placement could
be any of the following:

 Inclusive Setting/Classroom – LSENs attends the whole

period of instruction in the regular class. The K to 12
curriculum is used with modifications in the delivery of
instruction.
 Mainstreaming – LSENs attends the regular class in
subject areas where he/she is capable with. While the
rest of the learning areas shall be delivered by a SPED
teacher in SPED resource room.
 Self-Contained – LSENs attends a class with Functional
Curriculum that will maximize their potential for learning
independent living.
 Hospital/Home-Based – LSENs shall attend the hospital-
Based/Home Based instruction due to serious health
conditions or distance.
 Transition Program – LSENs who could not benefit from
academic intervention shall be placed in the transition
program which focuses on technical-vocational skills or
in special interest area. The LSENs are envisioned to
learn self-help and possible employment skills that will
enable them become independent, self-reliant and
productive members of the society.

g. Exit Assessment – the exit assessment shall be provided to

learners who leave school and acquired the necessary skills for the
next school level or for work. The learner shall be referred to an
appropriate agency to respond to his/her needs as a result of
counseling after enrolment and provision of appropriate
intervention/education.

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ACCESS TO QUALITY AND RELEVANT EDUCATION
The provision of Republic Act 10533, otherwise known as the
Enhanced Basic Education Act of 2013 that creating an educational
policy will prioritize the inclusiveness of enhanced basic education which
necessitates “the implementation of programs designed to address the
physical, intellectual, psychological and cultural needs of learners.”
Such access improves the life chances, available choices, and
valued contributions of every learner with special educational needs
such as:

 Difficulty in Displaying Interpersonal Behavior

 making friends and maintaining friends
 interacting with people in authority
 creating and maintaining family relationships
 Difficulty in Basic Learning & Applying Knowledge
 Learning to read/write/count/calculate
 Acquiring skills (manipulating tools, learning names)
 Thinking
 Solving problems
 Difficulty in Communicating
 Understanding others (spoken, written, sign language)
 Producing messages
 Communicating with others
 Communicating using devices
 Difficulty in Mobility
 Staying in one position
 Changing a body position
 Difficulty in Hearing
 Difficulty in Seeing
 Difficulty in Remembering or Concentrating
 Difficulty in Performing Adaptive Skills
 Washing oneself
 Care of body parts, teeth, nails, and hair
 Toileting
 Dressing and undressing
 Eating and drinking
CONDUCIVE ENVIRONMENT, HEALTH AND SAFETY
(ADAPTATION OF FACILITIES)

Conducive learning environments are key to learner’s academic

emotional and social success in school. There are many components that
go into making a conducive learning environment for learners. It should

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offer a climate of safety, where risk-taking is encouraged, there is open
authentic conversation, trust and respect are fostered, and positive
interaction is the norm. A conducive learning environment should be
well-planned, structured and organized. It should be organized into
different and separate space. There should be a provision of a space
where entire class can learn together and a space where learners can
engage in small group activity.
Learning environment refers to any formal or non-formal setting
where children gain knowledge and skills useful for their daily lives.
Learning environment may take the form of schools, centers and/or
community.
Learning Resource Center refers to a place designated to serve as
repository of basic learning materials, equipment, facilities or the use of
schools catering to learners with special educational needs. The center
also provides and/or coordinates the services of a multi-disciplinary
team.

SPECIALIZED FACILITIES AND TECHNOLOGY

Facilities
Learners with special educational needs required a barrier free
environment to maximize their functional potentials. The physical
environment where LSENs operate should be accessible and or be
disability friendly. It is important that LSENs operate in educational
environments with minimum support. LSENs require more conducive
material resources for their education than their non-disabled peers. The
government provided support to each primary school in order to remove
existing barriers that made the school environment unfriendly to LSENs.

The learning environment, including the location of institutions,

buildings, amenities, equipment and furniture, pose accessibility
challenges to LSENs. The physical environment where LSENs operate
should allow them to access education with minimal hindrance. School’s
environments and other related institutions, must be disability friendly
to LSENs. This include class learning environment, social amenities (e.g
churches and mosques), public transport (such as buses) and public
utilities (e.g libraries, toilets, telephones and lifts).
To enhance provision of accessible, safe and friendly learning
environment and facilities for LSENs, the Department of Education in
collaboration with stakeholders shall:
1. Facilitate establishment of barrier free environment in all
learning institutions.
2. Continuously develop modalities for enhancing safety measures

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 in learning institutions.
3. Ensure provision of adequate and friendly buildings, furniture
and equipment among others in learning institutions for
LSENs.
4. Put in place measures to ensure appropriate modification of
learning institutions to respond to the needs of LSENs.
5. Provide a learning environment that is free from violence,
sexual
harassment and abuse, drug and substance abuse.
6. Ensure that all learning institutions have a safe environment
that is user friendly to LSENs.

Technology
LSENs have the same right as other people to take place in the
society. They should be able to live independently as possible and attain
a more meaningful, productive and satisfying life. This is possible when
there are specialized technology present in their environment. Its
presence must be the concern of the family, community and the
government with the support of non-government organizations.

To support LSENs access affordable assistive devices and

advanced technological systems. The Department, in collaboration with
schools and relevant partners shall facilitate acquisition and promote
usage of assistive technology among LSENs.

The Department of Education, in collaboration with partners shall:

1. Provide information on available technical aids

2. Enhance accessibility and utilization of software that will
enhance easy access of information and education materials.
3. Acquire, standardize, produce, fabricate, adopt, repair and
maintain assistive devices for all services providers.
4. Provide teachers who will train LSENs on the use of assistive
devices like Braille Machines, Laptops with Voice Input,
Assistive
Listening Devices Augmentative and alternative Communication
devices, Use of CD-Rom, audio or video, closed circuit television,
talking or large print calculators depending on the need of the
learners.

Inclusive education
Refers to the process where all types of learners with diverse needs
are given quality education and equal opportunities for a meaningful life
on non-discriminatory environment. This could be facilitated in formal or

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non-formal environment without regard to gender, physical, intellectual,
social, emotional, linguistic, cultural, religious or other characteristics.
In the face of all this diversity, schools can no longer operate as if
one curriculum and way of teaching will fit most of the learners. Instead,
learners can pursue a common set of curricular goals or learning
standards, accomplishing them in different ways and sometimes to
different degrees of mastery.

Curriculum development
The curriculum is the heart and soul of the educational process.
The mind, conscience, skills and values of every learner are molded by
the curriculum offered in every school or institution of learning.
Furthermore, curriculum shapes the society by developing human
resources, by creating new knowledge, and by understanding social
process. Recognizing, therefore, the need to make LSENs functional and
effective members of the society, it becomes critical that these learners
be provided with a curriculum that is relevant and responsive to their
and to the society’s needs. One aspect of maintaining the relevance of
the curriculum to the learner’s experiences is the contextualization.
Contextualization is an educational process for adapting the curriculum
to the context of the learners and community; thus, curriculum and
instructional adaptation, accommodation and modification shall be
provided to ensure acquisition of competencies and skills that adhere to
the K to 12 Basic Education curriculum standards. Hence, the
curriculum must offer various educational opportunities and programs
based on the learner’s interest, ability, capacity, strengths, and special
needs. It is also imperative that the curriculum shall promote cultivation
of moral, civic, and spiritual values and livelihood.

Compensatory Curriculum refers to the curriculum that is designed to

develop in the learners with special needs the essential skills they will
need in order to access the K to 12 program. (Ex: orientation and
mobility, braille reading and writing, auditory, speech and rhythm, total
communication, daily and community living).

Capacity building and development

Building teachers knowledge and skills is a crucial component of
change. To enhance the special education program in an inclusive
setting, the Department of Education should develop and coordinate
with the appropriate government agencies to offer basic and advanced

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seminars on disability awareness and inclusive education for the
concerned stakeholders.
The capacity of teachers shall be improved so that they can create
an environment that promotes inclusion of diverse learners and facilitate
teaching and learning that address diverse learning styles and needs.
Capacity building activities may include, but not limited to immersion,
coaching, mentoring, or benchmarking.
DepEd shall collaborate with CHED to ensure the integration of IE
in all major courses in the teacher education programs. In-service and
continuing education shall be provided to strengthen knowledge on
theory and practice in IE.
Policies and guidelines for hiring and promotion of teachers shall
not be discriminatory and shall provide equal opportunities.
A vital venue for continuous professional development of teachers
is through various in-service training programs. Topics on inclusive
education and contextualized teaching-learning strategies shall be
discussed during the in-service training
Parents, literacy volunteers, instructional managers, barangay
literacy workers, and community elders can also be active contributors
to the teaching-learning process and shall likewise be capacitated on the
implementation of Inclusive Education (IE Framework).

Participation and involvement

Family and Community Involvement

Parents of LSENs has a vital role as members of the educational
team in the habilitation and rehabilitation of programs for independent
living of their children.
Parent education shall be a necessary component of the special
education program. As early as possible, parents shall be made aware of
their children's handicaps and the intervention strategies needed to help
facilitate each child's academic, social-emotional and communicative
development.
Parents shall be provided with information, and a process of
sharing experiences continuously with other parents experiencing
similar problems.

The training of trainers from among community volunteers,

including parents and family members of LSENs, in basic special
education techniques as part of the community-based or home-based
rehabilitation services shall be conducted to promote programs on early
identification and intervention and to enhance home-school
relationships.

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Linkages
Linkages with government and non-government organizations
shall be established, maintained and expanded.
Special education shall be a component of all community-based,
home-based and other rehabilitation services. These shall be coordinated
with medical, social and vocational rehabilitation services.
All health, welfare and other community services, like parent-
teacher organizations, socio-civic clubs, and other groups which can
help LSENs and their families shall be tapped.
Carefully designated pilot programs that shall demonstrate the
effective collaboration of education, medical, health care, and social
services shall be undertaken.
A system of referral, collaboration and follow-up among various
disciplines and services for specific areas shall be established and
intensified.
A directory or service information center that lists all rehabilitation
services available in a particular geographical area and the types of
LSENs that can be served shall be prepared and made available.
The school shall exert effort to link with the community in
providing wholesome recreational and other facilities that would enable
children with LSENs to interact with their normal peers (Policy and
Guidelines in Special Education, 2008).

Advocacy and awareness creation

A nationwide information dissemination campaign on the

prevention, early identification and intervention of LSENs shall be
intensified.
Mass media shall be utilized to make the public aware of the
importance and availability of services for LSENs.
Short radio and TV messages that are easy to grasp shall be aired
utilizing language that parents and laymen can understand to change
and improve public attitudes towards children with special needs.
Information dissemination on special education services shall be
the responsibility of the Department of Education.
Guidelines to disseminate relevant information concerning
educational programs for LSENs, as distinguished from other
disciplines, shall be issued as often as necessary.

Annual celebration and activities on special education shall be

publicized for the information of the pu blic like:

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 ANNUAL ACTIVITIES FOR LEARNERS WITH SPECIAL NEEDS

Month Activities

January Autism Consciousness Week

February National Down Syndrome Consciousness Month

Intellectual Disability Week

March Women of Disabilities Day

July National Disability Prevention and Rehabilitation Week

Celebration

August White Cane Safety Day

Brain Attack Awareness Week

September National Epilepsy Awareness Week

Cerebral Palsy Awareness and Protection Week

October National Attention Deficit Hyperactivity Disorder

Awareness Week

November Deaf Awareness Week Celebration

December National Day of Persons with Disabilities in the

Philippines

Data bank in special education shall be developed and maintained

at the regional, division and district levels (Policy and Guidelines in
Special Education, 2008).

Partnerships and collaboration

To ensure that challenges are addressed and sustainable
development in SpEd is attained, DepEd shall establish and intensify
healthy alliance with a wide range of partners from various sectors of the
society. It shall likewise, strengthen collaboration and partnerships with
organizations composed of medical and allied medical practitioners to
generate support in the form of but not limited to health, medical,
welfare and other needed services.
Research and documentation
Research relevant to the education of LSENs shall be conducted to
provide empirical basis for the improvement of instruction at all levels.

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Research on the theory and practice of special education in the country
and abroad should be given equal opportunity.
Specifically, researches should include theoretical and conceptual
models in special education, identification, screening, assessment and
evaluation of learners with special educational needs, program and
delivery systems, curricular content, instructional strategies and
materials, program evaluation schemes and policy analysis.
Research proposals shall come from all sectors of society, e.g.
government ministries including Department of Education, non-
government organizations, the academic community, research centers
and private persons.
A scheme for the dissemination and utilization of research findings
should evolved and applied (Policies and Guidelines in Special
Education, 2008).
Disaster preparedness
For learners who have physical, medical, sensory or cognitive
disabilities, emergencies such as fires, floods, earthquakes and acts of
terrorism present a real challenge. Protecting our learners when disaster
strikes requires planning ahead. The school personnel are in the best
position to plan for the safety as they are the best able to know the
functional abilities and possible needs during and after an emergency or
disaster situation. They can cope with disaster by preparing in advance
with the families and school personnel (www.redcross.org).
Considerations for learners with disabilities.
Those with LSENs often have unique needs that require more
detailed planning in the event of a disaster. Consider the following
actions as you prepare:
1. Learn what to do in case of power outages and personal injuries.
2. Consider getting a medical alert system that will allow you to all
for help if you are immobilized in an emergency.
3. If you use an electric wheel chair or a scooter, have a manual
wheelchair for backup.
4. Teach those who may need to assist the teachers in an emergency
how to operate necessary equipment.
5. Store back-up equipment at the nearest room.
6. Assign buddy system to check on you in an emergency.
7. For learners with visual impairment, hearing impairment, plan
ahead for someone to convey essential emergency information.
8. Prepare plans for alerting and evacuating those with sensory
disabilities.

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 9. Learn about devices and other technology available to assist the
school personnel in receiving emergency instructions and
warnings from local officials and DRRM.

CHAPTER THREE

Understanding Categories of Learners with Disabilities

I. LEARNERS WITH DIFFUCULTY IN DISPLAYING

INTERPERSONAL BEHAVIORS
Introduction

Misbehavior of learners is one of the common challenges

faced by teachers in classrooms around the world. Misbehaving can
be a result of lots of stress in a person at an early childhood to old
age, caused by lots of factors, namely: intrinsic or extrinsic to the
individual that leads to difficulty in displaying interpersonal
behaviors. Sometimes, it is intensified by many situations. When
not addressed, learners develop deep problems that can lead to
Emotional and Behavioral Disorders.

Learners with difficulty in displaying interpersonal behaviors

can hurt other learners and teachers and make environment
unsafe.
It is the fundamental right of every child to be given equality
education just like regular learners.
Various interventions, behavioral support, accommodations
have been designed for schools and teachers that can be
integrated school-wide in every classroom.

Description
Difficulty in displaying interpersonal behaviors is one of the
conditions that affects the social, academic, emotional, behavioral
aspects of the learner. Learners having difficulty in displaying
interpersonal behaviors are manageable however learners
displaying severe and profound aggressive behaviour should be

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 subjected for further observation and assessment by medical
practitioners like psychiatrist, psychologist and neurologist to
identify if the learners have Emotional and Behavioral Disorder
(EBD). This condition hinders the learner from functioning
effectively in school, family and community leading to difficulty in
making and maintaining friends, interacting with people in
authority and creating and maintaining family relationships.

Indicators

Common Indicators of Learners with Difficulty in Displaying

Interpersonal Behaviours (Inciong, T., Quijano, Y., Capulong, Y.,
Gregorio, J., Gines, A., 2007)

1. Bullies and threatens classmates and others

2. Initiates physical fights
3. Has little empathy for others and a lack of appropriate
feelings of Guilt.
4. Lies to peers or teachers
5. Steals from peers or the school
6. Shows fearfulness and apprehension
7. Has difficulty in mingling/interacting with others
8. Has low self-esteem masked by showing boldness
intended to impress or intimidate
9. Afraid of consequences of activities
10. Constantly seeks affirmation from others.
11. Deliberately annoys others.
12. Worries about things that might happen or have
happened.
13. Criticizes self and others.
14. Avoids things or places or refuses to do things or go
places
15. Expresses feelings of worthlessness, hopelessness
16. Blames self and others for one’s mistakes or misbehaviour
17. Has lack of interest to classroom/school activities
18. Thinks or talks repeatedly of suicide
19. Afraid of failure, rejection and embarrassment
20. Avoids work activities that involves contact with others
21. Good at flattering and manipulating other people’s
emotions
22. Has the tendency to use and abuse prohibited drugs and
alcohol
23. Defies and refuses to comply with rules and teacher’s
requests

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Accommodations
Learners experiencing difficulty in displaying interpersonal and
those diagnosed with EBD by medical specialists have to be provided
with adequate instructional environment supportive social-emotional
climate, and systematic process of identification and intervention in
schools (Smeets 2009).

The following accommodations are recommended for these

learners: (Center for Mental Health in Schools-UCLA, n.d)

To establish an ADEQUATE INSTRUCTIONAL ENVIRONMENT

1. Arrange classroom setup to foster calm and safe environment and

accommodate wide range of motivational and developmental
variation among learners.
2. Provide ‘study buddy’
3. Provide equal opportunities among the learners
4. Clearly state posted expectations and consequences
5. Assist student in setting short term goals
6. Place the learner near a door to help them feel they can quickly
leave the classroom or sit beside the teacher.
7. Develop private signal from learner to teacher to request help or
directions
8. Instruct learner to answer in a moderate voice.
9. Adapt assignment to minimize writing
10. Give frequent short quizzes rather than long exam
11. Grade performance relative to own growth and improvement
12. Inform learner on his/her time to recite.
13. Asks simple questions regarding learners’ knowledge.
14. Extend time for enrichment/remediation.
15. Give clear instructions to the learners.
16. Allow tests to be taken in a quiet and distraction-free environment.
17. Modify test items based on the learners learning level.
18. Inform the learners’ schedule of the upcoming examinations.

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 19. Minimize destruction by providing individual desk, provide free
access to different parts of the classroom, make teacher desk
relatively accessible for every learner and classroom rules must be
visible.

20. Alternate short concentrated work periods with breaks.

21. Identify teaching-style/student match (e.g. structured, nurturing,
etc.)
22. Small group instruction
23. Alternate high and low interest tasks
24. Provide choice of tasks
25. Utilize areas of strength to encourage expression
26. Reduce amount of required copying from board
27. Adapt assignments to require less writing
28. Reduce workload when signs of frustration are noticed

To establish a SUPPORTIVE SOCIAL-EMOTIONAL CLIMATE

1. Use positive reinforcement in the class

2. Provide reassurances and encouragement vs. correction/lecturing
and criticism
3. Catch them being good: complement positive work and school
behavior or compliant behavior
4. Establish and regularly use a hierarchy of consequences for rule
infractions. Make sure that the student understands the
expectations and consequences.
5. Identify the reasons of misbehavior
6. Strengthen social skills among learners
7. Validate learner’s perspective and feeling
8. Provide opportunities that will help learners achieve sense of
competence, control, and relatedness
9. Provide learners with techniques to take instead of misbehaving
(e.g., options to withdraw from a situation or to try relaxation
techniques)
10. Help learners enhance their motivation for overcoming misbehavior.
(e.g. developing a positive attitude towards school)
11. Assign leadership tasks among learners with EBD
12. Notice when any change in the routine expected
13. Entrust the learners to school nurse, a resource teacher, the
librarian. whom she/he feels comfortable with.

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14. Form a buddy system in a class or seat near good role model
15. Set clear rules with the leaners and post them visibly within the
classroom. State the rules in positive terms, use clear, concrete, and
concise language, identify specific expected behaviors and use
illustrations when necessary.
16. Privileges should be given daily, weekly or quarterly and must only
be given for every positive behavior.
17. Provide frequent realistic and constructive feedback on learner’s
successes and areas of concern.
18. Involve parents and discuss the problem and what interventions will
be given
19. Explain how they can avoid the misbehavior to happen again
20. Make an agreement with the parents to work with the teachers in
monitoring the learners
21. Avoid using learner as negative example to others
22. Focus and utilize areas of strengths, talents and accomplishments
23. Provide opportunities for students to display responsibility and
provide assistance to others
24. Encourage cooperative learning tasks

To institute a SYSTEMATIC IDENTIFICATION AND INTERVENTION

1. Identify reason for misbehaving, if not sure, try to assume that

misbehavior is unintentional and clarify the reason.
2. Identify sets of problem behaviors with matching interventions or
steps teachers must follow before, during and after learners
exhibit such behavior based on gravity and urgency.
3. Formulate a plan on how the matter will be resolved such as policy
on appropriate interventions teachers, guidance counselors,
parents could use: reinforcement(positive, negative or differential);
precise requests; clear, unambiguous behavior rules; continuous
positive feedback; and hierarchy of sanctions ( Fletcher-Campbell
and Wilkin, 2003; Landrum, Tankersley, and Kaugmann, 2003,
Smeets, 2009), behavioral contracts, time out procedures, social
skills instruction (Montana Office of Public Instruction)
4. Provide direct and systematic instruction in social skills(Gresham,
Elliot and Black 1987, Chen, 2006, Smeets, 2009)
5. If the misbehavior persists, revert to a firm but no authoritarian
statement indicating it must stop or else consequences indicated
in the school book shall be implemented
6. As a last resort use crises back-up resources (ask learner’s
classroom friends to help or call for help from back-up personnel
such as school guidance counselor

19 | P a g e
 7. Throughout the process, keep the situation calm and handle it
with protective demeanor.
8. Speak softly in non-threatening manner if agitated
9. Provide feedback: positive feedback for attention to task, short
term reinforcers (happy face, check mark, star, in-class rewards)
and long-term (accumulate points for rewards at home)
10. Prudent use of negative consequences
11. Establish a behavior contract with realistic goals
12. Use time-out procedures appropriately.

TEACHING STRATEGIES
Addressing Problem Behaviors and Developing Positive Behavior in
Classroom (State of Washington Clover Park School District, Child Study and
Treatment Center and Seattle University School of Education, 2005)

Problem Desired Behavior Strategies/Interventions

Behavior
Use of Express self in Clearly define offensive and non-
inappropriate non-threatening offensive language
language in manner
classroom
Post a list of offensive and non-
offensive words and provide
instruction about what type of
language to use where, when and
with whom.
Send list home to family members
and ask them to model appropriate
language at home.
Establish link between self-esteem
and language
Teach about emotions. Post a list of
feeling words in the classroom.
Discuss how specific emotion feels,
how the body looks and how it
affects thoughts, actions and words.
Teach alternative ways to express
anger such as (a) finding a quiet
place to calm down, (b) crying in
privacy, (c) squeezing a stress ball,
(d) taking a walk, (e) breathing
deeply, (f) giving oneself a time-out,
(g) writing a letter, (h) doing self-
soothing exercises.
Encourage students to find someone
they feel comfortable talking to and
have them share their feeling on a
daily or as-needed basis.

20 | P a g e
 Role-play strong emotions.
Provide feedback without drawing
negative attention to the problem
behavior.
Create incentives that is class-wide
involving use of appropriate
language.

Refuses to follow Follows directions Clearly define problem. (a) Track

directions by or and cooperating in behavior, noting when it happens,
cooperate with class what is going on before, during and
adults/participat after noncompliance and its
e in activities frequency (b)look for patterns, (c)
talk with learner (d) determine cause
like wanting attention, unable to
express self in appropriate ways,
lack of social skills, low self-esteem,
inattention, (e) choose strategies
based on reason, monitor progress
Develop plan with learner and
parents. Be very clear with learner
on expectations and allow learner to
give feedback.
Use simple directions with short,
exact, clear words. Use do words
and avoid phrasing requests as
questions. Be near learner before
giving directions, make sure to get
attention and ask to repeat or for
understanding.
Develop a consistent pattern of
response to noncompliance using
direct requests.
Try to minimize the energy and
attention given to learners who is
noncompliant but know when to
ignore or pay attention.
Know when to address
noncompliance in a positive manner
by developing a fair and progressive
set of responses and be consistent.
Directly teach compliance through
demonstration or modeling of
directions/intructions.
Empower learners in a positive way
through giving him/her jobs to
practice following directions.
Use positive reinforcement wisely.

21 | P a g e
 Determine if needed for a certain
situation.
Lies at home, in Honest with Post rules and values in a visible
school and in the themselves and location in the classroom and
community to others. discuss what each rule or value
family, peers, means and how to show the rule or
staff and value.
community
members
Discuss why people lie and how one
feels if lied to.
Recognize and encourage honest
behavior.
Do not punish honesty.
Role-play honesty and emphasize
importance of being honest and
practice telling the truth in different
situations specially in tough
situations.
Read stories about being honest.
Refer to school counselor in extreme
cases.
Touches others Keep appropriate Teach learners every individual has
inappropriately distance different boundaries and needs to
(e.g. touching too (respecting respect personal space.
much, too hard, personal
or in places that boundaries) from
are others and use
uncomfortable to touch in
others) appropriate
manner
Respect cultural differences by
discussing how different cultural
groups touch others.
Recognize cultural biases, help
learners identify their own and their
difference with other people.
Teach about personal bubbles
through activities to gain
understanding in young learners.
Define boundaries as being “at an
arm’s length” for older learners.
Discuss and encourage alternatives
to intrusive touching such as
handshakes, holding hands, pats on
the back, side hugs as well as non-
touching alternatives (drawing
pictures, singing songs, doing
cheers or using words to express
positive feelings for others).
Teach alternative strategies for
positive attention as substitute in
using touch to get attention(poking,

22 | P a g e
 grabbing, hitting).
Clearly define space boundaries(e.g.
use masking tape on floor, boxes
around desks where students are
supposed to sit, make pathways
within the classroom or put x’s on
floor where to learner suppose to
stand.
Use carpet squares, pillows, table
mat to define own spaces during
circle time, snack time, meeting
time.
Arrange seating, activities and space
in the classroom to minimize
interactions or maximize
supervision of them between
learners who are likely to have
difficulty with touching.
For learners with histories of
boundary violations/abuse,
collaborate with parents and
professionals to develop a safety
plan. Maintain confidentiality.
Exhibits Recovers from Support learners following upsetting
behaviors that upsetting event by allowing him/her to find a
suggest anger, events/situations. quiet place or have a walk to calm
frustration, and down self or encourage to talk. Ask
an inability to whether the student would like
cope with the company or would rather be left
demands of the alone and keep checking if he wants
current to be alone.
environment.
Use assistive techniques as follows:
(a) using a chart that shows facial
expressions and labels emotions, (b)
drawing a picture or series of
pictures related to the event and
associated feelings, (c) using dolls or
figurines to help describe the
interactions that occurred during
the event, or (d) acting out the
actual event
Process the event through use of
active listening, reflection, and
paraphrasing to help the student
discuss the event. Acknowledge the
difficulty in talking about an
upsetting event, and support the
student’s efforts
Let learner know how well they are
doing as he/she relaxes/calms
down through positive statements
and expect increased emotions

23 | P a g e
during this time.
Be patient with the recovery process
as there are highs and lows, calms
and storms as it continues and
allow students to proceed at their
own pace and given level.
Develop a timeline to discover what
occurred, as well as when and how
and record on paper.
Decide through the decoding of the
information given whether to
continue, bring in another
professional, involve another
student, or refer the student to a
professional. Use known information
about available community,
therapist, and family support
systems.
Draw conclusions about the reasons
for the student’s difficulties, such as
(a) limited coping skills, (b)
unrealistic expectations for oneself
or others, or (c) possible mitigating
factors outside of school (e.g., family
problem) and draft
recommendations to address what
the student needs.
Transition student back into
classroom when appropriate. It is
necessary to remember that learners
have expended a great deal of energy
-- mental, physical, and emotional –
and it may be appropriate to offer
some rest, a snack, or other
modified activities.
If the issue is primarily a lack of
skills, specific scripts may be
selected or developed to model and
role-play solutions, either
individually or in a group setting.

When cognitive distortions (i.e.,

unrealistic expectations) are
present, reviewing and challenging
the thinking processes that
perpetuate faulty reasoning may be
of help through classroom activities
to help identify the relationship
between events, emotions, thoughts,
and behaviors. Helping students to
understand what is possible to
change versus what is not possible
to change, as well as building a plan

24 | P a g e
 to support their successes will
surely have a positive impact on
them.
Destroys property Respects the Clearly define problem
property of others,
as well as their
own
Encourage self-monitoring. Help
learners understand the
triggers(name-calling, someone
bumping into students, anxiety
brought on by another event or
concern, or an apparent unknown)
for destructive behavior and
encourage them to watch out for
these triggers when they occur. If
the trigger can be identified, it is
possible to help students deal with
their anxiety. If the trigger is not
identifiable, students can learn to
read their own body cues (e.g., tight
muscles, rapid breathing, sweaty
hands). When teaching learners to
recognize and monitor these cues,
teach them ways to control the cues,
such as deep breathing, relaxation
exercises, walking away from
negative situations, or finding
someone to talk to about their
concerns.
Give verbal or nonverbal cues that
are clearly defined and agreed upon
to help learners track their own
reactions and behavior.
Maintain a calm tone and presence
when a student is losing control to
help defuse the situation and avoid
negative outcomes. If the teacher
gets upset or angry, students will
pick up on these cues. As a result,
the situation will intensify, and
feelings will escalate.
Promote communication and
understanding. Ask students why
they think they are destructive at
times. Listen to what they say in a
nonjudgmental manner. Help them
to elaborate on what they were
feeling during a recent incident,
using “I-statements.”
Discuss alternative approaches
students could have used to address
the issue or solve the problem, as

25 | P a g e
 well as possible outcomes of each
choice. Have students choose which
one would have been the most
beneficial.
Help students who are out of
control. (e.g., not listening or
hearing others, not responding to
cues, yelling, throwing/breaking
things, dumping
tables/chairs/desks,). Teachers and
staff need to physically intervene to
take control of the situation by
removing these learners from the
group and give them a time out in
an area where they (and others) will
be safe.
Help students to define steps toward
resolution and taking responsibility
for one’s behavior then rehearse
what will happen when they
transition back into the classroom
and how to resolve any remaining
topics or feelings students might
have.
Once students have calmed down
and talked about the incident, they
need to assess the damage done
during it and what needs to be done
afterwards such as replacing
damaged article, cleaning the
classroom or do recycling, and
writing or drawing an apology to all
that have been affected by their
actions.
Coach them through apologies since
this is very difficult for children (and
adults alike). Structure the situation
so it may be successful for the
learners and promote a positive
outcome, such that no one is left
feeling humiliated.
Model respect and pride in
ownership. Clean up or fix broken
things quickly to send the message
that people care about the
classroom/school and the things in
it. Discuss the need to respect one’s
own property, as well as that of
others and to take pride in their
surroundings, both at home and at
school.
Harms others Manages self to be Develop individual contracts with
with physical harmless and safe learner to address tendencies

26 | P a g e
contact, such as with peers and toward being aggressive and
hitting, biting, or staff possible related skill deficits. Help
kicking them to monitor their progress over
time, adjusting the contract as
needed to promote more appropriate
behavior.
Use positive reinforcement by
helping them to identify
improvements and positive changes
they have made then reinforce these
changes with praise and attention.
Separate learners who are most
likely to fight, and only allow contact
in highly structured interactions
that are closely monitored.
Develop a consistent response to
aggression and the resolution of
related conflict.
Provide a quiet area for students to
go when feeling frustrated, feeling a
desire to hurt others or when
needing to de-escalate.
Talk to the student about (a) What
caused the frustration to build? (b)
What are other ways to handle
frustration? (c) What could the
student do if the same situation
arose again? (d) What needs to
happen for the student to return to
the classroom or learning area?
When there has been a conflict or
physical encounter, allow time for
the students to calm down.
Brainstorm with students, and
develop a list of ways for them to
relax when they are feeling
frustrated (e.g., deep breathing,
counting to 10).
Use role modeling for social skills
training to the entire class that will
reinforce positive, appropriate
interactions with others. Specific
topics to address include (a) starting
a conversation, (b) asking a
question, (c) introducing oneself, (d)
giving and receiving compliments,
(e) asking for help, (e) joining in and
dealing with feeling left out, (f)
expressing feelings, (g) sharing
something, (h) helping others, (i)
negotiating, (j) using selfcontrol, (k)
responding to teasing, and (l)
making a complaint. Specific

27 | P a g e
 lessons to teach these skills can be
found in the resources below.
Argues, have an Communicate with Model or imitate positive
attitude and adults in a positive communication.
engages in power manner
struggles
Teach positive communication to
help learners to learn and master
these skills, as well as promote
positive experiences with others.
Show respectful attitude. If a quiet,
firm, and caring attitude is used, it
elicits more positive attention and
response from children, even if they
are very argumentative.
Use “parroting back” techniques.
This is sometimes called the “broken
record” technique. A direction is
given in a calm, even voice.
Students do not appear to have
heard the direction. Rather than
confront the students and introduce
argument-like behavior, repeat the
same direction in the same tone of
voice. If needed, it can be repeated
even a third or fourth time, still in
that same calm tone of voice.
Help learners understand negative
consequences of arguing. Have an
atmosphere of open communication
with learners, they can talk about
how effective this arguing style is for
them.
Learners can be taught to accept
“no” for an answer and
communicate their feelings in a
positive manner.
Help learners learn when to say
“no.” While working with learners on
accepting “no,” it is critical to teach
them that “no” has a place in their
vocabulary.
Wanders in class, Stays in Set clear expectations. Be specific in
walk out of class designated area classroom expectations. Be clear
or run away about the consequences when
expectations are not met
Make a simple contract with
students to address over activity
and post it on or near their desk.
Use the same classroom routine on
a daily basis, and post the daily
schedule to prevent lag time.
Monitor length of instruction. Keep

28 | P a g e
the time frame short, and build in
frequent opportunities for movement
to “get the wiggles out.” Using music
and movement during instruction
can also help kids with high activity
levels stay on task and be focused.
Position the student’s desk in the
area next to the teaching area to
facilitate instant monitoring/positive
feedback.
Use floor markers. Define the
appropriate area where students
should be by using tape on the floor.
Different colors of tape could be
used for appropriate areas and “off
limits” areas.
Change room arrangement. If
students are always getting out of
their seats to obtain materials, bring
the materials to them, have them be
helpers to pass out materials, or
rearrange the room so that
everything is close by for the
completion of the project
Be flexible. If the task can be
completed with students standing at
their desk, working on the floor, in a
bean bag, or in another area, be
flexible enough to allow these
accommodations.
Provide sensory input. Some
students need to move because their
neurological systems need
additional input. Give them a
“Koosh” ball, nubby seat cushions,
gum to chew, or a stress ball to
squeeze to provide their systems
with the needed stimulation to stay
in one place.
Minimize distractions. Sometimes
students get distracted by noises
and get up to check out what they
hear. Encourage those students to
wear noise-blocking headphones.
Use common language by using the
same statement each time the
student is wandering or is out of the
designated area in a calm, firm voice
(e.g., “You are out of the area.”).
Use nonverbal cues. If students are
wandering in the class, say their
names and then nonverbally cue
them (e.g., shake head “no,” point to

29 | P a g e
 the designated area, move hand
down as if to say “sit down.”).
Use positive reinforcement. Make
positive statements to students to
encourage and support them (e.g., “I
know you can stay in your seat.”,
“Let’s see if you can do as well as
you did yesterday.”). When students
are doing what is expected of them,
it is recommended the teacher use
tangible rewards (e.g., points,
privileges) or intangible
reinforcement (e.g., praise,
nonverbal positive responses). Use
positive “I statements,” such as “I
like it when you are seated.”, “I like
the way you stay in your area.”, or “I
can see you want to stay with the
group by the way you are walking
slowly with us.”
Remove audience. To decrease
attention from other learners to
negative behaviors (i.e., wandering,
being noncompliant), take the
remainder of the class outside of the
area.
Use role modeling and have learners
practice how to get positive attention
in the assigned area and reinforce
their efforts.
Encourage self-monitoring. Have
learner put a tally sheet on the desk
to track when they stay in the
designated area. Review these
sheets, and reward students
numerous times throughout the day
for staying in assigned areas.
Directly address tendency to run
away. If students do run away
unexpectedly (i.e., “bolt off”), put an
alarm on the classroom door, and
have a quick response system in
place for the student’s safety. Use
extra care with these students when
in open areas.
Interrupts others Raises hand to Post clear rules. Use five basic rules,
when they are talk such as (a) follow directions, (b)
talking “out of keep hands and feet to oneself, (c)
turn’ or ‘blurting use appropriate language, (d) raise
out answers” hand to talk, and (e) stay in
designated area. Discuss these
rules, and make sure all the
students understand what each rule

30 | P a g e
means, what will happen when the
rule is followed, and what will
happen when it is not followed.
Set clear expectations. Be specific in
classroom expectations (e.g., “Please
raise your hand.”, “You need to wait
until you are called on to talk.”). Be
clear about the consequences when
expectations are not met. Be
consistent in carrying out these
consequences.
Have learners put a tally sheet on
their desk to track each time they
talk out in class. Encourage them to
do this daily, and reward students
as the frequency diminishes.
Reinforce positive efforts.
Acknowledge students for doing
what is expected with a tangible
reward (e.g., points, privileges) or
intangible reinforcement (e.g.,
praise, nonverbal positive
responses, extra attention). Use
positive “I- statements” (e.g., “I like
the way you remembered to raise
your hand before talking.”, “I like
the way you let … finish what they
were saying.”, or “I am proud of you
for waiting to talk and raise your
hand.”).
Change seating arrangement. Put
the student’s desk in the area next
to the teaching area to facilitate
instant monitoring/positive
feedback. If necessary, change
groups to facilitate the “best” seating
arrangement for the student.
Ignore interruptions. Do not call on
learners who are speaking out;
however, do call on them as soon as
they raise their hand.
Use nonverbal cues. For example,
raise own hand (as a quiet reminder)
before responding; put hand to lips,
as in “Shh;” or give a “thumbs up”
when students remember to raise
their hand
Practice role modeling. Play games
that require participants to wait
their turn and raise their hand.

31 | P a g e
OTHER SUGGESTED STRATEGIES
Learners with Difficulty in Displaying Interpersonal Behavior
(EBD) has difficulty controlling their behavior which causes disruption of
classes. Learners with Difficulty in Displaying Interpersonal Behavior
commonly lack emotional balance which is needed in handling social
interactions.

1. Keep class rules simple and clear.

2. Reward positive behaviors
Verbal Non-Verbal Physical Pleasurable Material Tokens
Approval and Approval Contact Activities Object
Praise
Good job! Smiling Patting the Helping the Toys Stars
Magnificent! Nodding shoulder teacher Art Marks
Excellent! Clapping s Hearing a Materials on
Thanks so hands Shaking special Snacks
activity
much for Winking hands story Stickers
cards/
helping me Bring first in
sheets
You’re such a line
Smileys
hard worker
Wow you have
got a good
memory

3. Allow for mini-breaks

Learners with difficulty in displaying interpersonal behaviors
(EBD) lack emotional balance and maturity. Mini-breaks may help these
learners maintain their focus on lengthy tasks. Learners with difficulty

32 | P a g e
 in displaying interpersonal behaviors (EBD) should be given sufficient
time to finish their assigned tasks. They should also be allowed to
stretch, get out of their seats and move around a bit.
4. Fair treatment for all
Learners with difficulty in displaying interpersonal behaviors
(EBD) do not respond well to situations that appears unfair to them.
These situations may trigger negative emotions and acting-out behavior.
To ensure fair treatment among learners, teachers should not bend the
classroom rules and should always enforce expected consequences for
every learner.

5. Use motivational strategies

To avoid disruptive or off-task behaviors, motivate learners with
EBD. Incentives for achievements may be given. Acknowledge their hard
work and praise their efforts every time.

6. Behavior chart

Behavior chart may help teachers to monitor and correct negative

behavior. Teachers chart behaviors every day by listing down negative
behaviors that needs to be corrected. Negative behaviors may be
corrected through intervention such as storytelling and creative lesson
planning.

The following is an example of a behavior chart:

Name: Jose Dela Cruz

Grade: VI - Apitong

BEHAVIOR Monday Tuesday Wednesday Thursday Friday

Hitting III II I I I
Classmates
Talking Back IIII II I I I

Spitting on t II I 0 0 0
he floor

33 | P a g e
 Jose de la Cruz was observed to hit his classmate three times on
Monday. His teacher gave him rules to follow. The hitting decreased as
he was given rules to follow. The teacher also helped decrease the
behavior by reading stories on the ill-effects of bullying in order to help
the learner realize that hitting is wrong.

7. Providing Learning Contracts

Learning contract serves as an agreement between the teacher and

the learner in maintaining positive behavior. Implementing learning
contracts begins with the identification of the target behavior followed by
the formulation of contract. After the contract has been formulated,
both the learner and the teacher sign the contract. All learning contracts
must be posted in a place that can easily be seen by the learner. The
leaner is advised to read the contract regularly in order for him to
remember his promise.

8. Fostering an Environment of Respect and Acceptance

Learners who are misbehaving in class may come from families

that do not foster an environment of respect and acceptance. The teacher
should always model respect in class and should deal with the issues
presented.

SUGGESTED ACTIVITIES

a. Why am I an Angry bird?

Materials: white bond paper, crayons or marker, Behavior Checklist copy

for each learner

Procedures

1. Ask the student to talk about the things that made

his/her angry. Tick the observed manifestations.

34 | P a g e
 2. Let the learner draw a picture of his/her body on white
bond paper and color the parts of the body with red
where s/he feels angry at.

3. Let the learner list helpful ways on how s/he manage

anger.

Directions: Mark all behaviors that you usually do when you

get angry

 kick, push, hit

 slam doors
 yell / shout
 cry
 throw things
 run away
 curse
 hurt him/herself
 talkback
 threatened others
 Pretend that I’m not angry
 Use the silent treatment
 Call people names
 Tease or make fun of others
 Insult and make smart remarks

(Note: Modify instruction according to learners’ level.)

b. Treasure Box of Emoticons

Materials: Box, pictures of emoticons

Procedures

1. Let the learners sing a song.

35 | P a g e
2. Pass on the box with emoticon.
3. If the teacher says “stop”, the learner holding the
box will draw one emoticon from the box.
4. The learner shows the emoticon and the teacher
ask the following:
a. What are the things that make you happy?

36 | P a g e
 b. What are the things that make you sad?
c. What makes you angry?
5. Discuss the causes why people feel
happy/sad/angry etc.
6. Let the teacher discuss how to handle these
emotions.
c. Paint Relaxation Stone
Materials:
Stone
Watercolor / acryllic paint

Procedure:
1. Let the learner choose a stone.

2. Let the learner paint on the stone according to his/her

desired design.

d. “WORRY CAN”

Let the learners write on a piece of paper their worries in

life.

1. Discuss the worries with their peers.

37 | P a g e
 2. Place the paper inside the can.

This helps the learners express their worries instead of

keeping them bottled up inside.

Materials:
Can
Paper
Coloring Materials (crayon, color pencil, etc)
Writing Materials
Glue

Procedure:

1. Ask the learners to label the can titled “Scary Things”,

“Fears”, “Worries” or whatever seem appropriate for their
experience.

2. Ask the learners write down their worries on a sheet of

paper.

3. Let the learners put the sheet of paper inside can.

e. Calm Down Box

Everyone has so many ways to make him/her feel more at

ease. It is everyone’s duty to help learners with anxiety to
become aware of his/her own functioning including what
triggers him/her.

Materials:
Box
Stress balls
Play-dough
Bubbles
Calming music
Paper, pencil, crayons, markers
Book

Procedures:
1. Instruct the learners to go near the box.

2. Let the learners to get the object that can help them to calm
down and relax.

38 | P a g e
 3. Let the learners to share why did they choose that object.

f. Angry Paper Toss (Peterson, 2015)

Materials: white cartolina, markers, napkins or toilet

paper, tape, and a container of water

Procedures

1. Post the cartolina on the wall.

2. Let the learner list down situations or individuals
that make him/her angry at.
3. Dip the tissue paper in the water and throw it at
his drawing.
4. Then, ask him/her how it feels to toss the wet
paper at the drawings.
5. And talk about how it feels afterward.

g. The Feeling Game

Materials:
5 different colors of circles
Scissors

Pencil

Steps:

Let the learner do the following:

For every red circle, write one thing that makes you
happy.

For every yellow circle, write one thing that makes you
sad.
For every blue circle, write one thing that makes you
angry.

39 | P a g e
 For every green circle, write something that makes
excited.

For every orange circle, write something that makes you

afraid.

Note: If the learners are not capable of writing, let the

learners recite the things that makes them feel happy, sad,
angry, excited and afraid.

h. Box of Events

Materials:

Pictures of a child doing the following:

Vandalizing desk/wall
Hitting classmates
Getting things without permission
Listening to the teacher
Waiting for their turn
Helping the teacher cleaning the classroom
Boxes with happy face and sad face

Procedure:

1. Let the teacher show to the learners the different

pictures.
2. Let the learners place the pictures inside the box.
3. Let the learners say something about the picture they
have picked.
i. Games of Self-control

Traditional games like “Simon Says” and “Red Light,

Green Light” give learners practice in following directions
and regulating their own behavior.

Procedure:

40 | P a g e
 Simon Says

1. The teacher will give instruction such as:

Simon says:
- Nod your head;
- Clap your hands; and
- Jump.
Rules:

If the instruction given has SIMON SAYS, the

learners should do/act the instruction.

On the other hand if the instruction given doesn’t

have SIMON SAYS, the learners should not do/act the
given instruction.

The learner who does the instruction without

SIMON SAYS will be out of the game.

j. Story-based discussions about moods/emotions

When learners participate in group conversations

about emotion, they reflect on their own experiences, and
learn about individual differences.

Understanding helps kid develops his/her “mind-

reading” abilities.

Materials: book or any reading material

Procedure:

1. Let the learners listen to a story read by the teacher with

emotional content.
2. Have learners talk about it afterwards.
3. The teacher will ask the following:
- Who are the characters in the story?
- Why did the character in the story get angry?
- What are the things that make you angry?

41 | P a g e
 - What do you do to calm down/cool off?

k. Making Math Fun with Unifix Cubes

Directions:
See what flashcards mean with unifix cubes or legos!
1+2 means we stack 1 cube on top of 2 stacked cubes--now we
have
3 cubes stacked together! 1+2=3.
Lay out the flashcards and stack cubes beneath them to make
each
answer.
Use different colored cubes for each math problem.
For 1+2 we use 1 white cube and stack beneath it 2 blue cubes to
give us the 3 total cubes.

l. Cooling Cubes

Materials: Plastic ice cubes - I purchased a bag of 30

Directions:
Using a permanent marker write a safe "cool down" strategy on

42 | P a g e
 each ice cube.

For example: count to ten, walk away, talk to a friend, take three
deep breaths, etc.

Leave blank for few remaining cubes and let the learner come up
with his/her own strategies.
Note:
The original post suggested placing the ice cubes in the freezer for an
additional "cool" effect.

That's it! Easy right?

m. The Name Dropping Game
Materials:

1. Using Pictures or multi-media presentation of a person

who does not fit conventional rules in society like a
grandmother with lots of tattoo, or a tattoed individual
holding a child etc.
Paper (Manila paper/cartolina/coupon bond)
Writing tools (pencil, pentel pen)
Art tools (crayons, colored pencils/markers)

Procedures:
1. Divide the learners into groups. Consider groupings and
place learners with social and interpersonal disorders in
groups where they can feel comfortable with in sharing their
ideas.
2. Show pictures of persons who does fit conventional rules in
society.
3. Using the Venn Diagram, let the learners write their
thoughts or feelings regarding the pictures.

4. Process by identifying their biases towards each individual

in order for them to recognize and check their social biases
5. Lastly, ask them to write two to three things they can do to
reduce these biases.
6. As a closure, let the students complete the statement, “I
attempt to act in non-prejudiced ways toward people from
other social groups because………………………….

n. Playing advocate

43 | P a g e
 Materials

2-3 Pictures of different social situations that present

conflicts or issues

Procedures
1.Divide the class into two groups - the pros and the cons.
Each learner will present only questions as arguments and
counter-arguments.
For the teacher:
1. Be on alert.
2. Facilitate the activity with fairness.
3. Eliminate competition by refraining from giving points.
4. Process the activity by asking each learner to write or a
reflection on both sides.
5. Accommodate each learners’ responses and be able to
process wrong answers.

o. Charades

Materials

Paper and pencil

Cue card with words/pictures of different social situations
container
Procedures:
1. Integrate any social skills you want learners to develop.
2. Choose social situations and let the group guess.
3. Let the learners identify pictures showing appropriate
behavior.
4. Group learners according to the characteristic of learners
with social and interpersonal disorder.
5. Aside from guessing what actions are being done, ask
them to guess as well what emotions are being expressed
or what gestures convey such emotions being guessed for
processing.

44 | P a g e
II. DIFFICULTY IN BASIC LEARNING AND APPLYING
KNOWLEDGE

Introduction
Difficulty in basic learning and applying knowledge
represents a difficulty in one or more of the basic learning processes
involved in understanding or using language, both spoken and
written that may manifest itself in an imperfect ability to listen,
speak, read, think, write, spell, or do mathematical calculations
(Leong, 1999; Snowling, 2005). Specific terms for these difficulties
may include difficulty in reading, in writing, in counting and
calculating; and in spelling.

Description

Difficulty in basic learning and applying knowledge is a

processing problem that interferes with learning basic skills such
as reading, writing, acquiring skills and/or math. It can also delay
higher level thinking skills such as organization, time planning,
abstract reasoning, long and short term memory and attention. It
is important to realize that difficulty in basic learning and applying
knowledge can affect an individual’s life beyond academics and
can create an impact to the relationships with family, friends and
in the workplace.
Generally, people with difficulty in basic learning and
applying knowledge are of average or above average intelligence
which appears to be a gap between the individual’s potential and
actual achievements. This maybe the reason that these difficulties
are referred to as “hidden disabilities”. The person looks “normal”
and seems to be intelligent, yet may be unable to demonstrate the
skills expected from a person of similar age.
A difficulty in basic learning and applying knowledge is a
life-long challenge. However, with appropriate support and
intervention, people with these difficulties can achieve success in

45 | P a g e
school, at work, in relationships, and in the community.
(https://ldaamerica.org/types-of-learning-disabilities/
Retrieved: May 9, 2017)

46 | P a g e
 STRENGTHS OF PERSON WITH DIFFICULTY IN BASIC
LEARNING & APPLYING KNOWLEDGE

All persons with difficulty in basic learning and applying

knowledge have strengths, particularly relatively to their
weaknesses.

Heightens the ability to

Material or Spatial solve problems with
Reasoning navigation, or with the
visualization of faces,
scenes, and objects.

Interconnectedness
Verbal reasoning capacity
to connect seemingly
disconnected ideas

Narrative Reasoning

Possessing a great memory

for personal experiences

Dynamic Reasoning

Ability to reason in novel

situation

Capulong, Y.T., Inciong, T. G., & Quijano, Y.S. (2007). Introduction to General Education –
A Textbook for College Students: Quezon City: Rex Book Store Inc. First Edition.

47 | P a g e
 TYPES OF LEARNERS WITH DIFFICULTY IN BASIC LEARNING
AND APPLYING KNOWLEDGE

DIFFICULTY IN READING

A specific difficulty in basic learning and applying

knowledge that is characterized with precise and/or fluent word
recognition and by poor spelling and decoding abilities. (IDA
definition ASUG 2003) G. Reid – Lyon National Institute of Child
Health, NIH Sally Shaywitz, Bennet Shaywitz, Yale University School
of Medicine)

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN READING

 Difficulty learning connections between letters and
sounds
 Confusing small words, such as at and to
 Letters reversals, such as d for b
 Word reversals, such as tip for pit
 Frequently adds and/or forgets letters in a word
 Remembering simple sequences, for example: names
of people, telephone numbers
 Difficulty understanding rhyming words
 Recognize words that begin with the same sound
 Sit still for a reasonable period of time
 Difficulty keeping place when reading
 Poor sequencing of numbers like (14 for 41)
 Poor spelling
 Avoids reading aloud
 Difficulty organizing ideas to speak or write
 Avoids writing tasks
 Left and right confusion
 Slow to memorize alphabets and math facts
 Trouble following oral instruction
 Appearing restless or easily distracted.

Dyslexia Signs and Characteristics. http://nspt4kids.com/parenting/dyslexia-signs-and-

characteristics/ (Retrieved: June 20, 2017)

48 | P a g e
ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
READING

Teaching learners with difficulty in reading across settings is

challenging. Both general education and special education
teachers seek accommodations/strategies that foster the learning
and management of a class of heterogeneous learners. It is
important to identify accommodations that are reasonable to ask
of teachers in all classroom settings. The following
accommodations appear reasonable and provide a framework for
helping learners with learning problems achieve in general
education and special education classrooms. They are organized
according to accommodations involving materials, interactive
instruction, and leaner’s performance.

International Dyslexia Association.

http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-
settings Retrieved: May 10, 2017

TYPES OF ACCOMMODATION

Setting Presentation
Study carrel Repeat directions
Small group Large print editions
Individualized Braille edition
Timing Response
Extended time Mark test booklet
Frequent breaks Word processor
Unlimited time Use references
Scheduling Other
Specific time of day Test preparation
Subtest in different order Out-of-level
Across multiple days Motivational cues

For Instructional Materials

DESCRIPTION/SUGGESTED
STRATEGIES
ACTIVITIES
Use of tape recorder or audio  The tape recorder is a useful aid.
books Directions, stories, and specific
lessons can be recorded.
 The learner can replay the tape to
clarify understanding of directions
or concepts.
 To improve reading skills, the
learner can read printed words
silently while listening from the
audio tape.
 Learners can also access other

49 | P a g e
 services like Book share, a free
online library for students with
disabilities
Simplification of written  The teacher can help by
directions for key words and underlining or highlighting the
ideas significant parts of the directions
in paragraph.
 Rewriting directions is also
helpful.
Presentation of a small  The teacher may prepare
amount of work worksheets for learners with few
assignments/activities to be done.
 It prevents learners from
examining an entire workbook,
text, or material and becoming
discouraged by the amount of
work.
 The teacher can reduce the
amount of work when it appears
redundant. For example, the
teacher can request the learner to
complete only odd-numbered
problems or items with stars by
them, or can provide responses to
several items and ask the learner
to complete the rest. Finally, the
teacher can divide a worksheet
into sections and instruct the
learner to do a specific section. A
worksheet is divided easily by
drawing lines across it and writing
go and stop within each section.
Blocking out of extraneous  If a learner is easily distracted by
stimuli or providing colored visual stimuli on certain activity, a
strips or bookmarks to follow blank sheet of paper can be used
along while reading. to cover sections of the page not
being worked on at the time.
 Line markers can be used to aid
reading, and windows can be used
to display individual math
problems.

Highlighting essential  The teacher can highlight

information information if an adolescent can
read a textbook but has difficulty
finding the essential information.

50 | P a g e
Locating place in consumable  In consumable materials in which
material learners progress sequentially
(such as workbooks), the learner
can make a diagonal cut across
the lower right-hand corner of the
pages as they are completed.
 With all the completed pages cut,
the learner and teacher can readily
locate the next page that needs to
be corrected or completed.

Providing additional practice  Teachers must supplement the

activities material with practice activities
since some materials do not
provide enough practice activities
for learners with learning problems
to acquire mastery on selected
skills
 Recommended practice exercises
include instructional games, peer
teaching activities, self-correcting
materials, computer software
programs, and additional
worksheets.
Providing a glossary in content  At the secondary level, the specific
areas language of the content areas
requires careful reading. Learners
often benefit from a glossary of
content-related terms.
Developing reading guides  A reading guide provides the
Learner with a road map of what is
written and features periodic
questions to help him or her focus
on relevant content.
 It helps the reader understand the
main ideas and sort out the
numerous details related to the
main ideas.
 A reading guide can be developed
paragraph-by-paragraph, page-by-
page, or section-by-section.

51 | P a g e
 For Performance

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES

Changing response mode For learners who have difficulty with fine
motor responses (such as handwriting),
the response mode can be changed to:
 underlining
 selecting from multiple choices
 sorting
 marking
Learners with fine motor problems can
be:
 given extra space for writing
answers on worksheets
 allowed to respond on individual
chalkboards
Providing an outline of the  An outline enables some learner
lecture to follow the lesson successfully
and make appropriate notes.
 It helps learners to see the
organization of the material and
ask timely questions.
Using graphic organizers  A graphic organizer involves
organizing material into a visual
format.
 To develop a graphic organizer,
the learner can use the following
steps:
(a) list the topic on the first line,
(b) collect and divide information
into major headings,
(c) list all information relating to
major headings on index cards,
(d) organize information into
major areas,
(e) place information under
appropriate subheadings, and
(f) place information into the
organizer format
Using assignment books or  Learners can use calendars to
calendars record assignment due dates, list
school related activities, record
test dates, and schedule timelines
for schoolwork.
 Learners should set aside a
special section in an assignment
book or calendar for recording

52 | P a g e
 homework assignments.

Providing readily-available  Teachers can provide readily-

handouts available handouts or worksheets
for the learners’ consumption.

Turning lined paper vertically  Lined paper can be turned

for math vertically to help students keep
Numbers in appropriate columns
while computing math problems.
Using cues to denote important  Asterisks or bullets can denote
items questions or activities that count
heavily in evaluation.
 This helps learners spend time
appropriately during tests or
assignments.
Designing hierarchical  The teacher can design
worksheets worksheets with problems
arranged from easiest to hardest.
 Early success helps learners begin
to work.

Using/manipulating varied  Learners can be provided with

instructional aids letter and number strips to help
them write correctly.
 Number lines, counters, and
calculators help learners compute
once they understand the
mathematical operations.
Displaying work samples  Samples of completed
assignments can be displayed to
help learners realize expectations
and plan accordingly.
Using peer-mediated learning  The teacher can pair peers of
different ability levels to review
their notes, study for a test, read
aloud to each other, write stories,
or conduct laboratory
experiments.
 A partner can read math problems
for learners with reading problems
to solve.
Encouraging note sharing  A learner can use carbon paper or
a notebook computer to take
notes and then share them with
absentees and learner with
learning problems.
 This helps learner who have
difficulty taking notes to
concentrate on the presentation.

Using flexible work times  Learners who work slowly can be

53 | P a g e
 given additional time to complete
written assignments.

Providing additional practice  Learners require different

amounts of practice to master
skills or content.
 Many learners with learning
problems need additional practice
to learn at a fluency level.

Using assignment  Learners can be allowed to

substitutions or adjustments complete projects instead of oral
reports or vice versa.
 Tests can be given in oral or
written format.
 If a learner has a writing problem,
the teacher can allow her or him
to outline information and give an
oral presentation instead of
writing a paper.

For Interactive Instruction

STRATEGIES DESCRIPTION/SUGGESTED
ACTIVITIES
Using explicit teaching Teachers can include explicit teaching
procedures steps within their lessons:
 present an advanced organizer
 demonstrate the skill
 provide guided practice
 offer corrective feedback
 set up independent practice
 monitor practice
 review
Stick to consistent daily  Many learners with learning
routines problems need the structure of daily
routines to know and do what is
expected.

Repeating directions, then  Learners who have difficulty

check to see if learners following directions are often helped
understand by asking them to repeat the
directions in their own words. The
learner can repeat the directions to
a peer when the teacher is
unavailable.
 The following suggestions can help
learners understand directions:
(a) if directions contain several

54 | P a g e
 steps, break down the directions
into subsets;
(b) simplify directions by presenting
only one portion at a time and by
writing each portion on the
chalkboard as well as stating it
orally; and
(c) when using written directions, be
sure that learners are able to read
and understand the words as well
as comprehend the meaning of
sentences.

Providing copy of lecture  The teacher can give a copy of

notes lecture notes to learners who have
difficulty taking notes during
presentations.

Providing learners with a  An outline, chart, or blank web can

graphic organizer be given to learners to fill in during
presentations.
 This helps learners listen for key
information and see the
relationships among concepts and
related information.

Using step-by-step instruction  New or difficult information can be

(oral and written) presented in small sequential steps.
 This helps learners with limited
prior knowledge who need explicit or
part-to-whole instruction.

Combining verbal and visual Verbal information can be provided with

information visual displays:
 on an overhead
 using handout
Writing key points or words  Prior to a presentation, the teacher
on the chalkboard can write new vocabulary words and
key points on the chalkboard or
overhead.

Using balanced presentations  An effort should be made to balance

and activities oral presentations with visual
information and participatory
activities.
 There should be a balance between
large group, small group, and
individual activities.

Using mnemonic instruction  Mnemonic devices can be used to

help learners remember key

55 | P a g e
 information or steps in a learning
strategy.
 An example of mnemonic
instruction.
The lines on the staff: Every Good
Boy Deserves Fudge (E, G, B, D, F)
The spaces on the staff: Furry
Animals Cook Excellently (F, A,C, E)
Emphasizing daily review  Daily review of previous learning or
lessons can help learners connect
new information with prior
knowledge.

Morin, Amanda. (2017) https://www.understood.org/en/school-learning/partnering-

with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-
dyslexia (Retrieved May 9, 2017)

56 | P a g e
 EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE
LESSONS FOR LEARNERS WITH DIFFICULTY IN READING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT
Improve Phonological  Direct teaching of same and
decoding skills awareness different sounds
 Producing the sounds of /s/ and
/z/ and /b/,/p/, and /v/ properly
 Play with blending wheel
Sound-symbol  Viewing short videos showing letters
correspondence and their sounds
 Use of clay, sand, or pebbles to
create letters which match the
sounds given by the teacher
 Use of body movements to present
the letters and their sounds.
 Reading the set of 10 words (with C-
Fluency V-C pattern) correctly.
 Reading a simple 5-sentence story.

Vocabulary  Unlocking of difficult words which

development are found in the story the class
supposed to read.

Comprehension  Reading a shorter part of a longer

story (which will gradually be read
by the student wholly) and
describing what happened in that
part of the story.

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of

Children with Special Needs: Quezon City: DSWD-UP SPED

57 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN READING

Reading Web Sites for Kids

Starfall  A free public service to teach learners to read with phonics.
Starfall combines phonemic awareness practice with a systematic
phonics instruction and highly engaging visuals.
(http://www.starfall.com/)
Reading Eggs  For learners from 4-7 who are learning to read.  Focuses
on a core reading curriculum of phonics and sight words using skills and
strategies essential for sustained reading success.
(http://readingeggs.com/ )
Nessy Reading  An online reading program that makes learning to read
fun and engaging.   (http://www.nessy.com/us/ )
 Get Ready to Read  A site designed to support educators, parents, and
young learners in the development of early literacy skills in the years
before kindergarten. (http://www.getreadytoread.org/ )

PRIMARY LEVEL

Finish the alphabet

a e
f
f j
l
k o r
p t
A x
u y
x
z
58 | P a g e
 Word Picture Match
Draw a line from each picture to match the word.

fish

carrot

ball

tamarind

leaf

59 | P a g e
 INTERMEDIATE
LEVEL
Rewrite each sentence correctly.

1. play made of balls Boys shells coconut with

2. ordinary toys materials have fun her creating Mary creating own
from have

3. family for his decided chicken a soup Anton to cook

4. favorite Filipinos Politics are the pastime of

5. in ocean divers enjoyed at the looking fishes the different the

DIFFICULTY IN WRITING

It is a difficulty in automatically remembering and mastering

the order of muscle motor movements needed in writing letters
and numbers. (An Introduction to Special Education, 5th Edition
2005). Very poor or often unreadable writing or writing that takes
an unusually long time and great effort to complete a note. People
with difficulty in writing may have illegible writing with
inconsistent spacing and capitalization, despite giving appropriate
time and attention to the task. They may have difficulty in
thinking and writing at the same time. (Dysgraphia)

https://ldaamerica.org/types-of-learning-disabilities/dysgraphia/
Retrieved: June 20, 2017)

60 | P a g e
CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN WRITING:

 Cramped fingers or unusual grip on writing tool

 Odd wrist, body and paper position
 Excessive erasures
 Inconsistencies: mixing print/cursive and upper/lower
case letters, irregular shapes, sizes or slant of letters
 Unfinished words or letters
 Inconsistent position on page
 Inconsistent spacing between letters an words
 Slow or labored copying or writing
 Misuse of line and margin
 General illegibility – despite training
 Inattentiveness about details when writing
 Frequent need for verbal cues and use of sub-vocalizing
 Heavy reliance on vision to monitor what hand is doing
during writing
 Slow implementation of verbal directions that involve
sequencing and planning

What is Dysgraphia? https://dsf.net.au/what-is-dysgraphia/ Retrieved: June

20, 2017 and
(http://www.interdys.org/ewebeditpro5/upload/understanding_dysgraphia_Fa
ct_Sheet_12-01-08.pdf)

ACCOMMODATIONS TO SUPPORT LEARNERS

WITH DIFFICULTY IN WRITING

For Speed Writing

Give the learner extra time to take notes, copy

material and take tests

Provide typed copies of classroom notes

Allow the learner to record certain class sessions

or use a laptop for writing

Allow the learner to start writing projects and

assignments early

Provide paper with name, date, title, etc., already

filled in

61 | P a g e
For Amount of Writing

Provide a lesson outline for taking

notes

Request a scribe so the learner can

dictate on tests and writing
assignments

Grade based on what the learner

knows, not on handwriting or
spelling

Hand out worksheets so there’s less

to copy from the board

For Writing Difficulty

Give examples of finished

assignments

Help the learner break writing

assignments into steps

Let the learner have a

“proofreader” to look for errors

Help the learner learn to use a

rubric, and explain how each
step is graded

62 | P a g e
 For Mechanics of Writing

Let the learner choose to either print or use

cursive

Have the learner try different types of pens

or pencils to see what works best

Provide paper with raised or different-colored

lines to help with forming letters in the right
space

Have the learner use graph paper or lined

paper sideways to line up math problems

Morin, Amanda (2017) Classroom Accommodations to Help Students with

Dysgraphia
https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
(Retrieved: May 10, 2017)

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN WRITING

Here are some teaching strategies that teachers can use for
learners with difficulty in writing.

1. By making accommodations for the learner

 Using word processor instead of writing with a pen
 Giving the learner a large pencil-holder or grip
 Allowing more time to complete assignments
 Allowing manuscript print instead of cursive handwriting
 Encouraging the learner to dictate to a scribe

63 | P a g e
2. By modifying the task demands
 Minimizing the writing task
 Changing the nature of task (giving a cloze passage or
multiple-choice exercise instead of an essay)
 Giving the learner assistance and guidance during the
lesson

3. Through remediation of the writing difficulties

 Using precision teaching, explicit instruction, modelling,
imitation, and guided practice
 Teaching the use of effective writing strategies
 Providing corrective feedback
 Daily counting and charting can act as incentive for
increased output, accuracy and legibility
 Using curriculum-based measurement to increase the
amount of written work the learner produces each day

4. Teaching Handwriting

 Board Activities

 Other Materials for Writing Movement Practice – Finger painting or

writing in clay pan or sand tray.

 Position
 child sits in a comfortable chair
 table is of proper height
 feet flat on the floor
 both forearms on the writing surface
 non-writing hand should hold the paper at the top

 Paper
 for manuscript writing –parallel with the lower edge of the
desk.
 for cursive writing, paper is tilted at an angle approximately
60 degrees from vertical to the left for right handed and to
the right for left-handed children.

5. Holding the pencil. Pencil held between the thumb and the middle
finger with the index finger riding the pencil; grasped above the
sharpened point.

6. Stencils and Templates. For geometric forms, letters and numbers.

Clip the stencil or cut out to the paper to prevent it from moving.

64 | P a g e
 7. Tracing – Use heavy black figures on white paper

8. Drawing between the lines

9. Dot-to-dot

10. Tracing with reduced cues

STRATEGY INSTRUCTION

 Simple task-approach strategy using the mnemonic LESSER to

help learners remember the steps (Westwood,2003)

 L = List your ideas

 E = Examine your list
 S = Select your starting point
 S = Sentence one tells us about this first idea
 E = Expand on this first idea with another sentence
 R = Read what you have written. Revise if necessary. Repeat
for the next paragraph

 Hallahan and Kauffman (2003) describe several composition

strategies, including the following adapted from Englert, Raphael,
Anderson, Anthony and Stevens (1991):
 P = Plan
 O = Organize
 W = Write
 E = Edit
 R = Revise

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp.
96-98, 110-115, 129-131). British Columbia

EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE

LESSONS
FOR LEARNERS WITH DIFFICULTY IN WRITING

SAMPLE
GOALS PRIORITIES
LESSONS/ACTIVITIES/CONTENT

Improve Spelling  Writing the correct spelling of the

encoding skills commonly misspelled words said by
the teacher using different colors
and textures

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  Writing C-V-C words via dictation
on sandboxes, magic slates, or with
magic pens
 Photocopy books and highlighting
information

Writing process  Understanding and explaining

through his/her own words
 Using his/her own writing strategy
to compose and essay about
his/her summer vacation
 Proofreading his/her own
composition for minor or major
mistakes in grammar, spellings, or
word choice.
 Using multi-sensory handwriting
program

Dizon, Edilberto I. (2013). A Special Education Guidebook for Service-Providers of

Children with Special Needs: Quezon City: DSWD-UP SPED

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 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN WRITING

PRIMARY LEVEL

Maria Katarina C. Bernardo

KATINIG
Bb
/bi/

bote baso
Dd
/di/

damo dahon
INTERMEDIATE LEVEL

Direction: Copy the following words.

bike bike bike bike

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ball ball ball ball

kite kite kite kite

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 Direction: Copy the following sentences.

Come home early.

Be on time today.

Let’s fly kites.

Did you see Mike?

Give me your pen.

DIFFICULTY IN COUNTING AND CALCULATING

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 It is a specific difficulty in basic learning and applying knowledge
which refers to learners having troubles in understanding number
related concepts, or using symbols or functions needed to success in
mathematics. Difficulty with calculations, comprehending and using
mathematics and find it extremely difficult to acquire arithmetical skills.

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN COUNTING

AND CALCULATING
 Has trouble learning to count and skips over numbers long
after kids the same age can remember numbers in right order
 Struggles to recognize patterns, such as smallest to largest or
tallest to shortest
 Has trouble recognizing number symbols
 Doesn’t seem to understand the meaning of counting (when
asked for five blocks, she just hands you an armful, rather
than counting them out)
 Has difficulty learning and recalling basic math facts,
such as 2 + 4 = 6
 Struggles to identify +, - and to use them correctly
 May still use fingers to count instead of using more advanced
strategies, like mental math
 Struggles to understand words related to math, such as
greater than and less than
 Has trouble with visual-spatial representations of numbers,
such as number lines
 Has difficulty understanding place value
 Has trouble writing numerals clearly or putting them in the
correct column
 Has trouble with fractions and with measuring things, like
ingredients in a simple recipe
 Struggles to keep score in sports games
 Struggles to apply math concepts to money including
estimating the total cost, making exact change and figuring out
a tip
 Has a hard time grasping information shown on graphs or
charts
 Has difficulty measuring things like ingredients in a simple
recipe or liquids in a bottle
 Has trouble finding different approaches to the same math
problem

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ACCOMMODATIONS TO SUPPORT LEARNERS WITH DIFFICULTY IN
COUNTING AND CALCULATING

For In-Class Learning

learned before teaching new skills

Review what the learner already

Let the learner talk about how to

solve problems

Use graph paper to help line up

numbers and problems

Let the learner write our charts or

draw sketches to solve problems

Give the learner a list of the math

formulas taught in the class

Use manipulatives such as coins,

blocks and puzzles

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 Classwork and Taking Tests

Allow extra time on tests

Use a chart of math facts or

multiplication tables

Let the learner use a calculator when

he’s not being tested on computation

Give more space to write problems and

solutions

Break down worksheets into sections

Use objects such as blocks or base ten

sticks to teach math ideas

Check often to see if the learner

understands the work

For Homework

TEACHING STRATEGIES FOR LEARNERS

WITH DIFFICULTY IN COUNTING AND
CALCULATING

Below are some teaching ways that can make learning easier
for learner with difficulty in counting and calculating.

 Teach in progressive steps to limit the memory demand at

one time.

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Create separate worksheets for word

problems and number problems
 Highlight or circle key words and
numbers on word problems

 Provide an intensive, cyclical teaching program - be prepared to

repeat and over learn topics many times.
 Use different materials wherever possible to stimulate interest.
 Try several methods until one works.
 If possible, apply the math concept to an area of interest for the
student to provide motivation to participate.
 Ask the learner on a 1-1 basis to explain the process to prove they
have internalized and not just repeating it.
 If a learner doesn’t understand, take the pressure out from them
by saying – ‘I didn’t explain that well, let me try again’.
 Wherever possible use real or ‘concrete’ materials as learners with
difficulty in counting and calculating has poor visual imagery.
 Encourage the active participation of the learners.
 Many learners will struggle with the language of Mathematics eg,
add – plus – sum of.
 When covering the automatic recall of number bonds, time tables –
make the activity into a friendly competition
 Many programs recommend the multi-sensory approach of ‘Doing
the task, Talk about it, Write it, Apply it’
 Once a learner is confident in a task using concrete apparatus –
gradually detach them on to visualising the image
 Allow the learner to have a ‘jotting area’ in their workbooks which
won’t get marked or commented on.
 Analyze exactly what the learner finds difficult and provide
intervention directly in areas of difficulties.
 Teach learners according to their level of ability and
understanding.
 Monitor activities to ensure learners are engaged in a friendly
environment.
 Set up open ended problem solving activities. Encourage
discussion.
 Use scaffolding approaches such as allowing learners to ‘phone a
friend’ or ‘go 50/50’.
 Give a worked sample to show how a problem might be solved.
 Allow learners to have extra time – even when given work at their
level, and assessments. Learners with difficulty in counting and
calculating often work slowly.
 Teach test taking skills, give practice tests and provide study
guides.
 Have pupils do projects, organize portfolios of work, make oral
presentations, or create a finished product, rather than take a test.

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  Encourage an appropriate classroom ethos where learners are not
allowed to make statements such as ‘this is easy’.
 Use written rather than verbal instructions and questions to
reduce memory overload.
 Focus on understanding rather than rote memory. Try to use fun
methods for retention of number facts such as computer or card
games.
 Provide aids such as calculators or number fact grids.

Here are the list of teaching strategies for learner with difficulty in
counting and calculating in higher level.

 Use task-analytic approach in teaching with all new

areas
 Simplify and restate instructions
 Check for understanding at every step in the lesson
 Provide frequent reviews and revisions of work
 Set learners more “practice” type assignments for homework
 Encourage learners to help one another.
 Peer assistance is a readily available and powerful resource
 Make use of concrete materials and visual representation (objects,
pictures, sketches, diagrams) to support verbal explanations.
 Select or make alternative curriculum resource materials,
including the use of different textbooks.
 Utilize appropriate computer program drill and practice, and for
problem solving.
 Encourage learners to work on the blackboard or to create new
problems for the class to attempt.
 Encourage the use of a calculator if a learner’s problem is mainly
lack of speed and automaticity in calculations
 Ensure that the vocabulary associated with each new topic and
within particular word problems is thoroughly taught and
understood.
 Monitor the work being done by each learner during the lesson.
 Provide direct assistance to individual learners.
 Be observant for learners who are working too slowly. For in-class
support, regular and appropriate use of group work is encouraged,
enabling learners’ different abilities and aptitudes, to collaborate
and discuss the lesson easily. Whenever possible, the adaptations
made in the teaching of mathematics should aim to help the
student understand and succeed with the regular program, rather
than replace it with a different program.

 Use of the RAVE CCC represents one of many problem-solving

strategies that could be used in Mathematics (Westwood, 2003)

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 o R = Read the word problem carefully
o A = Attend to any words that may indicate the process
required
o V = Visualize what the problem would look like
o E = Estimate the possible answer
o C = Choose the appropriate numbers and processes
o C = Calculate carefully
o C = Check the result against your estimate

EDUCATIONAL GOALS, CURRICULAR PRIORITIES AND SAMPLE

LESSONS FOR LEARNERS WITH DIFFICULTY IN COUNTING AND
CALCULATING

SAMPLE
GOALS PRIORITIES LESSONS/ACTIVITIES/CONTENT

Improve Improving  Matching numbers with

Mathematical number sense equivalent words and quantity by
Skills using objects (number 3-“three”-
3 blocks of wood)
 Comparing numbers from 1-10
using objects (9 bags are greater
than 5 bags)
 Counting popsicles
sticks/counting numbers
backwards
 Arranging numbers in ascending
and descending order using
crayons (5 crayons come first
before 6 crayons)
 Expressing numbers in expanded
form by putting the appropriate
number of zeroes beside the
number (eg.469-the student
must put 2 zeroes after the
number 4, 1 zero after the
number 6, and no zero after the
number 9 to form the expanded
form of 400+60+9)
Performing  Recognizing different operational
basic symbols
mathematical  Matching mathematical symbols
operations ( +,-,x,/) with their corresponding
operation based on the answer
provided (e.g. In order to get 9,
“+” must be used for 4 to
combine 5)
 Recognizing and understanding

75 | P a g e
 words such as “add”, “minus”,
etc. through the use of visual
representations (e.g. for “add”, a
picture of 2 breads combined
together)
 Translating word problems to
mathematical equations through
the help of situational plays

Telling time  Recognizing and identifying the

different parts of the clock
 Recognizing the concepts of hour,
minutes, and seconds by turning
the hands of the clock
 Identifying the time depicted in
the clock
 Understanding the words “5
minutes to 1pm”, half past two”,
etc. with the use of visual
representation
Learning about  Recognizing the different values
money and denominations of money
 Counting coins and money bills
 Matching money with their
equivalent numerical and word
forms

SAMPLE ACTIVITIES FOR LEARNERS WITH

DIFFICULTY IN COUNTING AND CALCULATING

Name: ______________________________________________________
Write the number that comes after.

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Name: _______________________________________________________
Count and write the numbers from 1 – 10 on the flowers below.

www.k5learning.com

77 | P a g e
 DIFFICULTY IN SPELLING

It is a learning difficulty which refers to learners having troubles in

writing, grammar and spelling. Slow speed in written words, reversal of
letters, syllables or omissions and additions.

CHARACTERISTICS OF LEARNERS WITH DIFFICULTY IN SPELLING:

 Bizarre spelling and a disconnect between the letters and
the words they make., reversal of letter, syllables or
omission and additions
 Grammatical and spelling interruptions are severe.
 Timing issues. Slow in speed (e.i. most learners can spell
it in seconds, but for learners with might take it for five to
ten minutes.

www.kidzone.com

ACCOMMODATIONS
HIGHER LEVEL TO SUPPORT LEARNERS WITH
DIFFICULTY IN SPELLING

For Developing Phonemic Awareness

Involve learners in lots of shared

reading of poems, chants, songs,
and big books with repetitive
refrains and rhymes

Select words learners know  —  from

books, rhymes, songs, and so on  — 
and discover together how knowing
one word can help with the recognition
or writing of others, just by changing
the beginning letter(s)

www.funmaths.com

78 | P a g e
For Developing Phonemic Awareness

Tell the learners that thinking about what a

word looks like is a useful spelling strategy,
so you are going to explore some common
spelling patterns together. Reread a familiar
big book, poem, or so on, selecting a
particular spelling pattern to look for. For
example, look for and list words with ea,
such as: bead, bread, dead, instead, great,
read, treat, break.

Ask learners to identify and underline

the ea spelling pattern in each word, say
the words, and group them according to
their pronunciation, such as:
bead, read, treat
bread, dead, instead, read
great, break

Select one of the words and show how

knowing it can help with the spelling of other
words in that word family. For example,
great: greater, greatest, greatly, or break:
breaking, breaks. Ask learners to try this
with the other words you've found. Talk
about how thinking about spelling patterns
and building on word families can help with
reading and writing.

79 | P a g e
 For Exploring Sounds

Reread familiar books, rhymes, chants, and

songs, asking learners to listen for words
with a particular sound. List these on a
chart; for example, words with a /k/ sound:
kite, cat, school, bike, Christine, truck, cake,
back.

Help learners to identify the letter(s) that

represent this sound. Underline these and
ask learners to group the words according
to the different ways the sound is
represented. For example:
kite, bike, cake
cat, cake
school, Christine
truck, back

TEACHING STRATEGIES FOR

LEARNERS
WITH DIFFICULTY IN SPELLING

Strategies to improve learners’ spelling have been reviewed by Gordon,

Vaughn and Schumm (1993). Some of the main findings indicated that
teachers should:

 Create opportunities for learners to engage in frequent writing

 Instruct learners in word analysis strategies
 Target no more than three words per lesson for learners with
learning difficulties
 Aim to develop learners’ self-monitoring and self-correction
strategies
 Give clear and efficient feedback on errors
 Use multisensory methods (saying, hearing, seeing, tracing,
writing, and checking) to improve retention of difficult words

80 | P a g e
 Learners with spelling difficulties benefit from being taught how to
study and check words (Lam, 2003).

In particular, learners must be taught the following strategies:

 Look-say-cover-right-check
o This self-help strategy makes use of visual imagery to
establish correct spelling patterns in long-term memory. The
strategy is particularly valuable for the learning of irregular
words, and for helping learners progress beyond the
phonetic stage of spelling.

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

 Spelling by analogy
o Some learners will need direct teaching and much practice
to realise that knowing the spelling of one word can give
clues to the probable spelling of another word that sounds a
little like it.

 Repeated writing
o If a learner really wishes to remember a word, writing the
word several times is an obvious method of helping with
this. The approach brings together motor memory and visual
imagery. However, the strategy is unlikely to be of benefit if
the learner is not motivated to learn the word, of if the
exercise is given as punishment.

 Use of computers and spellcheckers

o The use of any form of technology that will help overcome (or
bypass) a learner’s difficulties in getting ideas on to paper.
Using a word-processor may be one way of restoring a
learner’s interest and confidence in composing.

Westwood, P. (2011). Learning and Learning Difficulties: A handbook for teachers (pp.
96-98, 110-115, 129-131). British Columbia

81 | P a g e
 SAMPLE ACTIVITIES FOR LEARNERS WITH
DIFFICULTY IN SPELLING

PRIMARY LEVEL

NAME:____________________________________________________
Directions: Let’s talk about summer. All of the words are associated with
summer. Circle the words that are spelled correctly.
1. sonny sunny sannie

2. flower plower flawer

3. raynebow rainboe rainbow

4. umbrella ambrella umbrella

5. vacasion vacation vacaetion

INTERMEDIATE LEVEL

NAME:____________________________________________________

Directions: Homophones are words that sound the same but have
different in spelling and meanings.
Choose the correct spelled word to complete the sentence.

heard Cows travel together in a _________________________.

herd I_______________my neighbor’s loud voice.

steak I ate a large_________________for dinner.

stake Farmer put a _______________ in the ground.

creek We went for a swim in the ______________________.

creak The stairs starting to _______________.

lesson My mom put ice on my knees to _________________.

lessen I paid very close attention to the Math________________.

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 HIGHER LEVEL

NAME:____________________________________________________

Directions: Edit the news story below. Cross out misspelled words
and write the corrected words about the mistakes.

Zombies Pratest in Trayn Closures

A small grup of zombies marched down the rails in

Tutuban Senter on Fieday to protest the closure of

Train. Knowingly the zombys turned out too be a

group of passengers from the puverty line of comutars.

They were in costumed as zombies to have fun whyle

doing public awrenesh. People claped and show suport

83 | P a g e
III. DIFFICULTY IN COMMUNICATION
(Communication Disorder)

Introduction

Communication disorder is impairment in the ability to receive,

send, process, and comprehend concepts or verbal, nonverbal and
graphic symbol systems. A communication disorder may be evident in
the processes of hearing, language, and/or speech. A communication
disorder may range in severity from mild to profound. It may be
developmental or acquired. Individuals may demonstrate one or any
combination of communication disorders. A communication disorder
may result in a primary disability or it may be secondary to other
disabilities.

A. Speech Disorder is an impairment of the articulation of speech

sounds, fluency and/or voice.
1. An articulation disorder is the atypical production of
speech sounds characterized by substitutions, omissions,
additions or distortions that may interfere with intelligibility.
2. A fluency disorder is an interruption in the flow of speaking
characterized by atypical rate, rhythm, and repetitions in
sounds, syllables, words, and phrases. This may be
accompanied by excessive tension, struggle behavior, and
secondary mannerisms.
3. A voice disorder is characterized by the abnormal
production and/or absences of vocal quality, pitch,
loudness, resonance, and/or duration, which is
inappropriate for an individual's age and/or sex.
B.  Language Disorder is impaired comprehension and/or use of
spoken, written and/or other symbol systems. The disorder may
involve (1) the form of language (phonology, morphology, syntax),
(2) the content of language (semantics), and/or (3) the function of
language in communication (pragmatics) in any combination.

1. Form of Language
a. Phonology is the sound system of a language and the
rules that govern the sound combinations.
b. Morphology is the system that governs the structure
of words and the construction of word forms.
c. Syntax is the system governing the order and
combination of words to form sentences, and the
relationships among the elements within a sentence.
2. Content of Language

84 | P a g e
 a. Semantics is the system that governs the meanings of
words and sentences.
3. Function of Language
a. Pragmatics is the system that combines the above
language components in functional and socially
appropriate communication.

The 1992 guidelines (revised) of “Communication Disorders and Variations,” Asha,

November 1982, pages 949–95O. http://www.asha.org/policy/RP1993-00208.htm

Characteristics of Learners with Difficulty in Communication

The characteristics of learners with difficulty in communication

will vary depending upon the type of impairment involved. There may
also be a combination of several problems.

When a child has an articulation disorder, he or she has difficulty

making certain sounds. These sounds may be left off, added, changed, or
distorted, which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young

children are learning to talk, of course. A good example of this is saying
“wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause
for concern unless it continues past the age where children are expected
to produce such sounds correctly.

Fluency refers to the flow of speech. A fluency disorder means

that something is disrupting the rhythmic and forward flow of speech—
usually, a stutter. As a result, the child’s speech contains an “abnormal
number of repetitions, hesitations, prolongations, or disturbances.
Tension may also be seen in the face, neck, shoulders, or fists.”

Voice is the sound that’s produced when air from the lungs
pushes through the voice box in the throat (also called the larynx),
making the vocal folds within vibrate. From there, the sound generated
travels up through the spaces of the throat, nose, and mouth, and
emerges as our “voice.”

Identifying Characteristics

85 | P a g e
Speech Sound Errors

A. Speech Sound Errors

1. Distortions
2. Substitutions
3. Omissions
4. Additions

B. Articulation Disorders

- Child cannot produce a given sound physically

- Sound is not in his/her repertoire of sounds
- Example Yeh me yuh a da wido (Let me look out the
window)
- De toop is dood (The soup is good)

C. Phonological Disorder

- Make multiple sound errors

- Make errors consistent with a phonological process
(e.g. that sound deletion)

Fluency Disorder

A. Stuttering
B. Cluttering

Note: If characteristics mentioned are observed having intense rate and duration, it is
necessary for you to refer the child for SPED related services.

Accommodations to Support Learners with

Communication Disorder

Collaborative Consultation

– Speech-language pathologist
– Speech therapist
– Speech clinician
– Speech teacher

Interactive Approaches

– Operant conditioning

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 – Incidental teaching
– Augmentative and Alternative communication

GUIDE for TEACHERS and PARENTS

For Teachers For Parents

 Learn as much about your  Learn more about the smallest

learner’s condition/disorder details of your child’s speech or
or impairment. language impairment.
 Recognize that you can make  Be PATIENT.
a great difference in your  Be well-informed of any therapy
learner’s life and be so. or intervention your child is going
 Make sure that needed through.
accommodations are  Trust your child with chores to
provided in the classroom. do.
 Consult with other  Find time to listen and talk to
educators, therapists or your child.
specialists.  Talk to other parents with the
 Constantly communicate same concerns – learn and share
with the learner’s parents or with them.
guardians.  Keep closely in touch with your
child’s teacher/s, therapist/s or
caregiver/s.

REGULAR CLASSROOM SPEECH MODIFICATION

Area for
Improvement Modification/Intervention/Activity

Articulation
 Allow longer oral response time.
 Model good speech production in the
classroom.
 Provide preferential seating beside a peer with
good speech production.
 Reinforce accurate production of speech
sounds.
 Reduce the amount of background noise in
the classroom.
 Provide preferential seating near the teacher
or at the front of the class.
 Modify assignments requiring learner to make
oral classroom presentations.
 Discuss speech concerns with speech-
language pathologist.

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Language Skills  Shorten and/or modify oral directions. Ask
the learner to repeat or rephrase the
directions to ensure understanding.
 Allow longer oral response time.
 Provide visuals to enhance explanation of new
material, especially with abstract concepts.
 Give written directions or visual cues for
verbal directions.
 Obtain learner’s attention before giving a
direction.
 Assist learner in giving correct responses by
accepting his/her answers and expanding, or
giving the learner an opportunity to explain
his/her response.
 Simplify question forms by asking basic
questions, one at a time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Provide individualized instruction to improve
student’s ability to complete activities
requiring listening.
 Provide varied opportunities for language
development through participation in regular
classroom activities.
 Discuss language concerns with speech-
language pathologist.
Fluency
 Reinforce instances of “easy speech” in the
(stuttering) classroom.
 Allow longer oral response time.
 Modify assignments requiring learner to make
oral classroom presentations.
 Reduce amount of pressure to communicate
in the classroom.
 Avoid telling the learner to “slow down” when
participating in group discussions.
 Discuss fluency concerns with speech-
language pathologist.
Voice Quality  Encourage appropriate use of voice in the
classroom.
 Help the learner reduce instances of yelling or
throat clearing.
 Modify assignments requiring the learner to
make oral classroom presentation.

Strategies for Teaching Speech Reading

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Speech Reading

 is the act or process of determining the intended meaning of a

speaker by utilizing all visual clues accompanying speech
attempts, as lip movements, facial expressions, and bodily
gestures
 used especially by people with difficulty in hearing

1. JENA Method

 It relies on analysis of speech and drill that focus on syllables

 It incorporates the principles of kinesthetic imitation and rhythm
 Emphasizes syllable drill and stresses, in addition to audition and
vision, kinesthetic awareness in speech production
2. MEULLER – WALLE Method

 The speechreading teaching content is given within an intensive six

(6) –week course
 Training is mainly on rapid syllable drill and rhythmic speech
 The most visible sounds are taught first and then the less visible
sounds
3. Nitchie Method

 Based on expression reading

 Developed an analytic system using a set of symbols to code speech
expressions and sounds and use mirrors extensively to teach speech
reading
 Emphasis is on teaching people to grasp thoughts as a whole
 Basic Principles
o Be natural
o Be thorough
o Make the work interesting
o Lose NO opportunity
o Make sure that the methods employed do not interfere with the
development of desirable habits
o Try and meet the individual needs of each person
4. Kinzie Method

 Uses many of the same techniques of Nitchie and Mueller-Walle

 Emphasis is on lip movement – no voice involved
 Is a psychological approach to speechreading (synthesis, intuition
and attention)
 Uses mirror practice and the use of voice

89 | P a g e
5. Bruhn Method

 Emphasizes the training of both eye and mind in speechreading and

stresses the comprehension of the whole rather that individual
phonemes and syllables
 Analytical approach is needed for grasping details

Teaching Strategies for Learners with Difficulty in

Communication
LANGUAGE
Voice Quality:
 Encourage appropriate use of voice in the classroom.
 Help the learner reduce the instances of yelling or throat clearing.
 Modify assignments requiring learner to make oral classroom
presentations.
 Reduce the amount of background noise in the classroom.
 Discuss voice concerns with speech-language pathologist.
 Focus on interactive communication.
 Use active listening.
 Incorporate the learner’s interests into speech.
 Ensure that the learner has a way to appropriately express their wants
and needs.
 Reinforce communication attempts (e.g. their gestures, partial
verbalizations) when the learner is non-verbal or emerging verbal.
 Paraphrase back what the learner has said or indicated.
 Use storybook sharing in which a story is read to learner and responses
are elicited (praise is given for appropriate comments about the content).
 Ask open-ended appropriate questions.
 Use linguistic scaffolding techniques that involve a series of questions.
 Use language for social interaction and to resolve conflicts.
 Emphasize goals and tasks that are easy for the learner to accomplish.
 Work at the learner's pace.
 Present only one concept at a time.
 Have speech therapist present language units to the entire class.
 Use computers in the classroom for language enhancement.
 Encourage reading and writing daily.
 Use tactile and visual cues (e.g., pictures, 3-D objects).
 Incorporate vocabulary with unit being taught.
SPEECH
 Provide fun activities that are functional and practical.

 Develop a procedure for the learner to ask for help.

 Speak directly to the learner.
 Be a good speech model.
 Have easy and good interactive communication in classroom.

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 Consult a speech language pathologist concerning your
assignments and activities.
 Be aware that learners may require another form of communication.
 Encourage participation in classroom activities and discussions.
 Model acceptance and understanding in classroom.
 Anticipate areas of difficulty and involve the learner in problem-
solving.
 Provide assistance and provide positive reinforcement when the
learner shows the ability to do something unaided.
 Use a peer-buddy system when appropriate.
 Devise alternate procedures for an activity with the learner.
 Use gestures that support understanding.
 Model correct speech patterns and avoid correcting speech
difficulties.
 Be patient when a learner is speaking, since rushing may result in
frustration.

ACADEMIC AND BEHAVIOR

 Reduce unnecessary classroom noise as much as possible.

 Be near the learner when giving instructions and ask the learner
to repeat the instructions and prompt when necessary.
 Provide verbal clues often.
 Provide a quiet spot for the learner to work if possible.
 Speak clearly and deliberately.
 Provide visual cues - on the board or chart paper.
 Redirect the learner frequently and provide step by step directions -
repeating when necessary.
 Allow learners to tape lectures.
 Allow more time for the learner to complete activities.
 Modify classroom activities so they may be less difficult, but have the
same learning objectives.
 Allow more time for the learner to complete assignments and tests.
 Design tests and presentations that are appropriate for the learner
(written instead of oral).
 Divide academic goals into small units, utilizing the same theme.
 Provide social and tangible reinforcers.
 Focus on the learner's strengths as much as possible.
 Have the learner sit in an accessible location to frequently monitor
their understanding.
 Allow extra time to complete work because of distractions, slow
handwriting, or problems in decoding text.
 Have routines that learners can follow.
 Use a visual reminder of the day's events to help with organization.

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 Establish communication goals related to learner’s work experiences
and plan strategies for the transition from school to employment and
adult life.

PHYSICAL

 Be aware that because of the way the brain develops, it is easier to

acquire language and communication skills before the age of five.
 Be aware that if children have muscular disorders, hearing problems,
or developmental delays, their acquisition of speech, language, and
related skills may be affected.
 Use augmentative communication systems to ensure that nonverbal
learners and learners with severe physical disabilities have effective
ways to communicate.
 Ensure that the learner has access to their (portable) communication
system across all contexts, all of the time.

SUGGESTED ACTIVITIES FOR DEVELOPING AND IMPROVING

LEARNER’S SPEECH AND LANGUAGE SKILLS

1. Be a good model – speak clearly and slowly and face your child
when
speaking.

2. Remember your language level – don’t use words or sentences that

your child will not understand.

3. Make time to sit and talk with the child no matter how busy we
can be. He/She needs time to for exchanges and companionship.

4. Limit TV time and other pacifiers and dummies. Children need to

have more face-to-face and personal interactive communication
opportunities.

5. Play with the child but keep track of incidents and actuations
showing improvement or changes and make sure you listen and
observe rather than command or tell him/her things to do.

6. Give the child the chance to lead no matter how small or big the
task may be – but always get the child’s back for encouragement
or support.

7. Expose the child to more books and make sure you find time for
storytelling and interaction.

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 8. Sing songs and nursery rhymes – songs and rhymes contain
rhythm
and rhyme skills that help with speech and literacy development.

9. Feed more words that the child can imitate rather than trying to
extract more words from them. They learn more through repetition
and modelling.

10. Make every little activity an opportunity for language activity

– even
grocery/canteen time, play time, field trip, meal time – all the time
is a language opportunity.

ACTIVITIES TO BE EMPLOYED FOR THE LEARNERS WITH

DIFFICULTY IN COMMUNICATION

Games and Play

Simple Games
 Simple games can be played and indirectly elicit speech and language
 Games need not always be in a structured environment – it can be
anywhere safe and controllable
 Never forget that the games should focus on speech and language
 You will also be working on social skills, turn-taking, observing,
listening and attention.

Toys
Toys should be played to elicit speech and language
o Toys like:
 Blocks
 Puzzles
 Pictures
 Other manipulative toys that can be played while
talking or conversing with the child

Look at books
Books are great for having s shared focus and learning new words
 Looking at the books together and talking about what you both see
and start conversations- naming of pictures, asking questions and
talking about the story

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Role play
 Games involving different characters will allow you to introduce lots
of new related language and stretch your child’s creative play skills.

Music
 Music is also a great way to involve the child and can be used in
many ways to enhance speech and language
 Music is good to set the child to listen and experience a shared focus
 Some song can even be sung with actions thus creating a link
between words and actions

Using everyday tasks to promote speech and language is relatively

easy, you just have to use your imagination:

 Use of word walls/word of the day/word bank

 Keep practicing words from the Dolch’s Basic Sight Words/Phrases
list
o Keep the list doable to child on a day-to-day basis
o If he can only learn and remember just 2 or 3 a day, so be it.
o Increase the number when the child is already improving on his
pace and rate of learning new words
 Emphasize on routine greetings
o Good morning/Good afternoon, etc.
 Emphasize on social graces
o Thank you
o Sorry
o Please
 Setting of standards for responses
o Answering politely – avoid shouting
o Answering in phrases or simple sentences
 Talking about what the people on the street are doing:
o (e.g. walking, working, riding etc.) to focus on verbs,
o or name as many different occupations that you can see (driver,
policeman, road-worker, shopkeeper etc.).

Remember, if you make speech and language sessions into games your
child enjoys it more and is more motivated and may not even see it as
speech and language practice, but as a game.
Children like games and are motivated when it becomes competitive.
This means you can create ideal situations away from the table-top
activities to work on speech and language.

Just use your imagination because almost any daily event can be turned
into an educational game.

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 ASSISTIVE TECHNOLOGY FOR LEARNERS WITH
DIFFICULTY IN COMMUNICATION

For learners with difficulty in communication, the major types of

assistive technology can be divided into two areas.

First, students with speech and language impairments have an array of

computer software packages available to develop their speech and
language skills.
An example is First Words, a language program that has a number of
applications for teaching those who are developing or reacquiring
language functions.
The program uses graphic presentations combined with synthesized
speech to teach high-frequency nouns, and is one of many software
packages that can help develop both speech and language.

Secondly, students with speech and language impairments may use

augmentative or alternative communication (AAC). AAC is the
use of symbols, aids, strategies, and techniques to enhance
the communication process.
This includes sign language and various communication
boards, both manual and electronic, that are used by
individuals with impaired oral motor skills.

The most basic AAC devices are non-electronic communication boards.

The boards usually are limited to a number of choices (two to four). The
choices can be represented by real items, pictures of items, and symbols
for items (including print). The objective of the communication board is to
have the student make a choice, typically of food or activity. Electronic
AAC devices range from very simple devices with few buttons (such as
the Cheap Talk) to very elaborate systems that use a keyboard and
synthesized speech (such as the Dyna Vox and Liberator).

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 ACTIVITIES OR EXERCISES TO HELP LEARNERS
PRODUCE SOUNDS

Speech Language Pathologists (SLPs) use a variety of low and high

technology tools which provide feedback to them in different which
teachers and parents can use in the classroom and even at home.

SUGGESTED ACTIVITIES TO HELP LEARNERS WITH:

 cleft lip or cleft palate to produce sounds

 mirrors are used to help a child see air that comes out of their
nose when it fogs up

 paper and tissues held under the nose show air coming out of it

 a device called a See-Scape is a vertical tube with a light weight

ball in it that rises when air is blown into it through the nose from
another flexible tube that a child puts near their nose

 flexible tubes or straws can be used to help the child hear extra
sounds that come out of their noses

 a more high tech instrument is a nasometer which

is a head gear device that places a sensor near the
child's nose and records the extra air that comes out
on a computer screen for the child to see

Each of the above examples help a child work on decreasing air that
comes out of their noses.

Depending on the severity of the cleft, some children don't have the
ability to produce sounds in the right place inside their mouth.

Parents and teachers (speech language pathologists SLPs) can help

children alternate places they can make speech sounds in their mouth
when necessary. 

Source: http://www.home-speech-home.com/cleft-palate-speech-therapy.html

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 Tongue Tip Problems

How can you quickly solve the fronting of /k/?  Tackle the tongue tip! 
Getting /k/ in isolation is easily achieved by keeping the child’s tongue
tip from making contact with the alveolar ridge or teeth.  Some ideas for
doing this include:

• Use a tongue depressor to gently hold the tongue tip down while
the child produces the /k/ sound.
• Use a lollipop to gently hold the tongue tip down.
• Have the child hold his tongue tip down with a clean finger.

Source: http://www.speechtherapyideas.com/2009/05/11/tongue-tip-trouble-
fronting-t-for-k/

 Articulation Disorders

The best thing parents can do for articulation disorders is model

correctly for their child. Be careful that you don't correct them too often. 

 Speech Helpers

1. Lips

Put your lips together to make "P", "B", "M",

and "W" or just use your bottom lip when
you make "F" and "V".

2. Teeth

Close your teeth to make "S" and "Z" or put your top teeth on your
bottom lip to make "F" and "V". Your tongue goes between your teeth for
"th" (as in thin) and "TH" (as in the).

3. Nose

Air flows through your nose to make "N", "M", and "NG" (as in "sing").

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4. Ridge

Your ridge is right behind your two front

teeth. It's the right spot for "S", "Z", "L", "T",
"D", and "N". 

5. Front Roof

The front-roof is the right spot for "CH", "J", "SH", and "ZH" (as in
measure).

6. Back Roof

The back-roof is the right spot for "K", "G", and "R".

7. Front Tongue

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The front of your tongue is used to make "T", "D", "S", "Z", "Y", "L", "Ch",
"J", "SH", "th", "TH" and "ZH" (as in measure).

8. Back Tongue

The back of your tongue is used to make "K", "G", and "R".

9. Vocal Cords

Your vocal cords vibrate to make ALL vowels

and voiced sounds like "B", "D", "G", "Z", etc.
They don't vibrate for voiceless sounds like
"P", "T", "K", "S", etc.

10. Lungs

Your lungs give you air to make every sound -

especially "H" because it's all air!

Source: http://www.home-speech-home.com/speech-helpers.html

 Producing K and G sounds

Dum Dum Pops   or Tootsie Pop Mini   can be used to touch/rub areas
of the mouth to teach placement and
awareness and can be used to hold the
tongue tip down in the front to prevent the
/t/ and /d/ that are typically substituted for
the /k/ and /g/.

Flavored Tongue Depressors  can also be

used in the same way as DumDums

Source:http://www.playingwithwords365.com/2013/05/how-to-elicit-teach-the-k-g-
sounds-part-one-elicitation-techniques/

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 OTHER ACTIVITIES TO IMPROVE SPEECH AND LANGUAGE

Strategies Activities
Teaching correct  Take his very first word “baby”.
sentence pattern  You can make this a two-word expression
by adding a description, thus you can teach
him to tell you:
- “ It is a crying baby” or “a happy boy”

High frequency  Some consonants are not heard because

consonants these consonants lie only in the higher
frequency where tends to increase
 High frequencies are: th, s, f, l
 Medium frequency: sh, ch, p, h
 Letter s is one such consonant that is
difficult to rear yet it is very important
because it occurs in so many words
 This is why you resort to writing and
scanning technique

Writing and  Expands child’s vocabulary and teaches

scanning proper sentence structure
 For example: He might see his father
outside driving a car, so he announces to
you, “Daddy car.”
 You correct his sentence structure by
saying: “Father drives a car.”

Sense training  Repetition is important

 Vocabulary list also serves as a personal
map
 It helps you see where you are at present,
and where you have come from.

Keeping a scrap  Keep a scrap book of words already learned

book  List down all the words learned so far on
the front page
 On the inside pages, paste or draw pictures
explaining each word
 Helps in the retention of the words

Common phrases  Include common phrases such as:

 Wash your hands.
 Come to dinner.
 Where are your shoes?
 Are you hungry?

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  Drill him/her well in these phrases as early
as possible, so he can cope well with
everyday living.

Words with the same  Expand his vocabulary by using different

meaning words that either mean the same thing or
are variations of a word
 Examples: “big” and “large”; “little” and
“small”; “mother” and “mommy”.

IV. DIFFICULTY IN MOBILITY

Introduction

Learners with Difficulty in Mobility substantially limit one or more

basic physical capacity and/or ability to move. It can be mild or severe.
At a mild level, a learner may successfully do most things that their
peers can do while the latter, may require significantly more assistance
in such areas as personal care, movement, communication and social
inclusion. Learners with difficulty in mobility may also be gifted. Physical
access can be a major concern for learners who have difficulties in
mobility as those who use wheelchair, braces, crutches, rotators, canes
or prostheses, or those who get fatigued easily may have difficulty
moving around a school. Despite the limitations they encounter, they
can still perform different activities when provided with the appropriate
assistance they need. When it comes to adaptive skills, some are
trainable, while others need lifelong support depending on the severity of
impairment. The educational goals for them may include independence
in terms of self-help skills, development of fine and gross motor skills,
social and communication skills, and mobility training.

Description

Learners with difficulty in mobility may have an acquired or

congenital physical and/or motor impairment such as cerebral palsy,
spina bifida, muscular dystrophy, arthritis, developmental coordination
disorder, amputations, genetic disorders, etc. The disability may
interfere with the development or function of the bones, muscles, joints
and central nervous system. Physical characteristics may include:
paralysis, altered muscle tone, an unsteady gait, loss of, or inability to
use one or more limbs, difficulty with gross-motor skills such as walking
or running, difficulty with fine-motor skills such as buttoning clothing or
printing/writing. Learners who are affected by this may experience
learning difficulty if not catered well.
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 CATEGORIES OF DIFFICULTY IN MOBILITY
 
In classrooms, Learners with Difficulty in Mobility are usually
categorized in the following:

a. Staying in one body position

b. Changing in body position (sitting/ standing/ bending/ lying)
c. Transferring oneself (moving from surface to another)
d. Lifting/Carrying/Moving objects/ handling objects.
e. Fine hand use (picking up/ grasping/ manipulating/ releasing)
f. Hand and arm use pulling/ pushing/reaching/ throwing/catching
g. Walking
h. Moving around (crawling/ climbing/ running/ jumping)
i. Moving around using equipment/assistive devices
j. Using transportation to move around as a passenger
k. Driving a vehicle (car/ boat/ bicycle/ or riding an animal)

On the other hand, Learners with Difficulty in Mobility who have

been further assessed and diagnosed properly can be classified as to the
given conditions below:

Neurological Conditions – These are disabilities commonly caused by

damage to or incomplete development of the brain or spinal cord.  The
most common neurological conditions are cerebral palsy, spina bifida,
and traumatic brain injury.
 
Orthopedic Conditions – This refers to damage, disease, or lack of
development of the bones, muscles, or joints of the body. There are
common conditions on this, such as juvenile rheumatoid arthritis,
muscular dystrophy, and absence or loss of all or part of a limb.
 
Health Conditions – This covers anything else caused by acute or
chronic disease. This is a very broad category but generally the
difference is that the condition is usually not affecting movement of
motor coordination directly. Some health conditions include asthma,
diabetes, cystic fibrosis, or sickle cell anemia. Many students in this
category may not need extensive support in their ability to learn, speak
or walk. They may need minor accommodations such as modification of
curricula such as physical education or need of the teacher to be aware
of medication requirements or effects.

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 Characteristics of Learners with Difficulty in Mobility

Common Difficulties in Mobility Physical Features

Mild Cerebral Palsy  Abnormal muscle tone,
spasticity/abnormal posture,
involuntary movement, irregular
jerking movements that most
commonly begin in the
shoulders, neck, trunk and face
and poor in speech.

https://uk.pinterest.com/explore/symptoms-of-cerebral-palsy/

Mild Spina Bifida  The bones in the spinal column

do not completely develop and
join.
 It has a damaged spinal cord
usually with part of it exposed.
 Paralysis or loss of sensation to
some parts of the body
http://biologyonline.us/Online%20A%26P/AP
%202/Northland/AP2lab/lab12/abnormdevel.htm

Muscular Dystrophy  Progressive muscle weakness.

 Frequent falls
 Difficulty of getting up from
lying or sitting position
 Trouble running and jumping
 Waddling gait
 Walking on the toes
 Large calf muscles
 Muscle pain and stiffness
https://4.bp.blogspot.com/-RvIEJtcTLP4/Vxl5bNDlPUI/AAAAAAAAAjk/LjIOE7V-
eQ3CxGlW9BY_lcBXyz60sK6QCLcB/s1600/13043317_775821419215213_3084266175627938
531_n.png

 Pain in joints and muscles

particularly after a long day of
Arthritis strenuous activity.
 Stiff joints
 Inflammation of the joints

https://lovethelittle.com/2015/11/

103 | P a g e
 Developmental Coordination Disorder  Clumsiness
 Uncontrollable gait
 Weakness of extremities
 No eye and hand coordination

https://calm201.wordpress.com/2015/02/26/quiet-eye-training-facilitates-visuomotor-
coordination-in-children-with-dcd/

Amputations  Absence of limbs

https://www.shutterstock.com/search/amputation

Bone Tuberculosis/cancer  Bone brittleness

 Sluggishness
 Frequent complaints of body
pain

https://www.pinterest.com/grammilolli/childhood-cancer-awareness/

Multiple Sclerosis  Bone deformation

https://www.pinterest.com/explore/multiple-sclerosis-awareness/

Poliomyelitis  Abnormal Posture

 Affected limbs appear smaller

https://www.granger.com/results.asp?
search=1&screenwidth=1024&tnresize=200&pixperpage=40&searchtxtkeys=polio&lstorients
=132

Epilepsy/ Seizure Disorder  Appears to be physically normal

but sometimes experience
seizure attack
 Temporary confusion
 Stare blankly

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  Loss of consciousness and
awareness
 Drooling of saliva
 Jerky movement

https://www.granger.com/results.asp?
search=1&screenwidth=1024&tnresize=200&pixperpage=40&searchtxtkeys=polio&lstorients
=132

Learner with Difficulty in Mobility can always be easily identified, but

there are cases that it is not physically evident. The checklist below
provides a guide for teachers and administrators to.
 Physically assess the disability and from information provided by
parents and/or medical records
 Form the basis for initial planning of the IEP

Common Affected Area Cause of Disability

Physical Neurological Orthopedic Musculo-
Disabilities / Brain /Bone skeletal/ Acquired Congenital
State State Muscle State
Cerebral Palsy √ √ √
Spina Bifida √ √ √
Muscular √ √ √ √
Dystrophy
Arthritis √ √ √
Developmental √ √ √
Coordination
Disorder
Amputations √ √ √ √
Bone Tuberculosis √ √ √
Multiple Sclerosis √
Poliomyelitis √ √
Seizure √ √ √
Disorder/Epilepsy
Table 1. Checklist of common type and causes of disability

Note: An orientation on the assessment of the learner’s health condition should

be done among a SPED Teacher, Receiving Teacher and Parents upon accepting
the child in a regular setting. The parent may present a record of medical history
for reference, if possible.
In case with severe Physical Disability learners, the regular teacher is
advised to refer the child to a SPED Center to be given home instruction.

105 | P a g e
 ACCOMMODATIONS FOR LEARNERS WITH DIFFICULTY IN MOBILITY

Equipment/
Physical Classroom Teaching
Accommodation Materials Problem Area
Disabilities Management Strategies
Needed
-Place learner Wheel Speech -Orient the Refer to
at side of the chair/ class about Articulation
classroom Improvised the condition Skills
near the chair of the teaching
doorway for Large table incoming strategies.
easy access. learner with
-Allow a disability.
voluntary Mobility -Promote
Mild Buddy System acceptance Refer to
Cerebral for note and encourage Mobility
Palsy taking. regular Teaching
learners to Strategies.
extend help as
needed.

-Place
materials
within the
learners’
reach.
-Make Large flat Motor -Talk with the Teach skills
available the desks Coordinatio parents the that are at
use of large Computers n needs, level of the
flat desks. (if available) strengths and learner.
Mild
-Provide a limitations of
Spina
corner where the learner.
Bifida
he can stand -Work hand-
comfortably. in-hand with
( for back pain stakeholders.
problem)
-Place learner Mats Motor -Familiarize Activities can
free from Coordinatio what triggers be found in
flickering n seizures the list of
lights -Know the do’s teaching
-Place cushion Socialization and don’ts strategies
mats on his skills when seizure page.
area for occurs. -Fine and
protection (SPED Teacher Gross Motor
-Provide a can provide skills
buddy system notes to - Self
*If seizure Receiving Advocacy
occurs: Teacher on -Self-Esteem
- Loosen his Seizure
clothing Precaution
around the and
neck Management)
-Remove
harmful
objects around
him
-Avoid other
106 | P a g e
children
Seizure surround him
Disorder/ so he will be
Epilepsy ventilated.
107 | P a g e
Teaching Strategies for Learners with Difficulty in Mobility

 Articulation Skills

 Use visual pictures with words for the specific sound being targeted
to learn.
 Model correct speech to the student, emphasizing the correct mouth
formation.
 Use a slower pace of speech.
 Pronounce the particular sound longer and slower to the learner,
while being careful not to distort the sound.
 Let the child participate in choral reading.
 Use printed words and letters and clarify mispronounced/substituted
sounds.
 Provide access to technology, such as text to speech, that allows
student to hear proper articulation or to make themselves
understood by others.
 Use preferential seating, so that the student can see the teacher’s
mouth when he/she is speaking.
 Reduce background noise in the classroom.

 Fine Motor Skills

 Use assistive devices, like pencil grips and various sizes of writing
instruments.
 Create opportunities for paired writing activities with peers who have
strong fine motor skills.
 Use assistive technology and computers.
 Provide copies of notes.
 Chunk written work into parts.
 Use larger-lined paper or paper with raised lines.
 Provide materials for practice in writing particular letters of
difficulty.
 Teach cursive writing if printing is especially problematic.
 Permit the use of a computer.
 Provide a physical mouse instead of a touch pad on lap tops
(larger/specialized if mouse is available).
 Reward student efforts.
 Provide choice in assignments, including some with less writing
demands. (Power Point presentations, for example)

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 Gross Motor Skills

 Use assistive devices as prescribed (orthopedic chair, desk, etc).

 Provide frequent breaks to avoid fatigue.
 Specifically teach physical education skills that are at a level so as to
be attainable by the student.
 Teach skills to address needs.
 Focus on successes and improvements.
 Teach and encourage self-advocacy for the student to articulate
needs to avoid injuries.

 Mobility Skills

 Plan activities that will ensure the student’s inclusion and safety.
 Ensure choice of learning activities so that student can select area(s)
of strength.
 Modify physical education expectations to meet the student’s needs;
consider greater focus on knowledge.
 Teach self-advocacy skills.
 Use assistive and mobility devices.
 Consider accessibility needs when planning fieldtrips.

 Personal Care

 Provide extra time for personal care needs to be met.

 Assess the current level of functioning and plan for tasks that the
student can do.
 Allow extra time for task completion.
 Use assistive technology.
 Encourage and reward efforts in self-care.
 Privately talk to the student about self-care.
 Provide availability and usage of accessible washrooms.
 Post visual/written steps for self-care procedures in the washroom.
 Ensure materials are reachable.
 Develop emergency evacuation procedures and post these.
 Provide a large/table desk to accommodate a wheel chair, if used.

 Personal Safety

 Develop and implement alternative programming in collaboration

with other professionals, teachers and parents/guardians.
 Directly teach and practice alternate behaviors.
 Develop a consistent method of handling inappropriate behaviors.
 Use social stories to teach positive/alternate behaviors.
 Use visuals (photos of the student doing the preferred behavior
and/or other pictures).

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 Use the student’s name and/or a key word to divert behavior.
 Focus on preventing the behavior by determining the function and
triggers (time of day, location, stress level, etc...).
 Re-direct when a trigger is present, preferably by using visual
and/or oral cues.
 Teach the student to self-monitor by using a checklist to prevent
undesirable behaviors.
 Teach the student to recognize emotions.
 Model the preferred behavior and vocalize steps for attaining it.
 Post visuals of steps for appropriate behavior.
 Post “stop” signs on areas that are not to be accessed by the student.

 Self-Advocacy Skills

 Provide direct instruction in how to self-advocate.

 Role play.
 Model asking for help.
 Develop a signal for the student to use to ask for help (colored sticky
note on his/her desk).
 Recognize when others in the class effectively self-advocate.
 Frequently check with the student for his/her level of
understanding.
 Positively reinforce efforts and improvements.
 Regularly conference with the student on self-advocacy.

 Self-Esteem

 Focus on successes and strengths.

 Reinforce even small improvements and efforts.
 Pre-determine peer groupings to maximize chances of success.
 Provide opportunities for the student to demonstrate and recognize
his/her strengths.
 Use a journal for the student to focus on strategies and strengths.
 Use multi-media and literature to highlight others’ self-esteem.
 Use strength profiles and personality inventories.
 Provide replacement behaviors and language to combat negative
comments made to self or others.
 Post classroom rules, including “no put downs to others or self”.

 Transition Skills

 Use a visual schedule and timer for daily transitions.

 Provide advance notice of changes.
 Teach calming strategies.
 Use photos of new places.
 Visit the website of fieldtrip locations to familiarize the student with
it ahead of time.
 Visit new environments many times ahead of the change.
 Use a calendar or agenda to plan for changes.

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  Use social stories.
 Have familiar staff accompany the student in new environments.
 Take familiar items to new situations.

 Social Skills

 Encourage peer interaction and teach how to interact.

 Provide disability awareness information for class members. Teach
them to ask the learner first to see if they want help.
 Award wheelchair buddy licenses to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
 Be aware of the impact of health and personal care and mobility on
social time with peers. Count the lost time each week to get a picture
of this.

 Communication Skills

 It is very important to ensure the learner has opportunities to

communicate. Utilize the communication system that has been
designed.
 Get to know the communication nuances of the learners. Eg., poking
out the tongue may be the learners way of indicating “no”, a kissing
nose may mean “yes”. A grimace may mean “stop”.
 Wait for the learner to process the incoming information, motor plan
and perform a response. Do not speak for the learner.
 Ensure the learner is positioned for optimum participation.
 Encourage others to speak directly to the learner.

Suggested Activities:
Activities Materials Procedures
Articulation
Choral/Oral Language cards -Model correct speech to the learners, emphasizing
Poem Reading the correct mouth formation.
Reading Booklets with -Pronounce the particular sound longer and slower
pictures to the learners, while being careful not to distort
the sound.
*Tic-Tac-Toe Board with 3x3 Draw the board.
grid of squares -First, you have to draw the board, which is made
up of a 3 x 3 grid of squares for basic players.
Advanced players may play with a 4 x 4 grid.
-The player draws an “X” or “O” in each grid one at
a time.
-The player first to form three series of X’s or O’s
in a row, whether horizontally, vertically, or
diagonally, wins the game. However, when both
players are playing with optimal strategy, there's a
good chance for a draw match. Players may play

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 again.
*News time Picture cards -Let the child share some important event
happened in their lives yesterday
*Rhymes Charts -Use a slower pace of speech.
and riddles Books -Let the child participates in choral reading.

Fine Motor
Free Hand- Modelling Clay Form any desired objects using modelling clay
activities
*Collage Free Form Paint -Give the topic to be mounted.
Illustration -Cut and paste on the board creatively.
board
Crayons
Scissors
Magazine
Scribbling Crayons -Allow the child to hold the pencil/crayon/marker
Pencil and make print on the paper provided
Marker
Used papers
Water and Sand box -Give your child a bunch of tools and toys that will
Sand water let him lift, dig, pour and explore with sand and
Activity water.
-Encourage your child to use her imagination to
get as creative as possible when playing with the
sand and water
Bolts and Tool box (Screw, -Give your child the bag and ask her to organize
Nuts, Hand nuts, bolts, the contents into groups. When she’s finished, ask
Grips washers, etc) her why she chose to group them in that way.
Then challenge her to find another way to group
the objects. For example, she might put the
screws and nails together because they’re all the
same length, or the washers and bolts together
because they are round. Another way to sort might
be screws and nails together because they're silver,
and other pieces because they're brass.
Clay Clay bars Let the children create any figure they imagine,
Activity/ and present it to group
Play dough
Tracing and Paper Scissor, Provide the children with materials and trace the
Cutting tracing wheel(if shapes given
available)
Stocking Wooden or Let children play with different shapes and figures,
and Piling plastic boxes then ask them to pile them
and geometric
figures, cups
Paper Newspaper or Let the children play and tear the papers
Tearing any paper
available

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Hand Water-based -Show a Model
Painting Paint - let the children paint things that interest them
*Bond Paper
*Paint Brush
*Create *Coarse Grain -Demonstrate on how to form simple objects using
Sculpture Sand sand or clay.
Paint -Have them form their own objects
Modelling Clay
Mobility
Ball Ball, hula-hoop Let the children play with ball and practice
throwing or anything shooting
they can shoot
into
Dancing Speaker Introduce precautionary measures.
Music Demonstrate basic steps in dancing(2-5 steps will
do)
Repeat procedures for mastery.
Paper Plate Paper plates Let the children move around the room on paper
Skating plates

Hop Skip Paper plates Arrange the paper plates around the room and let
and jump on the children step, hop and jump on each plate.
paper plate
Sensory Sand, sand Put these materials on the floor and let the
Walking papers, wet and children walk on these materials.
path dry cloth,
*Tape Road Masking tape -Put down lines of tape to make roads
-The road went through rooms, made
intersections, went around rugs and tables.
*I Spy Game Materials The teacher will say “I spy with my eye something
around the that. . .(describe). The children will look/ search
room for the thing the teacher described.
A Big Maze Chalk or any Draw a maze inside or outside the room with
marking object, enough space to move around. Let the children
follow the maze
Personal Care
*Grooming, Grooming kit -discuss grooming and personal care activities
bathing, such as bathing, washing, finger nail cutting,
washing combing hair, tooth brushing, etc…
- model each activity (explicit instruction)
*Dressing Different kinds Review the skill such as buttoning-unbuttoning,
of clothing with zipping-unzipping, and so on…
buttons, zipper,
Velcro, hook
Toilet toiletries Guided practice to master the skill
Hygiene
Personal Safety
Stop Drop Rubber Mats Introduce, discuss and Let the children practice

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and Roll the Stop Drop and Roll as firefighting drill
Fire fighter Costume or Introduce and discuss the fire fighters job and give
friends safety gears if chance for role-playing
available
Playing with Bring the This is an outdoor activity to practice personal
environment children safety, introduce possible sources of injuries like
outdoor thorns, slippery surfaces,
Guess Who Picture cards of The teacher will say “guess who…. Describe the
community picture)
helpers
Balance Marking pen Draw a line or make a marking, depending on
Beam chalk severity of disability, let the children step/follow
the line and markings.
Self-Advocacy
News Today Provide children the chance to tell any news,
current events or experiences.
Our Different Let the children pick any emoticons and give them
Emoticons emoticons/ the chance to share why they pick such
emotions emoticon/emotions.
School Trip Tour the children around the school like canteen
drinking fountain, library

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V. DIFFICULTY IN HEARING

THE ALPHABET SIGN LANGUAGE

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Introduction

Hearing is one of the most important senses for each individual that
is concerned about perception of sounds. It allows and leads our everyday
lives without limitations. It enables us to work, communicate, socialize and
stay connected to the outside world. Moreover, it keeps us safe by warning
us of possible danger.
Hearing is all about auditory perception that refers to the capacity of
the brain to interpret and generate a clear impression of sounds.
Good auditory skills allow us to determine between different rhythms,
volumes, pitches and sources of sounds as well as words that will aid
teaching-learning reading the easiest way. It can also be the sense of sound
perception which can be detected through vibrations or the changes in the
pressure of the surrounding medium through time, through an organ such
as the ear.
Learners with Difficulty in Hearing have the right to equal access to
education and provide them the best possible education as regular
pupils/learners are enjoying. Their increasing numbers who are in school is
a manifestation that there is a need for regular school teacher to help these
children as an answer to the inclusion program of the Special Education.
This handbook could somehow help our regular teachers in the
holistic development of the Learners with Difficulty in Hearing (LWDH).

Description

Hearing loss can be:

 congenital - present at or soon after birth; 

 acquired - which develops later; 
 pre-lingual - before a child has fully developed speech; 
 post-lingual - after the development of speech; 
 conductive - caused by blockage or damage in the outer
and/or middle ear
 sensorineural - caused by damage to, or malfunction of, the
cochlea, or hearing nerve, or a combination of both.

DEGREE OF HEARING LOSS

 Deaf/Deafness refers to a person who has a profound hearing loss

and uses sign language.
 Hard of hearing refers to a person with a hearing loss who relies on
residual hearing to communicate through speaking and lip-reading.

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  Hearing Impaired/Difficulty in hearing is a general term used to
describe any deviation from normal hearing, whether permanent or
fluctuating, and ranging from mild hearing loss to profound deafness.

CHARACTERISTICS OF LEARNERS
WITH DIFFICULTY IN HEARING

Observations that a learner is suspected to have difficulty in hearing:

____ shows strained expression when listening

____ less responsive to noise, voice or music
____ moves closer to speaker when talked to
____ watches face especially the mouth and the lips of the speaker
____ often asks for repetition when talked to
____ delayed or no responses to questions
____ makes use of natural gestures, signs and movements
____ has a limited or no speech
____ has limited vocabulary
____ speaks in words rather in sentences
____ talks with poor rhythm

What Causes Hearing Loss in Young Children?

Hearing loss can be present at birth, or it may develop sooner or later

in life. It may be hereditary, or it may be caused by problems during
pregnancy or delivery. It is often difficult to pinpoint what has caused
hearing loss in a particular child. Hereditary factors cause a large
percentage of hearing loss in children. The hearing loss may be caused by a
defect of the outer or middle ear, but more often the damage exists in the
inner ear (cochlea).

Genetic counselling can be helpful to the family in determining

whether heredity is the cause.

Hearing loss may also be the result of:

- maternal illness during pregnancy (German measles, chicken pox,
mumps, diabetes, menopausal)
- exposure to certain drugs (gentamicin, neomycin, streptomycin,
kanamycin, quinine sulfate)
- complications during delivery (eclampsia, placenta previa)

Acquired hearing loss occurs after birth:

- may result from prematurity,

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 - low birth weight/malnutrition
- incompatibility of the Rh factor of blood between the parents,
- use of ototoxic drugs during the neonatal period

- over dosage on antibiotics

- cytomegalovirus (CMV) or oxygen deprivation
- Illness (meningitis, encephalitis, mumps, jaundice, high fever)
- accidents
- loud sounds
- excessive/often cleaning of inner ear

TYPES OF HEARING LOSS

1. Conductive hearing loss 

- an obstruction of air conduction that prevents the proper
transmission of sound waves through the external auditory canal
and/or the middle ear.
- may be temporary or permanent, depending on the cause that can
be differentiated by which part of the ear it affects - either the
outer or middle ear:

CAUSES:
Outer ear

 Stenosis or a narrowing of the ear canal

 Wax impaction
 Exostoses (bone-like protrusions that can develop
inside the ear canal and cause potential cause
blockages)
 Otitis externa (also known as swimmer's ear)
 Obstructions caused by foreign bodies inserted into
the ear (i.e. insects, foreign objects)

Middle ear

 A breach in the tympanic membrane caused by injury,

ear infections or extreme and rapid air pressure changes
 Tympanosclerosis or a thickening of the tympanic
membrane (pus)
 Otitis media or a buildup of fluid in the middle ear
 Blockages in the eustachian tube, which connects the
middle ear to the back of the nose and throat

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  Otosclerosis, a rare medical condition that causes the
middle ear bones to freeze up
 Abnormal growths or tumors that form within the middle
ear, such as cholesteatoma or glomus tumours
 Ossicular chain discontinuity or a break in the
connection between the bones of the middle ear, caused
by injury or heavy trauma.

2. Sensorineural hearing loss 

- occurs when the sensory receptors of the inner ear became
dysfunctional.
- it is the most common type of hearing loss and It is permanent.

CAUSES:

- damaged tiny hair-like cells in the inner ear or to the auditory

nerve

- congenital malformation of the inner ear, intense noise, trauma,

viral infections, ototoxic drugs (e.g., cisplatin, salicylates, loop
diuretics)

- fractures of the temporal bone, meningitis, ménière's disease,

cochlear otosclerosis, aging (i.e., presbycusis)

3. Mixed hearing loss

-  A combination of sensorineural and conductive hearing loss.

CAUSES:

- illness
- trauma
- wax impaction
- aging

CATEGORIES OF HEARING LOSS

The definition of hearing loss is not the same for everybody. The
different degrees of hearing loss are divided into categories. The most
common categories of hearing loss classifications are mild hearing loss,
moderate hearing loss, severe hearing loss and profound hearing loss.

Mild Hearing Loss

On average, the quietest sounds that people can hear with their
better ear are between 25 and 40 dB. People who suffer from mild hearing
loss have some difficulties keeping up with conversations, especially in
noisy surroundings.

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Moderate Hearing Loss
On average, the quietest sounds heard by people with their better
ear are between 40 and 70 dB. People who suffer from moderate hearing
loss have difficulty keeping up with conversations when not using a hearing
aid.

Severe Hearing Loss

On average, the quietest sounds heard by people with their better ear
are between 70 and 95 dB. People who suffer from severe hearing loss will
benefit from powerful hearing aids, but often they rely heavily on lip-
reading even when they are using hearing aids. Some also use sign
language.

Profound Hearing Loss

On average, the quietest sounds heard by people with their better ear
are from 95 dB or more. People who suffer from profound hearing loss are
very hard of hearing and rely mostly on lip-reading, and/or sign language.

The level of severity of hearing loss is defined as follows:

10 to 15 dB HL Normal Hearing

16-25 dB HL Slight Hearing Loss
26-40 dB HL Mild Hearing Loss
41-55 dB HL Moderate Hearing Loss
56-70 dB HL Moderate-Severe Hearing Loss
71-90 dB HL Severe Hearing Loss
>90 dB HL Profound Hearing Loss

(Average threshold level re for 0.5, 1 and 2 kHz, Clark (1981)

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Normal sloping to Moderate mixed hearing loss for the left ear.
moderate sensorineural hearing loss in the left
ear.

 
Moderate conductive hearing loss in the left Mild to moderate conductive hearing loss in
ear. Normal sloping to the right ear
moderate sensorineural hearing loss in the
right ear.

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 Degree of difficulty in hearing is measured by the decibels (a unit
used to measure the intensity of a sound or the power level of an electrical
signal by comparing it with a given level on a logarithmic scale. It also
measures the degree of loudness.)
The Speech Banana is used to explain the area where the phonemes
(sounds of human speech) appear on an audiogram. When the phonemes
are plotted out on the audiogram they take the shape of a banana,
therefore audiologists and other speech professionals refer to that area as
the speech banana. While many other sounds fall outside of the speech
banana, audiologists are most concerned with the frequencies within the
speech banana because a hearing loss in those frequencies can affect a
child's ability to learn language.

The speech banana enables you to understand further the audiogram

test given by the audiologist in your area.

In the audiogram test, the symbol “x”, typically marked in blue,

corresponds to the left ear.

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 The symbol “o” typically marked in red,
corresponds
to the right ear.
If the audiogram test of the child is graphed within the range of 0-
20dB, he will likely to hear water drops, falling and whistling of leaves and
the chirping of birds, thus categorizing him to have a normal hearing.

If the audiogram test falls under the range of 20-40dB, he will likely
to hear the ticking of the clock and some phonemes ( l, ng, n, m, v, f, th, s)
thus categorizing him to have a mild hearing loss.

If the audiogram test falls under the range of 40-70dB, he will likely
to hear the cry of a baby, dogs barking and some phonemes ( j, z, g, i, u, b,
d, a, o, r, p, -ch, -sh, h, k) thus categorizing him to have a moderate
hearing loss.

If the audiogram test falls under the range of 70-90dB, he will likely
to hear the piano keys and telephone ringing relying to its vibration thus
categorizing him to have a severe hearing loss.

If the audiogram test falls under the range of 90-120dB, he will likely
to hear a truck siren, lawn mower, gunshot, airplanes and helicopters that
are about to take off thus categorizing him to have a profound hearing
loss.

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 ACCOMMODATIONS TO SUPPORT HEARING IMPAIRED/DIFFICULTY IN HEARING LEARNERS
CLASSROOM ASSISTIVE PARENT’S TEACHING SUGGESTED
ACCOMMODATION TECHNOLOGIES / AWARENESS STRATEGIES ACTIVITIES
SUPPORT SYSTEM
MILD -Regular -Hearing Aids -Home -Use real -Group
classroom setting Visitations materials, activities
and may apply -Frequency objects, Picture
Modulation (FM) -Psycho Exchange -Film Viewing
MODERATE -Put the learner Education Communication
HEARING close to the -Telecommunications Seminars System (PECS) -Manipulation
LOSS teacher for better Device for the of objects and
sound reception Deaf(TDD) -Information -Total hands on
and visual clues dissemination communication activities
-Teletypewriter (TYY) during (using ASL and
-Reduce auditory barangay spoken language -Role playing
distractions -Speech therapist assemblies simultaneously)
-Proper hand
-Get the learners -Through the -Explicit and eye
attention before help of a instruction coordination
starting the class medical (repetitive
practitioner instruction) -Vocabulary
-Make use of the enrichment
residual hearing -Through -Collaborative (Pictographs,
by talking aloud advertisements learning spelling,
(television, -Oral puzzles,word
-Speak slowly, radio. communication hunt)
clearly and face to pamphlets and (teach without
face with the flyers) signing since the -Arts for fine
learner learner has motor

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 -Listening to residual hearing) (drawing, clay
-Rephrase success stories molding, beads
-Field making,
-Write key words -Counseling trips(school and scribbling)
and outline community)
-Puppetry
-Clearly enunciate -Sign language -Keep narrative
speech program for report -Sorting
parents -Matching or
-Specialized -Step by step pairing
seating directions
-Family support
arrangement -Seizing
-Captioning or (search)
-Enhance scripts for
speechreading television, videos, -Classifying
conditions movies,
filmstrips -Sequencing
- Clearly
enunciate speech -visual -Identifying
supplements
-Educational -Comparing
interpreter
-Recognizing
-Obtain student’s
attention prior to -Solving
speaking Problems
(simple)
-Reduce visual
distructions -Organizing
Ideas

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-Present
information in
simple,
structured,
sequential manner

-Allow extra time

for processing
information

-Frequently check
for understanding

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 SEVERE
-Regular -Hearing Aids -Home -Practice and -Enhance
and classroom setting visitation allow Lip Reading speech reading
may apply -Frequency ( wear red conditions
PROFOUND Modulation (FM) -Psycho lipstick for (avoid hands
HEARING -Put the learner education women teachers) in front of face,
LOSS close to the -Telecommunications seminars no gum
teacher for better Device for the -Use Picture chewing)
visual clues Deaf(TDD) -Information Exchange
dissemination Communication -Allow extra
-Reduce -Teletypewriter (TYY) during System (PECS) time for
classroom noise barangay processing
-Cochlear Implant assemblies -Provide information
-Get the learners communication
attention before -Smartphone apps -Through the through Basic -Frequently
starting the class (android, ios) help of a Sign Language check for
medical (ASL, FSL, understanding
-Specialized practitioner Localized signs)
lighting -Repeat or
-Through -Assign a buddy rephrase
-Captioning or advertisements for note sharing information
labeling things (television, and discussion when
inside the radio, necessary
classroom (for pamphlets and -Field
familiarization) fliers) trips(school and -Group
community) activities
-Use of visual -Listening to
supplements success stories -Keep narrative -Film Viewing
(overheads, report
chalkboard, -Counseling -Manipulation

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charts, vocabulary -Step by step of objects and
lists, lecture -Sign language directions hands on
outlines) program for activities
parents -Captioning or
-Vibrating alert scripts for -Role playing /
devices (used to -Family Support television, videos, Pantomime
signal fires, movies,
doorbells, weather filmstrips -Proper hand
warnings and and eye
more. These -visual coordination
devices can be supplements
used in the -Vocabulary
classroom to alert enrichment
to schedule bells (Pictographs,
and other spelling,
important puzzles,word
announcements) hunt)

-Arts for fine

motor
(drawing,clay
molding, beads
making,
scribbling)

-Puppetry

-Seizing
(search)

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-Classifying

-Sequencing

-Identifying

-Comparing

-Recognizing

-Solving
Problems
(simple)

-Organizing
Ideas

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OTHER BASIC SIGN LANGUAGE

NUMBER CHART

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DAYS OF THE WEEK

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SIMPLE GREETINGS

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 PEOPLE

TD

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D/TYY

TIME SENSITIVE SIGNS

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PARTS OF THE HEAD

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EMOTIONS

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WH- QUESTIONS

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VI. LEARNERS WITH DIFFICULTY IN SEEING

BRAILLE SYSTEM

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 Figure 1. Braille is a system of reading and writing in which letters and words are
formed by patterns of raised dots that are felt with the fingers. This system had
twelve dots that were arranged in a grid that as two dots across and six dots down.
Braille was invented by Louis Braille in the early 1800s. He assigned different shapes
to each of the letters. (M. Cay Holbrook, Ph.D., 1996, Children with visual
impairments: a parents’ guide)

Introduction

The implementation of the Inclusive Education Program increases

the number of learners with difficulty in seeing enrolled in a regular
school, thus, general education teachers need to understand the
learners’ visual as well as academic abilities to provide them proper
accommodation in the teaching-learning process. The successful
implementation of the program depends on the proper accommodation of
this type of learners.

Learners with difficulty in seeing need specialized instruction in

order to understand concepts in a highly visual world. They need to be
provided with meaningful experiences and interactions with real and
tactile objects that they can touch, hear, smell and see. Their interaction
becomes more meaningful through guided exploration, explanation,
manipulation of concrete objects and have a unifying experiences.

Learners with difficulty in seeing can learn in general education

settings provided that appropriate instructions are used to equip them
with basic academic skills and competencies.

Description

Difficulty in seeing refers to a significant functional loss of vision

that cannot be corrected by medication, surgical operation, or use of
ordinary optical lenses such as spectacles or eyeglasses.

The terms low vision or partially sighted and blindness are often
used to describe and categorize levels of vision based in a clinical
assessment performed by a licensed ophthalmologist and optometrist.
Each category is considered in terms of the degree of vision acuity and
its implications for learners’ learning.

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1. Low Vision/Partially-Sighted
Spungin (2002) defined low vision as learners who are not totally
blind but have visual impairments that cannot be corrected to normal
with regular eyeglasses or contact lenses. Generally, learners with low
vision are able to learn using their visual sense; however, they may need
to have print magnified, contrast enhanced, or type font or size changed
(Turnball et al., 2002).

2. Blindness
Blindness, on the other hand, is described by Spungin (2002) as to
the lack of usable vision. Hence, learners with total blindness receive no
stimuli from their visual channel and depend entirely on input from
other senses such as touch, hearing, smelling, and tasting.

Characteristics of Learners with Difficulty in Seeing

Learners with non-correctable vision problems are experiencing

difficulty in seeing. Depending on the severity of their eye condition, the
following characteristics may be used in the special education or regular
education school environment.

Learners with difficulty in seeing shows the following common

characteristics:

1. Their sense of touch is very keen.

2. They move slowly and carefully due to the fear in bumping
into things or objects.
3. They tend to move, feel, and touch objects especially when
travelling to ensure that they are in the right path.
4. Oftentimes, they have the tendency to deviate of their normal
posture for fear of being hurt.
5. Their learning capacity is the same as that of the sighted but
their rate of learning is slower due to absence of sense of sight.
6. They can become independent, assertive and adventurous like
sighted children.
7. Generally, they have exceptional talents and interest in music,
arts and sports.

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 Category Characteristics
Low Vision The learners:
(Partially-  have vision between 20/70-20/160 and
Sighted) cannot be corrected;
 use correctional glasses and contact lenses;
 can use limited vision for functional tasks but
need their tactile and auditory channels for
learning;
 use a combination of limited vision for
functional tasks and other senses (tactile and
auditory channels) for learning
Totally Blind The learners:
 lack the ability to see anything;
 lack light perception;
 use tactile and auditory channels for learning
functional tasks;
 use cane for mobility;
 learn via Braille and other non-visual media.

Accommodation to Support Learners with Difficulty in

Seeing
Some adaptations are as simple as moving learners to the front of
the class or in a well-ventilated environment. Accommodations and
modifications need to be based upon on their needs and learning
styles.

Select what specific accommodation would be beneficial for a

particular learner, especially on the classroom setting, material
adaptation, or what academic evaluation might be made.
Accommodations are vital in helping learners with difficulty in seeing to
access the general curriculum which should be appropriate for their
adaptations to support their learning.

Types of Accommodations:

Instructional Accommodations are changes made to the delivery

of classroom instruction, use of appropriate materials, and strategies.
Instructional accommodations are not changes to the scope or range of
the grade-level content standards and competencies or alterations to the
complexity of the knowledge learners are expected to learn.

Testing Accommodations are changes in the format or in the

conduct of tests but these changes do not affect what the evaluation
measures.

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 Accommodations
Instructional Testing
For both Low Vision and Totally For both Low Vision and Totally
Blind: Blind:
 Give clear, concise and specific  Read aloud the test questions.
directions when giving lectures  Allow extended time when
and activities. taking examinations.
 Give descriptive verbal
instructions to direct the For Low Vision:
learners inside and outside the  Provide large print version of the
classroom texts (font size 18-25 point)
 Allow sighted guide (classmate  Allow the learner to use symbols
on rotation) for orientation and (e.g. a check or a cross) to
mobility answer questionnaire
 Encourage peer support to help  Use magnification and
them in their academic activities illumination devices (prescribed
 Encourage “buddy” system by a low vision specialist) in
during recess/lunch break reading and answering written
 Allow them to rest and have examinations
ample time to recover from  Make use of a thicker and
visual stress and fatigue in darker felt-tip or bold pen to
preparation for the next activity provide better contrast
 Use tactile materials to present  Maintain a well-ventilated
lesson learning area
 Expose learners to use assistive  Use portable lamps with
technology, audio and media adjustable arms to control the
materials (e.g. recorder, cd/dvd, intensity of light.
Braille note taker, computer,
cellphone, talking calculator, For Totally Blind:
talking watch)  Brailled test papers/materials
 Use applications and software and transcribed answer sheets
(e.g. Talkback, JAWS, NVIDIA) (by the SPED teacher)
to enhance lesson
 Allow the learners to record the
lesson if needed using audio
recorder
 Use adaptive materials

For Low Vision:

 Provide optical devices (e.g.
magnifier, telescope
 Observe color contrast (e.g.
green-gray; yellow-blue, black-
white) when making pictures,
illustrations, graphs, and maps.
 Avoid cluttered pictures and
illustrations
 Provide copies of the board work
activities
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 Suggested Teaching Strategies

Instructional Strategies are general strategies designed to

support individualized reasonable accommodations for which a learner is
eligible.
Environmental Strategies consider the learners’ visual condition,
type of educational program, child’s age and other challenges the
learners need depending on the eye condition, but in general it is
necessary to consider the following: seating arrangement, good
illumination, and adaptive workspace. Similarly, orient the learners in
the receiving class about the accommodation of the low vision/blind
learner that will be mainstreamed in their class.

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 Teaching Strategies
Instructional Environmental
1. Modelling 1. Seating arrangement
o Hand-over-hand-under o Keep a front row seat open
(teachers’ hand is under the for a learner with difficulty
learner’s hand) in seeing to maintain close
o Speak slowly and clearly to proximity to the teacher
model the language you and activity/materials.
want the learner to use o Carefully consider the
o Provide a tactile sample of a arrangement of the
project for a learner to copy classroom so that mobility
is encouraged and
2. Assistive Technology comfortable for the learner.
o Use of applicable computer o Maintain a landmark that
software that can assist the will serve as cue for the
learner in writing learner to move around the
assignments and reading room. If ever changes in the
print materials classroom set-up is needed,
o Use handheld magnification inform and orient the
with regular text learner immediately.
o Use of photocopier to
enlarge small texts, 2. Good Illumination
pictures/diagrams, o Provide good illumination by
charts/tables incorporating combination
of natural and artificial
3. Contextualization light.
o Familiarize unknown o Consider environmental
concepts through direct adaptations such as lighting
experience (demonstrations, conditions, and contrast
media, manipulatives, between materials
repetition, oral o Use brightly colored or
opportunities) tactile cues in the room to
o Provide large print version promote independence,
of the text mobility, and signal location
and things.
4. Schema-Building o Avoid glaring environment
o Help the learner to see the o Reduce visual clutter
relationships between
various concepts (e.g. 3. Adapted workspace
compare and contrast, o Assess the safety level of the
jigsaw learning, peer environment and modify
teaching/cooperative what needs be changed and
learning and projects) alert the learner in the
different areas of the
5. Bridging classroom
o Establish link between the o Provide the learner with a
learners’ prior knowledge full orientation to the
and the material (e.g. think- outdoor and indoor area
pair-share; quick writes, o Provide learning station for
anticipatory charts) tactile activities (e.g.
sandbox)
6. Adaptive materials o Use of book stand for
o Use felt-tip pen to produce reading activity for low
a dark bold line for the vision learner
learner to see the o Observe proper position of
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picture/diagram/written learners’ table or chair
text clearly
o Use colored chalk whenever
possible
CONSIDERATIONS TO REMEMBER IN HANDLING LEARNERS WITH
DIFFICULTY IN SEEING

A. Cane Skills
There are two kinds of canes that a blind learner may use. The
first kind is a long, straight cane with or without a crook. It is made up
of either aluminum or fiber glass. It is usually covered with a quite
reflective material while a small portion of the lower shaft is covered with
a red reflective material (See Figure 2a).
The second type is the folding cane. It is made up of nylon or metal
(See Figure 2b).

(2b)

(2a)

Figure 2a. Long Straight Cane; Figure 2b. Folding Cane

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 Cane skill depends on the environment. Modification can be used.
The following skills must be familiarized such as:

1. Diagonal technique is used primarily in familiar indoor

environment to detect low objects such as chairs and tables. The
cane is held in either hands positioned diagonally across the body
like a “bumper” with the tip either resting on the ground or about
one inch above the ground or extending one to the body (hips or
shoulder).

2. Touch technique is used in any environment, indoors or

outdoors, familiar and unfamiliar. The cane of the learner is held
on his/her dominant hand. It is positioned at the center of the
body while the tip swings from side to side, contracting the
walking surface about one inch beyond the widest part of the
body. The learner’s cane swings in a low, flat arch with the tip
touching the surface on the side opposite of the forwarded foot,
enabling the child to detect changes in the walking surface such
as steps or curbs.

3. Shoreline technique is a basic technique to locate an intersecting

sidewalk. The learner walks parallel to the shoreline. (Shoreline
can be a line between the grass and the sidewalk.) As the learner
walks, his/her arc increases on the side of the body closest to the
shoreline, alternately touching the shoreline and the walking
surface until the intersecting sidewalk is located. Arc refers to the
left to right movement of the cane. The purpose is to detect if the
learner is on the right path/way.

B. Clues
Clues are any sound, odor, temperature, tactile or visual stimulus
that the learner can use to help identify where he/she is in space. A clue
may be something moving or stationary. It is not permanent.

C. Formal Orientation Skills

Efficient independent travel is possible if proper orientation skills
are introduced. The learner must first have understanding of his/her
body and the notion of himself/herself as a separate entity. Therefore,
the learner must master the skills such as identifying landmarks,
trailing and route travel.

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 C.1 Trailing
Trailing is demonstrated by extending
one’s arm at a 45-degree angle in front of and to
the side of one’s body to follow a surface with
one’s hand. Trailing is used to determine one’s
position in a particular setting; to locate specific
area/object such as the door; and to maintain a
parallel line of travel (See Figure 3).

Figure 3. Trailing

C.2 Route Travel

The first travel routes that a learner
typically learns have true intrinsic meaning
to him. Parents can reinforce early route
travel by encouraging their child to travel the
final steps to a certain location such as the
bathtub at bathing time, the high chair at
meal time, or to the toy basket in the living
room. This is called backward chaining,
where the child learns to accomplish the last
portion of the task first, with success more
steps of independence can be added (See
Figure 4).

Figure 4. Route Travel

C.3 Landmarks
Landmarks is a fixed object (wall, post)
or tactile marker such that has a known
location within the environment. It is
permanent. It can be used for position
identification to determine a reference point
and to locate specific objectives (See Figure 5).

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 object - wall)

D. Systematic Search Patterns Technique

Systematic search patterns technique is used to locate items that

have fallen or rolled away from the learner. He/She needs to stop and
listen as soon as an object falls. Encourage him/her to listen where the
sound is rather than automatically reaching for it (See Figure 6).

There are two basic search patterns in this technique. The first
pattern is using the hands and arms to find/retrieve nearby objects. The
learner establishes a starting point and uses a circular or fan motion of
his hands and arms in locating the object.

The second pattern is using the whole–body of the learner. This

search pattern is used in locating objects in larger area like classroom,
park, gymnasium, etc. There are two kinds of this search pattern. The
first pattern is the “perimeter” search method.

The learner establishes a starting point and walks around the area
giving him/her information about the shape and size of the space. The
second pattern is the “gridline” search method.

The learner establishes a starting point and then moves in straight

lines back and forth within the perimeter of the area to locate objects
within the perimeter.

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 Figure 6. Systematic search pattern
technique

E. Self-Protective Techniques
Self-protective techniques help a learner travel in the environment
by his own self.

E.1 Upper-Hand-And-Forearm Technique

This technique is helpful in protecting

the upper body, especially the head and
chest. This protects the learner from head-
high hazards such as tree limbs.  This can
also help protect the head when searching
for a dropped item under a desk or table. In
this technique, the learner stretches his
arm out in front and slightly bent at the
elbow. The forearm should be parallel to the
shoulders and the hand in line with the
opposite shoulder. The learner's hand
should be turned with the palm faced out
and fingers facing forward.  (See Figure 7a)

Figure 7a. Upper- Hand- And- Forearm Technique

E.2 Lower-Hand-And-Forearm Technique

This technique is helpful in protecting
the lower body, especially the abdomen and
groin when traveling short distances. This is
similar to the above technique, but the

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learner lowers his arms to about 12 inches in front of the opposite thigh
(See Figure 7b).

Figure 7b. Lower-Hand-And-Forearm Technique

F. Sighted Guide Technique

The sighted guide technique directs the learner. The learner holds
onto the sighted guide by grasping the arm just above the elbow. The
learner is position half step behind the guide and actively follows
him/her (See Figure 8).

Figure 8. Sighted Guide Technique

G. Squaring Off
It is a technique done when the learner reaches the landmark. The
learner may either turn left or turn right and proceed to the chosen
direction (See Figure 9).

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 Figure 9. Squaring Off
H. Narrow Passageway Technique

It is a technique that allows for safe and efficient passage through

a restricted space that cannot be negotiated using the basic sighted
guide procedure. The learner strengthens his/her arm and moves
directly behind the sighted guide. (See Figure 10)

Figure 9. Squaring Off

It should be a prerequisite to a Receiving/Regular Teacher to be

acquainted with the basic activities in order to make adaptive
instructional materials suited to his/her learners.

Suggested Activities to Learners with Difficulty in Seeing

A. Orientation and Mobility (Movement) Activities

 Give clear and descriptive verbal instructions/cues (e.g. At

your right side is a wooden door; Always remember your
landmark such as post, station, plant)
 Give light/gentle touch cues (e.g. tapping his/her shoulder
to say something)
 Orient the learner to his/her classroom and its facilities (e.g.
going to the board, throwing garbage in the trash can,
washing area)
 Orient the learner to his/her school environment and its
facilities (e.g. going to the canteen, going to stage)
 Demonstrate the correct way of holding and using the cane
Figure
in traveling 20. Narrow Passageway
independently Technique
or with a sighted guide.
 Introduce the blind learner to his/her sighted guide
(classmate, peer)

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  Expose the learner to different sports (e.g. Goalball,
Athletics, Swimming) and adaptive Physical Education (PE)

B. Language and Literacy Activities

 Determine what medium (braille, print, dual media,

computer devices, auditory strategies, objects, symbols, or a
combination of available devices) is suited to the needs of
the learners.
 Provide vocabulary building activities such as word puzzles
and scrabbles in either tactile or large print format.
 Read aloud stories that are interesting and age appropriate.
 Provide big books with large print for low vision learners and
Braille books for totally blind learners.
(See Figures 11a, 11b, 11c and 11d for examples)

Braille cells how to write and read

CVC words
Magic Spoon

A sample of tactile alphabet cards. Use

buttons for braille letters and thick
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yarn for the alphabet letters. Photo
credit: Sheryline L. Bustarga
A sample of movable alphabet. Use
foam paper or thick cardboard to create
an embossed effect of the material.
Photo credit: Sheryline L. Bustarga

C. Writing Activities

 Use guided sheets such as window cards for tracking and

pre-braille writing
 Use black felt-tipped pens/ markers in writing, tracing, and
drawing activities.
 Use handheld monocular telescope (Figure 12a) in viewing
distant objects to access information that is not within the
learner’s reach
 Use magnifying glass and eye glasses to aid writing
 Use teacher made Braille cards for copying Braille exercises
 Use slate and stylus in writing (Figure 12b)
 Use braille paper in writing activities for the blind but if not
available, use oslo paper/cartolina following the size of the
braille slate (ruler slate, half slate, whole slate)
 Use manual Brailler (Figure 12c) /Electronic Brailler if
available
 Use of assistive technology (e.g. android cellphone or tablet,
JAWS software) to access information

Handheld Monocular telescope. This is used when viewing distant objects.

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Slate and Stylus. The slate is a template of several rows of braille cells, and the stylus is
a device with a blunt metal tip that is used to punch each dot individually.

D. Numeracy Activities
 Use tactile materials such as counters, pegboards, real
objects and indigenousManual Brailler
materials
 Use Cranmer Abacus
(Figure 13) for
mathematical computations
 Use guided sheets e.g.
window cards for the low
vision
 Introduce paper folding to
teach fractions
 In making graphs, tables, charts, and maps, use yarn to
create the outline of the illustrative materials

Figure 33. Sample Cranmer Abacus

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  Use push pins in locating and identifying places in a map
 Use of talking calculators, talking watch/clock, talking
thermometer
 Use games to integrate number concepts. Examples of
games are as follows:
o Running relay with different sounds (Number 0 – get
ready; Number 1 - clapping; Number 2 – animal sound
(dog); Number 3 – animal sound (cat) etc.)
o Running with a guide rope (A learner runs holding and
following the direction of the rope – left, right, straight,
curved)
o Passing the ball over-head and under
o “The boat is sinking” through clapping with sighted guide
o Matching numbers with Braille Number Cards

E. Auditory Activities
 Train the learner on how to manipulate/use computer
technology in order to access lessons into digital audio files.
 Acquaint the learner to certain settings of the audio digital
device that may need to be changed for accessibility such as
the speaking speed, voice volume, etc.
 If digital audio files are being used in classroom, allow the
learner to use headphone for him/her to concentrate in
what he/she is listening. If two or more users will access the
same recording, use a splitter to connect multiple
headphones.
 To facilitate listening to classroom activities/instructions
and digital audio material at the same time, the headphones
should cover only one ear.
 Convert text documents to digital audio format such as mp3
using available conversion programs or applications.
 Books with digital audio format can either be played on a
digital audio player or computer. In case there are no
available books in this format, read and record the content
of the book/text material.

F. Art Activities
 Add textures to paints (e.g. Rice – lumpy; Shaving cream –
foamy; sawdust – rough; Sugar – shiny and grainy)
 Add scents to modelling clay (e.g. Red – apple scent; Orange
– orange scent; Yellow – banana scent; Green – mango scent)
 In assembling an “Art/Craft Making,” introduce first a model
of the finished craft, then, guide the learner’s hands to
locate/put important features and associations in the
project.
 Use a black felt-tip pen to highlight outlines of picture. Help
the learner trace the outline.

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  Allow the learners to experience cutting exercises/activities,
however, strict guidance in using the scissors is necessary.
 When gluing real objects on paper, it may be helpful to show
the learner a finished model first, so that the learner can see
the end result. Encourage to use low vision devices to
identify colors of objects, shapes and feel the texture.
 Create a tactual outline or border of the area they need to
color in. There are a number of ways to create a tactual
border. Use dimensional glue or paint, a glue gun, tracing
wheel, or a sewing pattern wheel poked from the underside
to provide tactual information of lines.

A sample of texture sticks.

Cutting exercises. Note: Guide the
low vision learner in handling
scissors.

Coloring Exercise. Use yarn to

create a tactual border.
G. Music Activities

 To develop listening skills

o Use shakers, bells, drums, and other objects that can
create rhythmic patterns to help the leaners explore,
Figure 14c. Tracingdistinguish, playtoand control sound sources.
wheel. Use this
o Have a “Sensory Adventure” trip in a sensory park,
make a tactual border in creating
then ask the learners to list all the things that they
different figures like shapes, etc.
can hear, smell, touch, and see. Let them chant the
things that they observed using their senses.
o Use a rhythm signal such as clapping back that will
mean “stop and listen me”

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  To develop music appreciation
o Expose the learners to a variety of music (e.g.
concerts, recorded media, videos, etc.)
o Use tactile musical notations or enlarged musical
notation, Braille Music Book, Braille Music Charts

 To develop skills in playing musical instruments

o Use improvised music devices such as cardboard
clappers, music wall using old cups and pots, etc.
o Expose the learners to different musical instruments.
Piano, violin, and guitar are commonly used
instruments that can give the most tactile-aural
feedback.
o Drums and cymbals require circular or static motion.
These instruments are commonly used for learners
who have difficulty scanning from left to right.

Sample tambourine

Reminders for the Receiving Teacher

o Preferential seating is often necessary for a learner with

low vision.
o Let the learner sit as close to the board as practical.
o Reduce glare from windows and lights, as much as
possible by putting curtains or venetian/window blinds.
o Let the learner sit with his/her back to the windows.

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 o Provide clear copies of printed materials. Contrasting (light
and dark) colors of printed materials should be considered.
o Preferably bold fonts must be used for printed materials.
o Take in consideration the adaptive devices such as caps,
sun shields, bookstand or reading stand, tinted lenses,
computers with speech, and tape recordings helpful to
learners if available in the community.
o Provide more time for learners to complete written
activities.
o Give the learner the grade he/she earns. Giving much
consideration may not help the learner at all.
o Use the words “look and see” instead of “touch and feel.”
o Recommend the learner for a vision test for further
assessment.

VII. DIFFICULTY IN REMEMBERING/CONCENTRATING

Introduction
Learners with intellectual disability have memory deficits resulting
to difficulty in remembering information and difficulty on self-
regulations. The term “intellectual disability” is a medical term and can
be used only to label learners who have completed medical diagnosis
from a developmental pediatrician, but those learners who have no
medical diagnosis and observed to have memory deficits shall be
considered to have difficulty in remembering or concentrating.

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 There are several causes of the deficits of intellectual and adaptive
functioning of these learners. These causes may be attributed into
biological or environmental conditions.
According to American Association on Intellectual and
Developmental Disabilities (AAIDD, 2009), Intellectual Disability is
characterized by significant limitations both in intellectual functioning
and in adaptive behaviour as expressed in conceptual, social, and
practical adaptive skills. This disability originates before age 18. It also
defines adaptive behaviour as a collection of conceptual, social, and
practical skills that have been learned by people in order to function in
their everyday lives. The AAIDD defines the age of onset for intellectual
disabilities as prior to 18 years. The reason for choosing age 18 as a cut
– off point is that intellectual disability belong to a family of conditions
referred to as developmental disabilities.

Description

Intellectual abilities include reasoning, planning, solving problems,

thinking abstractly and comprehending complex ideas, learning quickly
and learning from experience. Hardman, Drew & Egan (2014) noted that
learners with intellectual disabilities develop gradually in the different
domains namely cognitive, motor, socio-emotional and behavioral,
language, self-help, creative and aesthetic developments.
Learners with difficulty in remembering or concentrating manifest
substantial limitations in age-appropriate cognitive functioning and in
adaptive behavior. These deficits in intellectual functioning are
associated with poor short term memory, lack of concentration/focus in
doing tasks, low motivation/self-esteem, and difficulty at generalizing of
what has been learned. Thus, these learners find difficulties in doing
school work and gradually fail in the grade level.

CHARACTERISTICS
The characteristics observe among learners with difficulty in
remembering or concentrating (LDRC) show significantly on the four
developmental domains such as Physical and Motor, Personal and
Social, Learning (Cognitive) and Spoken Language.
The following characteristics of learners with difficulty in
remembering or concentrating are based on an Assessment for the Use
of Laymen.

A.Physical and Motor Characteristics

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 1. Is slightly lighter in weight than most children of his own group
2. Is shorter in height than most children of his own age group
3. Walks with stooping shoulders
4. Walks with uncoordinated swaying of the arms
5. Tendency to trip or stumble over objects while walking
6. Tendency to drop objects and articles
7. Has difficulty in maintaining balance while jumping, hopping, and
skipping
8. Has difficulty in using scissors
9. Has difficulty in using knives for slicing, paring, and cutting
10. Finds difficulty in typing shoelaces, ribbons or sash
11. Is unable to hold pen or pencil correctly
12. Has difficulty in tracing circle, square and triangle
13. Has difficulty in drawing a circle
14. Has difficulty in drawing square
15. Has difficulty in drawing a triangle
16. Has difficulty in writing letters of the alphabet
17. Finds difficulty in writing numbers
18. Has the following physical deformities:
a. Slanted eyes with coordinated eye muscles
b. Protruding forehead
c. Large protruding tongue
d. Wide face
e. Disproportionately short hands and fingers
f. Broad hands with fingers having square ends
g. Teeth that are pegshaped and chalky
h. Swollen eyelids and eyes that are half-shut
i. Short thick neck
j. Short thick legs
k. Large head
l. Disproportionately small head
m. Dry, course and scaly skin
B. Personal and Social Characteristics
1. Tendency to be alone most of the time
2. Easily cries
3. Tendency to get angry at a slight provocation
4. Lacks concern and attention to events and people around him
5. Talks and laughs in an unnecessarily loud voice
6. Tendency to over react to events and people around him
7. Does not care about the feelings of others
8. Does not laugh easily when confronted with funny situations

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C. Learning Characteristics
1. Has short attention span
2. Has poor memory
3. Has difficulty in comprehending situations in communication
4. Is easily distracted around him
5. Has difficulty in finishing work that has been started
6. Perseverates or repeats unnecessary action
7. Has reversals in written work
8. Has difficulty in relating isolated facts into meaningful ideas

D. Spoken Language
1. Refuses to talk
2. Has the tendency to speak in words or phrases instead
3. Tendency to talk in sentences with grammatical errors
4. Has immature or improper vocabulary
5. Tendency to have articulation problems such as:
a. Omissions
b. Substitutions
c. Additions
d. Distortions
6. Gropes for words to express himself

ACCOMMODATIONS TO SUPPORT LEARNERS

It is possible that some learners with difficulty in

remembering/concentrating may be able to do exactly the same work in
the class as the other learners. Concrete thinkers will need adaptations
in the way the lesson is taught or in how the learners show their
learning. There will probably need to be some modifications in the
content of what the learners will be learning as they get to the higher
grade levels.

As part of accommodation support to learners with difficulty in

remembering or concentrating (LDRC), the following adaptations are
appropriate and necessary for teachers to consider.

1. Instructional Accommodation
a. Simplified instructions which are within the level of the learner.
It should be brief and concise for better understanding or
comprehension.

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 b. Provide flexible time/schedule in doing projects/ assignments.
c. Multi-sensory activities should be provided for the learners to
remember concepts learned.
d. Use visuals/pictures and mnemonics for improving or
strengthening memory.
e. Brainstorm and offer better choices in doing activities/tasks.
f. Provide adaptive materials to cater different learning styles (e.g.
use calculator in computing).
g. Use token economy system to reinforce desirable cognitive
behavior.
h. Provide more assistance in doing tasks.
i. Group them in small group discussion/instruction.
j. Use chants or songs to recall or review academic concepts in
different core subjects.
k. Incorporate arts and crafts to motivate the learners.
l. Involve them in extra-curricular activities such as: sports,
clubs, scouting, etc.

2. Environmental Accommodation
a. Carefully consider and monitor seating arrangement in the
classroom. Learners should be seated in front close to the
teacher. Peer tutors should also be seated with them.
b. Visual daily schedule provides the learners tracking and
monitoring of tasks/ activities needed to be accomplished.
c. Check the arrangement of non-distracting material. Materials
should be within the reach of the learners to prevent them from
roaming around the classroom that may disrupt their
focus/concentration.
d. Structure activities to foster interaction. Provide frequent
opportunities for learners to learn and socialize with typically
developing peers.
e. Develop a procedure for the learner to ask for help (e.g. cue
card, raising hand).
f. Arrange the classroom environment so learners have many
opportunities to practice personal care and self-help skills.

3. Test taking/Assessment Accommodations

a. Provide thorough reviews before tests. Give guided notes for the
learners to recall important concepts of the lessons learned.
b. Minimize fine motor demands by giving oral assessment to
learners with poor motor skills. Whenever possible, it is
preferable for to use photocopied pages that the learners can
write on. When giving oral assessment, repeat instructions or

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 directions frequently and ask learners if further clarification is
necessary.
c. Reduce the number of items/activities however, make sure that
the test still measures the needed competencies.
d. Provide flexible time for learners to complete written works or
projects
e. Give examples on how to answer items in the test.
f. Give simple and clear homework. Homework should always be
something that the learners have already learned.
g. In constructing the test questions, follow these simple
reminders:
 Use short and simple sentences to ensure understanding.
 Increase difficulty of tasks over time.
 Include pictures or illustrations and not purely text.

TEACHING STRATEGIES

There are numerous teaching approaches, methods, and strategies that

teachers can use to develop the functional academics of learners with
difficulty in remembering/concentrating.
Instructional Strategies are techniques used to help learners
become independent and strategic learners. In addition, these strategies
become learning strategies when they can independently select the
appropriate ones and use them effectively to accomplish tasks or meet
goals.
Instructional Strategies can:
• motivate learners
• help them focus attention
• organize information for understanding and remembering
monitor and assess learning

The following are commonly used and evidence-based instructional

strategies that can help the learners with difficulty in remembering and
concentrating to cope with the work demands in the regular class.

1. Cognitive Behavior Modification

This strategy analyzes the thinking process of the learners in
performing a task. The learners will be able to give input about how they
learn best, hence, helping them to be in control of their learning.

171 | P a g e
 The following are three ways on how to employ the thinking
process:
a. Instruction by another person – for example, an adult model
(teacher) performs a task while talking out loud to himself/herself.
b. Overt self-instruction – for example, while performing a task, the
learner verbally instructs himself/herself or whispers instructions
to himself/herself.
c. Covert self-instruction – for example, the learner performs the
task by guiding his/her performance through private speech.

2. Modeling
In modeling, the learners gain and practice appropriate behaviors
by observing and imitating others. When the learners observe one of
their peers being rewarded for desirable behavior, they tend to follow the
example of the model. Thus they learn those behaviors which have
positive consequences. Likewise, unacceptable behavior may be
discouraged when they watches another receive punishment for such
behavior.
By continuous modeling of desirable behaviors, the learners will be
able to recall and retain routines in the class such as sitting properly,
passing of paper, raising of one’s hand to recite, paying attention, and
transition from one task to another task.

3. Multisensory Method
This method is based on the premise that some learners learn best
when content is presented in several modalities. It is also known as
VAKT (visual-auditory-kinesthetic-tactile). Likewise, this method
facilitates short and long-term memory storage.

For an instance, learners can grasp the concepts of the lesson

when provided with musical or rhythmic associations, concrete
visualization, and hands-on experiences.

4. Behavior Modification Technique (BMT)

Learners with difficulty in remembering or concentrating are more
prone to inappropriate behavior. They may display difficulty in accepting
criticism, limited self-control as well as self-injury.
There are two common BMT to reinforce positive and desirable
behavior.

a. Positive Reinforcement
This BMT provides specific and immediate corrective feedback. By
giving sensory stimulation to the learners, they will be able to remember

172 | P a g e
positive behavior more often. In addition, it is a great way to motivate the
learners to learn a new skill, and perform or practice a known skill.
Sensory stimulation may include lights, sounds, music, tastes,
smells – preferred activities, favorite foods and drinks. Social reinforcers
such as attention, approval, praise, and hugs are other ways in giving
positive reinforcement. These internal and external reinforces are usually
referred to as “Token Economies.”
b. Fading
Positive reinforcement must not be stopped abruptly but gradually
tailed off. Teachers should systematically fade prompts to promote
independence. There are several ways to gradually remove
prompts/reinforcers such as using behavior contracts, extinction
(ignoring inappropriate behavior), and withholding reinforcers.

1. Peer Tutoring
This strategy involves pairing a competent learner with a learner
who has difficulty in a particular academic area. In this way, this can
also improve the social skills of LDRC.

Most of the time, the use of peer assistant/peer intervention

worked better.

2. Projective Technique
Various projective techniques may be used by the teacher to
encourage learners to project or express their feelings and emotions.

Creative activities, such as role playing and puppetry, provide an

opportunity for the learners to practice skills and express feelings.

3. Group Learning

Learners often do better when they are in a group because

behavior difficulties become lesser and learners motivate each other.
Giving them tasks to accomplish boost their concept of responsibility.
Make sure that the tasks given to them are the ones that they can
perform efficiently.

5. Play-based Learning
This is used to teach cognitive skills while playing games.
Incorporating concepts and skills to be learned in play activities will help
LDRC to retain and retrieve information based from the fun-learning

173 | P a g e
experience they gained while playing. However, activities to be given
should be arranged from simple to complex.

6. Individualized Instruction
Differentiating does not mean providing separate, unrelated
activities for each learner but does mean providing interrelated activities
that are based on learners’ needs for the purpose of ensuring that they
come to a similar grasp of a skill or idea.
This strategy can be done by differentiating the:
• Content (what is learned)
• Process (how the content is taught)
• Product (how the learning is observed and evaluated)

Learners with difficulty in remembering or concentrating who are

non-verbal can be given Picture Exchange Communication (PECS). It
involves using pictures with words to develop the skills for initiating
communication with other people.

7. Task Analysis
In this strategy, it is necessary to breakdown a complex learning
task into simple sub-tasks, then introduce each task one step at a time
for mastery. This will help frustration level down and enable learning to
take place.

8. Arts and Craft Approach

This is an approach that utilizes available appropriate low-cost
and craft materials for the development of different teaching-learning
experiences and activities.
Example of Arts and Crafts is making a Pop-up Book.

MULTI-SENSORY MATERIALS AND ACTIVITIES THAT SUPPORT THE

LEARNING OF LDRC

A. To stimulate visual reasoning and learning

174 | P a g e
 • Text and/or pictures on paper, posters, models, projection
screens, computers or flashcards
• Use of color for highlighting, organizing information or imagery
• Graphic organizers, outlining passages
• Student created art, images, text, pictures and video

B. To stimulate tactile learning

• Sand trays, raised line paper, textured objects, finger paints and
puzzles to improve fine motor skills
• Modeling materials such as clay and sculpting materials
• Using small materials called manipulatives to represent number
values to teach math skills

C. To stimulate kinesthetic learning

• Games involving jumping rope, clapping or other movements

paired with activities while counting and singing songs related to
concepts
• Any large movement activity for learners involving dancing, bean
bag tossing o other activities involving concepts, rhythmic recall
and academic competition such as quizzes, flash card races, and
other learning games

To stimulate auditory learning

• Books on tape, peer assisted reading, paired reading and
computerized text readers
• Video or film with accompanying audio
• Music, song, instruments, speaking, rhymes, chants, and
language games

SAMPLE MATERIALS OR ACTIVITIES FOR LEARNERS WITH

DIFFICULTY IN REMEMBERING OR CONCENTRATING (LDRC)

175 | P a g e
176 | P a g e
PICTURE EXCHANGE COMMUNICATION (PECS)

WORD-PICTURE MATCH

177 | P a g e
 Community Helpers
Needed Materials: pictures of different community helpers

Illustration/Drawing:

Procedure:
Discuss: The teacher will present the learners with objects that
each community helper utilizes. The learners will associate each object
with the community helper. The next level will include the type of
community helper such as Doctor/Nurse, Farmer, Firefighter, Librarian,
Police Officer, Teacher and Veterinarian. The last level will describe the
service each community helper provides.

Community Helpers                   

 Doctor/Nurse - Doctor and nurse help sick people. Farmer - Farmer
works hard to keep the fields and crops healthy, and provides fruits
and vegetables to grocery stores.
 Firefighter - A firefighter is a person who puts out fires and saves
people's lives.
 Librarian - Librarian takes care of libraries and helps people find
books.
 Police Officer - Police officer enforces laws and keeps order of the
place.
 Teacher - A teacher is someone who teaches the learners.  
 Veterinarian - Veterinarian helps animals when they are sick or
hurt.
Perform:
1. Each group will be given a different hat that is worn by a
community helper they will color the hat, cut it, and paste it on
construction paper. The learners will share what service there
community helper provides.
2. Every learner will be asked to choose a community helper and
write down 2 roles that specific community helper plays. Some
of the learners will share their responses with the class.
Variation: Make a pop-up book

178 | P a g e
 SINGING BOTTLES

Needed Materials

 8 bottles same sizes and shapes

 String
 Water
 3 feet stand (2 pcs. Bamboo)

How to make

1. Build a stand out of 1”x1” bamboo pole.

2. Fill 8 bottles with water ascending respectively.
3. The first bottle is filled with water around 2” from the bar.
4. Fill all the bottles with water in increasingly until the 8th bottle.
5. tap the bottle and add water until, you arrived at the desired
sound of the ascending DO in the musical staff.

How to use it

1. Present pictures of musical instruments.

2. Tell the learners to produce sounds by clapping, stumping their
feet or tapping their table.
3. Introduce the singing bottles.
4. Tap the bottles one at a time till the 8th bottle.
5. Count the bottles in the sound of de, re, mi, fa, so, la, ti, do or
1,2,3,4,5,6,7,8
6. Count the bottles in descending order 8,7,6,5,4,3,2,1
7. These bottles could produce sounds, thus they can be a
musical instruments.

SORTING SHAPES

Sorting flat shapes in different ways

 Print out shapes (in Color) and then cut them

out
 
 Print shapes (black and white) on different
colors of paper or card, cut them out, then
mix them up or color them in yourself.

179 | P a g e
Sort them by color

Sort them by size

Sort them by how many edges they have.

 A circle has 1 edge,

 A triangle has 3 edges.
 And there is at least one shape with 8 edges

Sort them by how many corners they have and by curves.

 Shapes with a curve

 Shapes with only straight edges

Sort them by two methods at the same time. By color, but with the
curved shapes on the top row:

Bonus task: Sort them by color and how many edges. Now just go ahead
and combine the shapes into artwork.

180 | P a g e
 SANDWHICH? LAUNCH BOX!
Needed Materials

 (1) 24x24 plywood * nails

 (5) 1x4x24 good lumber * hammer
 (2) 1x4x7 good lumber * cut-out of foods
 Sand paper * white sand
 Wood glue * paint
 Popsicle stick *glue gun w/ glue stick

Illustration:

Cut –out pictures of Cut –out pictures of Cut –out pictures

foods/toy foods foods/toy foods of foods/toy foods

White Sand

A. How to make

1. Make a wooden box using (1) 24x24 plywood and (5) 1x4x24 good
lumber. Use the wood glue, nail and hammer to make the sand
box.
2. Put a divider using the 1x4x24 good lumber and (2) 1x4x7good
lumber to produce 3 more boxes to serve as a compartment for the
cut-out pictures/ toys.
3. Use the sand paper to smoothen the surface of the wooden sand
box to make it more presentable to the eye of the learner.
4. Put 10 kilos of white sand on the box.
5. Cut pictures of foods (healthy & junk foods) paste it in a cardboard
and stick it to the popsicle stick.

B. How to use it

1. Call one learner after another to get one picture/toy that is

consider healthy food.
2. Let the learner identify the pictures.
3. Ask him to stick it in the sand.

Variations: This can also be used in making an activity on “My

Accordion

181 | P a g e
 BOOK OF FOOD

Materials: Bond paper (Long); Pencil; Crayola

How to make

1. Get a piece of long bond paper.

2. Prepare one blank accordion book for each learner in the class,
with around 4-6 pages.

How to use it

1. Give one accordion book to each learner in the group.

2. Ask them to pick out pictures in the Sand Which? Launch Box!
3. Have them copy the picture in their accordion book in
chronological order on the accordion book in a left-right manner.
4. Ask them to write name of the food they drew. Have them color
their work when they are done drawing and writing.

PUPPETS WHY?
Needed Materials: 3 pcs. paper bag; 2 pcs. construction paper (orange);
paste; scissors
How to make
1. Prepare an orange construction paper.
2. Trace the body parts like eyes, nose, ears and mouth.
3. Cut the body parts named in number 2.
4. Get three pieces of paper bags.
5. Paste the body parts on each paper bag showing the three
emotions.
6. Hold them one after another to check and identify the differences
of the finished materials.
How to use
1. Show the puppet one a time and let the learner identify the
emotion.
2. Do this repeatedly for learners’ maximum participation and
mastery.

NUMERICAL TEMPLATE
Needed Materials: Carton boxes; Cutter; Poster paint; Paint brush

Illustration

0 1 2 3 4 5

182 | P a g e
How to make

1. Cut carton boxes into 4x4 square shaped card.

2. Trace numbers 0-5 into the 4x4 square card.
3. Cut the numbers using a cutter.
4. Do not throw the numbers that were cut from the card.

How to use it

1. Let learners trace the number using his finger over the card- one
at a time to feel the shape, form of the numbers.
2. Let the learners trace the pattern card over a bond paper using a
pencil.
3. These process is done repeatedly until the objective is attained.

SIGNAGES, WARNINGS, AND DIRECTIONS

Needed Materials: Pictures of different signages, warnings, and

directions found in the community like school signages, road signs,
warnings, and directions;-video clip

Principal’s Office No Parking This Way

Silence No U Turn
STOP

Keep Right High Voltage Don’t Step On The Grass

Procedure:

1. Present a video clip about signages, warnings, and directions.

2. Discuss the signages, warnings, and directions they saw in the
video clip.
3. Present some pictures and illustrations of signages, warnings, and
directions.
4. Discuss the meaning and importance of the different signages,
warnings, and directions.
5. Let them enumerate the signages, warnings, and directions they
see around the school and in the community.
6. Ask them if they know the meaning of those signages, warnings,
and directions.
7. Let them draw some signages, warnings, and direction.

183 | P a g e
 GREETING THE SCHOOL AUTHORITIES

Needed Materials: White board markers/whiteboard eraser; pictures of

situation

Illustration:

Procedure:

1. The teacher will discuss first the lesson by writing the polite words
and expression on the board.
2. The teacher will read the following polite expression to be followed
by the learners.
3. Let the learners pronounce the words or expression correctly and
repetitively.
4. Show the pictures to the learners and call them one by one to
respond with the proper polite word / expression
5. The teacher will pick one learner at a time to demonstrate when
and what to say the following polite words or expression.
6. Show the picture of the person in the following offices and identify
the names.
7. The teacher will accompany the learners in going to the different
offices and greet the people with proper polite words and
expression.

TELLING TIME BY THE HOUR

Needed Materials:

 A large model of a clock for the teacher with only the hour hand (can
be made of cardboard or a plain paper plate with the hour hand
fastened on with a paper fastener).

 Learners clocks with the numbers and hour hand (a commercial

teaching clock with hour hand only, or a clock made from a paper

184 | P a g e
 plate with a cardboard hour hand colored black and fastened in the
center with a paper fastener)

Procedure:

1. Demonstrate how the hour hand sweeps to each number on the

large clock. Talk about the hour hand and how it moves slowly
for each hour.
2. Have learners move the hands on their own clocks to each hour. If
a paper fastener attaches the hour hand, adjust it so that the
hour hand moves freely. At first tell them to move the hand to the
number. “Put the hour hand on the 5.” Later you may change your
wording and say, “ Make the hour hand show 5 o’clock.”
3. Relate the different hours to your daily schedule. “When the hour
hand is on the number 12, we go to lunch.”
4. At random, give the hours orally (6 o’clock, 3 o’clock) to the
learners and have them move the hour hand to that hour.
5. Teach the learners how to read the hours, saying “one o’clock, two
o’clock, etc.” Set the hour hand on your large clock to the different
hours and ask the learners, “What time is it?”
6. On a real clock, the hour hand will move slowly toward the next
number. If the hour hand is half past a number, tell the learners
that if doesn’t count as the next hour until the hour hand is right
on the next number.

ROLE PLAYING/ SHOPPING ACTIVITY FOR TWO (OR MORE) ITEMS

Needed Materials: Newspaper ads, flyers, or catalogs; Index cards and

marker so the prices can be visually listed for learners; Realistic play
currency- 2 or 3 peso bills (adjust the amount of money depending on
the prices in the flyers or catalog)

Procedure:

1. Give learners 2 or 3 ten peso bills (or the amount you have decided
is enough).
2. When she has marked or cut out the items she desires from the
catalog or ads, have her add the amount (on the calculator) to get
a total.
3. Have her count the money you have given her.
4. Then have her tell you which amount is bigger - the total price of
the items she wants or the amount of money that she now has.
Expand upon the activity by making other similar situations. At
185 | P a g e
 this time, make up only situations where she has enough money.
Let her pretend to buy the items.
5. When she is secure in the situations where she has enough
money. (You may need to take back some of her play money.) If
she does not have enough money, she can’t purchase the items.
Do three situations or more in which she does not have enough
money. Hopefully she will get a little upset at not being able to buy
what she wants. Then you can say to her, “How much does not
know that this situation calls for subtraction, show her on paper
how you figure the answer.
6. Determining how much more money is needed is one of the most
difficult uses for subtraction that learners learn. Have the learner
practice many of these how-much-more-money-do-I-need
situations until, at least when dealing with money, they will
automatically subtract the smaller number from the larger to find
the answer.
7. The multi-step process discussed above may be too difficult for
some learners now. Find out what step(s) is not clearly understood
by having the learners talk through the various steps out loud. If
her communication skills are limited, you may have to explain
each step and ask her to indicate whether the step is right or
wrong. If she still has difficulty knowing how much more is
needed, focus instead on achieving the objective of adding the
prices of two items and seeing whether she has enough money to
buy both of them.

PUTTING UP CHAIRS

Needed Materials: 12 pieces of mono block chairs

Procedure:

1. Carry the monoblock chairs one by one.

2. Carry with two (2) hands correctly.
3. Bring the monoblock chairs in one corner.
4. Put the chairs one after the other.
5. Make it three (3) pieces per set.

SINGING BOTTLES

Needed Materials

 8 bottles same sizes and shapes

 String
 Water

186 | P a g e
  3 feet stand (2 pcs. Bamboo)

How to make

6. Build a stand out of 1”x1” bamboo pole.

7. Fill 8 bottles with water ascending respectively.
8. The first bottle is filled with water around 2” from the bar.
9. Fill all the bottles with water in increasingly until the 8th bottle.
10. tap the bottle and add water until, you arrived at the desired
sound of the ascending DO in the musical staff.

How to use it

8. Present pictures of musical instruments.

9. Tell the learners to produce sounds by clapping, stumping their
feet or tapping their table.
10. Introduce the singing bottles.
11. Tap the bottles one at a time till the 8th bottle.
12. Count the bottles in the sound of de, re, mi, fa, so, la, ti, do
or 1,2,3,4,5,6,7,8
13. Count the bottles in descending order 8,7,6,5,4,3,2,1
14. These bottles could produce sounds, thus they can be a
musical instruments.

SORTING SHAPES

Sorting flat shapes in different ways

 Print out shapes (in Color) and then cut them

out
 
 Print shapes (black and white) on different
colors of paper or card, cut them out, then
mix them up or color them in yourself.

Sort them by color

Sort them by size

187 | P a g e
Sort them by how many edges they have.

 A circle has 1 edge,

 A triangle has 3 edges.
 And there is at least one shape with 8 edges

Sort them by how many corners they have and by curves.

 Shapes with a curve

 Shapes with only straight edges

Sort them by two methods at the same time. By color, but with the
curved shapes on the top row:

Bonus task: Sort them by color and how many edges. Now just go ahead
and combine the shapes into artwork.

SAND WHICH? LAUNCH BOX!

Needed Materials

 (1) 24x24 plywood * nails

 (5) 1x4x24 good lumber * hammer
 (2) 1x4x7 good lumber * cut-out of foods
 Sand paper * white sand

188 | P a g e
  Wood glue * paint
 Popsicle stick *glue gun w/ glue stick

Illustration:

Cut –out pictures of Cut –out pictures of Cut –out pictures

foods/toy foods foods/toy foods of foods/toy foods

White Sand

A. How to make

6. Make a wooden box using (1) 24x24 plywood and (5) 1x4x24 good
lumber. Use the wood glue, nail and hammer to make the sand
box.
7. Put a divider using the 1x4x24 good lumber and (2) 1x4x7good
lumber to produce 3 more boxes to serve as a compartment for the
cut-out pictures/ toys.
8. Use the sand paper to smoothen the surface of the wooden sand
box to make it more presentable to the eye of the learner.
9. Put 10 kilos of white sand on the box.
10. Cut pictures of foods (healthy & junk foods) paste it in a
cardboard and stick it to the popsicle stick.

B. How to use it

4. Call one learner after another to get one picture/toy that is

consider healthy food.
5. Let the learner identify the pictures.
6. Ask him to stick it in the sand.

Variations: This can also be used in making an activity on “My

Accordion

BOOK OF FOOD

Materials: Bond paper (Long); Pencil; Crayola

How to make

3. Get a piece of long bond paper.

189 | P a g e
 4. Prepare one blank accordion book for each learner in the class,
with around 4-6 pages.

How to use it

5. Give one accordion book to each learner in the group.

6. Ask them to pick out pictures in the Sand Which? Launch Box!
7. Have them copy the picture in their accordion book in
chronological order on the accordion book in a left-right manner.
8. Ask them to write name of the food they drew. Have them color
their work when they are done drawing and writing.

PUPPETS WHY?
Needed Materials: 3 pcs. paper bag; 2 pcs. construction paper (orange);
paste; scissors
How to make
7. Prepare an orange construction paper.
8. Trace the body parts like eyes, nose, ears and mouth.
9. Cut the body parts named in number 2.
10. Get three pieces of paper bags.
11. Paste the body parts on each paper bag showing the three
emotions.
12. Hold them one after another to check and identify the
differences of the finished materials.
How to use
3. Show the puppet one a time and let the learner identify the
emotion.
4. Do this repeatedly for learners’ maximum participation and
mastery.

NUMERICAL TEMPLATE
Needed Materials: Carton boxes; Cutter; Poster paint; Paint brush

Illustration

0 1 2 3 4 5

How to make

5. Cut carton boxes into 4x4 square shaped card.

6. Trace numbers 0-5 into the 4x4 square card.
7. Cut the numbers using a cutter.
8. Do not throw the numbers that were cut from the card.

190 | P a g e
How to use it

4. Let learners trace the number using his finger over the card- one
at a time to feel the shape, form of the numbers.
5. Let the learners trace the pattern card over a bond paper using a
pencil.
6. These process is done repeatedly until the objective is attained.

SIGNAGES, WARNINGS, AND DIRECTIONS

Needed Materials: Pictures of different signages, warnings, and

directions found in the community like school signages, road signs,
warnings, and directions;-video clip

Principal’s Office No Parking This Way

Silence No U Turn
STOP

Keep Right High Voltage Don’t Step On The Grass

Procedure:

8. Present a video clip about signages, warnings, and directions.

9. Discuss the signages, warnings, and directions they saw in the
video clip.
10. Present some pictures and illustrations of signages,
warnings, and directions.
11. Discuss the meaning and importance of the different
signages, warnings, and directions.
12. Let them enumerate the signages, warnings, and directions
they see around the school and in the community.
13. Ask them if they know the meaning of those signages,
warnings, and directions.
14. Let them draw some signages, warnings, and direction.

GREETING THE SCHOOL AUTHORITIES

Needed Materials: White board markers/whiteboard eraser; pictures of

situation

Illustration:

191 | P a g e
Procedure:

8. The teacher will discuss first the lesson by writing the polite words
and expression on the board.
9. The teacher will read the following polite expression to be followed
by the learners.
10. Let the learners pronounce the words or expression correctly
and repetitively.
11. Show the pictures to the learners and call them one by one
to respond with the proper polite word / expression
12. The teacher will pick one learner at a time to demonstrate
when and what to say the following polite words or expression.
13. Show the picture of the person in the following offices and
identify the names.
14. The teacher will accompany the learners in going to the
different offices and greet the people with proper polite words and
expression.

TELLING TIME BY THE HOUR

Needed Materials:

 A large model of a clock for the teacher with only the hour hand (can
be made of cardboard or a plain paper plate with the hour hand
fastened on with a paper fastener).

 Learners clocks with the numbers and hour hand (a commercial

teaching clock with hour hand only, or a clock made from a paper
plate with a cardboard hour hand colored black and fastened in the
center with a paper fastener)

Procedure:

7. Demonstrate how the hour hand sweeps to each number on the

large clock. Talk about the hour hand and how it moves slowly
for each hour.

192 | P a g e
 8. Have learners move the hands on their own clocks to each hour. If
a paper fastener attaches the hour hand, adjust it so that the
hour hand moves freely. At first tell them to move the hand to the
number. “Put the hour hand on the 5.” Later you may change your
wording and say, “ Make the hour hand show 5 o’clock.”
9. Relate the different hours to your daily schedule. “When the hour
hand is on the number 12, we go to lunch.”
10. At random, give the hours orally (6 o’clock, 3 o’clock) to the
learners and have them move the hour hand to that hour.
11. Teach the learners how to read the hours, saying “one
o’clock, two o’clock, etc.” Set the hour hand on your large clock to
the different hours and ask the learners, “What time is it?”
12. On a real clock, the hour hand will move slowly toward the
next number. If the hour hand is half past a number, tell the
learners that if doesn’t count as the next hour until the hour hand
is right on the next number.

ROLE PLAYING/ SHOPPING ACTIVITY FOR TWO (OR MORE) ITEMS

Needed Materials: Newspaper ads, flyers, or catalogs; Index cards and

marker so the prices can be visually listed for learners; Realistic play
currency- 2 or 3 peso bills (adjust the amount of money depending on
the prices in the flyers or catalog)

Procedure:

8. Give learners 2 or 3 ten peso bills (or the amount you have decided
is enough).
9. When she has marked or cut out the items she desires from the
catalog or ads, have her add the amount (on the calculator) to get
a total.
10. Have her count the money you have given her.
11. Then have her tell you which amount is bigger - the total
price of the items she wants or the amount of money that she now
has. Expand upon the activity by making other similar situations.
At this time, make up only situations where she has enough
money. Let her pretend to buy the items.
12. When she is secure in the situations where she has enough
money. (You may need to take back some of her play money.) If
she does not have enough money, she can’t purchase the items.
Do three situations or more in which she does not have enough
money. Hopefully she will get a little upset at not being able to buy
what she wants. Then you can say to her, “How much does not

193 | P a g e
 know that this situation calls for subtraction, show her on paper
how you figure the answer.
13. Determining how much more money is needed is one of the
most difficult uses for subtraction that learners learn. Have the
learner practice many of these how-much-more-money-do-I-need
situations until, at least when dealing with money, they will
automatically subtract the smaller number from the larger to find
the answer.
14. The multi-step process discussed above may be too difficult
for some learners now. Find out what step(s) is not clearly
understood by having the learners talk through the various steps
out loud. If her communication skills are limited, you may have to
explain each step and ask her to indicate whether the step is right
or wrong. If she still has difficulty knowing how much more is
needed, focus instead on achieving the objective of adding the
prices of two items and seeing whether she has enough money to
buy both of them.

PUTTING UP CHAIRS

Needed Materials: 12 pieces of mono block chairs

Procedure:

6. Carry the monoblock chairs one by one.

7. Carry with two (2) hands correctly.
8. Bring the monoblock chairs in one corner.
9. Put the chairs one after the other.
10. Make it three (3) pieces per set.

BUDDY SYSTEM

Needed Materials: Popsicle Sticks, Scraps materials, Glue, White paper

(safety)
Illustration:

Procedure:

194 | P a g e
Discuss: Talk to learner about the importance of always going
somewhere together. Every learner should pick a person to be there
“buddy” for the day. Explain to the learner that it is always important to
have someone in case something happen. That way the other person can
go for help.
 Don’t talk to strangers.
 Don’t take anything from strangers.
 Don’t go anywhere with someone you don’t know.
 Stay more than an arm’s reach from strangers.  If you are
approached by a stranger, seek help immediately.
 Trust your instincts, if you feel you are being followed or something
is not right, seek help immediately.
 Use the buddy system, avoid walking anywhere alone.

Perform: Have each learner make two stick puppets out of paper and
then can use the materials to make a dress or short to put on the person
made. Have them made two puppets each to remind them they always
need a buddy with them.

KNOW YOUR PHONE NUMBER AND ADDRESS

Needed Materials: Telephone toy (with numbers/digits)

Procedure:
Discussion: Many learners who get lost do not know their full name and
address. Explain to the learner how important it is to talk clearly and
slowly so people who can help them can understand what they are
saying. Tell learner if they are lost it is important to go to a grown up. If
a police officer or someone who works at the place is around that is the
first person they should go to.

Perform:
1. Have on a file card each learner name and address along with their
phone number.
2. Practice with them saying their name and phone number; Make
sure they are saying it clearly and slowly so it can be understood.
3. It is also important also that the learners know their mom’s and
dad’s first name.

References:
Training Module on Inclusive Education. Intellectual Disability

195 | P a g e
PECS and The Pyramid Approach to Education. https://www.disabled-
world.com/disability/education/special/pecs.php. Retrieved
11/26/2017
THE RULES FOR PLAYING "MEMORY."
https://www.eduplace.com/ss/act/rules.html. Retrieved
11/26/2017
Instructional Strategies.
https://education.alberta.ca/media/482311/is.pdf. Retrieved
11/26/2017
Teaching Math to People with Down Syndrome and Other Hands-On
Learners, De Anna Horstmeier, Ph.D.

196 | P a g e
 VIII. DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Introduction
Learners with difficulty in performing adaptive skills represent a
wide range of specific conditions, other forms of incapacity will
typically share deficits in five distinct areas of development:
intellectual functioning, motor skills, sensory functioning,
communication skills and adaptive skills which are the practical,
everyday skills needed to function and meet the demands of one’s
environment including skills to effectively and independently take care
of oneself and to interact to other people (Reynolds,2007).These
deficits occur for many reasons namely: Attention Deficit Hyperactivity
Disorder (ADHD), Autism Spectrum Disorder ( ASD), Tourette
Syndrome (TS) and Deaf Blindness (DF).

CHARACTERISTICS

Learners with difficulty in performing adaptive skills may

exhibit a wide range of characteristics, depending on the combination
and severity of disabilities and the person’s age. These are, however,
some traits may share, including:

1. Psychological
- May feel ostracized
- Tendency to withdraw from society
- Learners with multiple disabilities tend to become
fearful, and upset in the face of forced or unexpected
changes.
-May execute self-injurious behavior

2. Behavioral
- May display an immature behavior inconsistent with
chronological age
- May exhibit an impulsive behavior and low frustration
level
- May encounter difficulty in his/her
interpersonal relationships
- May have limited self-care skills and independent
community living skills

3. Physical/Health
- A variety of medical problems may accompany severe
disabilities Examples include seizures, sensory loss,
hydrocephalus and scoliosis.
- May be physically clumsy and awkward
- May be unsuccessful in games involving motor skills
 The Table (1) below presents the following characteristics in one
or more area of difficulty with corresponding accommodation,
strategies and suggested teaching activities when the learner is not
diagnosed.

DIFFICULTY IN PERFORMING ADAPTIVE SKILLS

Table 1
CATEGORY
Basic Skill Difficulties DEAF/BLIND CP/OD ASD ADHD TOURETTE
1. Conceptual
Skills
 Reading / / / / /
 Numbers / / / / /
 Money / / / /
 Time / / / /
 Communication / / / / /
Sills
2. Social Skills
 Getting along / / / / /
with others
 Understanding / / / / /
and following
social rules &
customs
 Obeying Rules / / / / /
and Policies
 Detecting the / / / /
motivation of
others to avoid
victimization &
deception
3. Practical Life
Skills
 Daily living / / / /
skills
 Occupational / / / /
skills
 Navigational / / / /
skills

Note: Column under category with check (/) indicates the manifested
difficulty of the learner. There are suggested accommodations and
activities below depending on the expressed difficulty.
ADAPTIVE ACCOMMODATIONS SUGGESTED
SKILL ACTIVITIES
DIFFICULTIES
1. Conceptual
Difficulty
 Reading  Adaptations and  Mnemonics for
modifications of phonics. Teach
method of the child
instructions. (attn. mnemonics that
p.20). provide
 Incorporate a great reminders
deal of multisensory about hard-to-
techniques and learn phonics
developmentally rules (e.g.,
appropriate activities tongue twister,
 Use materials that are “when two
fun and engaging like vowels go
using colorful activity walking, the
sheets (picture-word first does the
association). talking”)
 Relate story or (Scruggs &
reading materials on Mastropieri,
personal experience 2000).
and background  Picture-letter
knowledge. charts. Use
 Generate interest and these for
increase learners children who
background know sounds
knowledge and frame but do not
of reference before know the letters
reading. that go with
 Modify worksheets by them.
eliminating  Word
distractions and too families. Teach
much information on the child to
a page recognize and
 Work for fewer items read word
per page or line families that
and/or materials in a illustrate
larger print size particular
(morin) phonetic
 Let the learner sit concepts (e.g.,
comfortably “ph” sounds,
 Allow learner to follow “at-bat-cat”).
along with the finger  Let learners
or use a bookmark apply what they
 Tapes or reader for have learned
textbooks by using charts
 Read out loud in a and fish bone
tape recorder to listen graphic
for improvement organizer.
 Read questions first  Learners will
before reading story be asked some
  Use headphones to simple
block out noise questions
related to story
theme.
 Numbers  Provide
many kinds
of
manipulative
(cubes,
chips, tiles,
beans, base
– ten blocks,
number line)
to help
students
visualize in
counting and
work out
math
problems.
 Introduce
mathematica
l concepts
with
demonstratio
ns using
real, actual
 Modify the amount of objects and
work to be completed motivating
situations.
 Money  Vary activities by  Money
alternating between bank. Establish
individual or group a bank (box) in
activities. the classroom,
and provide
 Allow the use of a opportunity or
calculator without learners to
penalty draw-out
compare the
 Have a table of math money they got
facts available from the box to
the one in the
 Break story problems money chart.
into shorter segments This will
familiarize the
 Use graph paper or learner with the
notebook paper appearance and
turned sideways to amount of
keep work in columns money.
  Real-life
examples of
money
skills. Provide
the child with
real-life
opportunities to
practice target
money skills.
For example,
ask the child to
calculate his or
her change
when paying for
lunch in the
school cafeteria,
or set up a
class store
where children
can practice
calculating
change.

 Time • Instruct one task at a  Time

time. sequenced
• Consider alternative movements:
methods of physical and
completing tasks or verbal
testing knowledge conversation
(oral, visual or hand al
on projects).  Sequencing
a narrative
story,
procedure:
before,
during and
after.
 Communic Language Problems  Ask probing
ation Skills  Provide visual input questions.
- Speech as well as auditory Give
whenever possible. opportunity to
- Language The pupil could demonstrate
receive written and express
directions as well as their opinion
oral ones, or have a about the
copy of a lecture activity and
outline to follow while how they
listening to arrived at their
instructions. Pictures solution or
 and graphs that answer.
illustrate the text are
usually quite “Story Walk”
effective. (Asking and
 Give directions one or answering WH-
two steps at a time. questions)
Ask the pupil to
repeat the
instructions. Then
have the complete
one or two items and
check with you to see
that they have been
done properly.
 If you notice a learner
mumbling while
working, suggest a
seat where he will not
disturb others.
Sometimes quietly
"reauditorizing"
instructions or
information to himself
can help a student
grasp and remember
the assignment.
2. Social
Difficulty
 Getting Classroom Behaviors:  Use
along with  Let the learner sit cooperative
others next to a responsible learning
seatmate to limit strategies
distraction (Be careful such as
that this does not Think-Pair-
negatively affect the Share where
other learner) teachers ask
 Reward forgetful students to
learners for think about
remembering rather a topic, pair
than punish them for with a
forgetting. partner to
 Ignore behaviors that discuss it,
are minimally and share
disruptive. ideas with
 Provide modifications the group.
for behaviors that are (Slavin,
disturbing (e.g. foam 2002).
on desk if they tap  “ Embrace
they tap their pencil, Me “
tennis balls on chair  Build a
 legs). positive
 Have a code or private climate
signal to use for the class
learner when his/her  Arrange
behavior is learner’s
unacceptable seat for
 Provide structure, inclusion
consistency and  Build
predictable opportuni
situations ties for
 Support the learner friendshi
to participate in the p.
classroom with  Give
private, discreet cues explicit
to stay on task and instructio
advance warning that ns and
he will be called upon accessibl
shortly. e
equipmen
Attention Problems t and
 Let the learner sit in materials
front of the teacher  Supply
for clearer the
instructions and learner
directions. with
 Let the learner sit standard
away from windows, books
doors, or other and
sources of distraction. equipmen
 Pair the LSEN with t
other fast learners  Involve
whom he/she feels the
more comfortable. learner in
 Provide the learner a all class
quiet workplace. activities
 Let the learner work
in short intense
period with breaks.
 Different subtasks
introduce in every
learning activity.
 Set agreed rules with
the learner in
accomplishing every
activity.

 Understandin Classroom Environment Make use of

g and  Use seat chart as a “Social Stories”
 following guide for any like Behaving in
social rules & misbehavior. the
customs  Eliminate all classroom,Parti
unnecessary items cipating in class
from the learner’s activities and
desk making friends.
 Provide another
textbook for learners

 Obeying Rules Organization:  Construct a

and Policies  Establish a daily schedule
routine inside the (chart) for
class daily
 Teach the learner on activities
simple organization
and self-management
skills
 Engage learner in
“Time-on-task”
activities
 Highlight important
ideas in teacher’s
worksheets
 Be organized/ using
color coding
 Detecting the  Maintain a warm and  Values
motivation of accepting school Formation
others to avoid environment  Role
victimization modeling
& deception  Inclusion
during
school
activities

3. Practical Life
Skills
 Daily living  Provide ideal  Housekeepin
skills Classhome /Home g
Economics Room for  Cooking
skills training  Laundry
 Proper
grooming
and hygiene
 Personal
Safety
 Eating
etiquettes
 Occupational  Grant specialized  Flower
skills skills trainings making
 depending on the  Arts and
individual’s strength Crafts
 Marketing
 Safety
Precautions
 Retail Trade
 Massage
 Beauty Care
 Dressmakin
g
 Baking &
Pastry
 Fruit Juice
Making

 Navigational  Teach clear directions  Visit places

Skills through pairing in the school
 Friendly outdoor and
setting with community
guided/sighted adult. including
school and
community
helpers

DIFFICULTY IN PERFORMING SELF-CARE, MOVEMENTS,

COORDINATION AND COMMUNICATION SKILLS

Children who have difficulty in performing self- care,

movements, coordination and communication maybe considered to
have a brain disorder caused by the abnormalities during its
development, it may be also due to the injury or malformation that
occurs while the child’s brain is under development. It affects body
movement, muscle control, muscle coordination, muscle tone, reflex,
posture and balance.
Brain abnormalities associated with this disorder may also
contribute to other related problems like autism and intellectual
impairment. It also affects fine and gross motor skills and other health
and sensory problems such as, seizure, visual or hearing impairment.
Moreover, dysfunctions noted are problems in comprehension or the
receptive and expressive use of language skills, and other cognitive
skills as cited in the Educational Guide for Children with Severe
Cerebral Palsy by UNESCO.

While motor disabilities are important factors with regard to the

potential development towards leading a meaningful, independent life,
locomotion is but one single consideration. Ability to communicate
and mastery of daily living, including transportation, which is
essential to personal independence and obtaining employment, are
probably more important to the outcome. In order to understand more
completely the function of this people, it is not enough to identify the
effect of isolated additional dysfunctions; the interaction of multiple
dysfunctions in each individual person’s mastery and adjustment
must be appreciated.

Characteristics:

1. Movement and coordination problems may include: variations

in muscle tone, (either too stiff or too floppy)
2. Stiff muscles and exaggerated reflexes (Spasticity)
3. Stiff muscles with normal reflexes (Rigidity)
4. Lack of muscle coordination (Ataxicity)
5. Tremors or involuntary movement
6. Slow, writhing (twisting of the body from side to side)
movements (Athetoxoid)
7. Delays in reaching motor skills such as pulling up of arms,
sitting up alone or crawling
8. Favors one side of the body such as reading with only one hand
or dragging a leg while crawling
9. Difficulty in walking such as on toes, a crouched gait,
assessors-like gait with knees crossing, a wide gait or an
asymmetrical gait
10. Difficulty in sucking or eating
11. Delayed speech development or difficulty speaking
12. Difficulty with precise motion such as speaking up of crayon or
spoon.
13. Seizures

Accommodations Teaching Strategies Activities

& Modifications
 Keep learners involved by Activities for Motor Skills
1. Note taker or talking less and asking the 1. Play dough (make shapes,
use of a scribe learners more. letters, numbers)
 Talk with them in a direct 2. Using pegs
way. 3. Cutting
 Explicitly teach attending 4. Packing up activities,
behaviors and strategies. bunching things with rubber
 Give eye contact focusing bands
on a spot near the 5. Playing with puppets
speaker’s eyes. 6. Typing
 Using an acronym to help 7. Sports
self-regulate SAFE (Seek 8. Use body language,
Assistance From Elders) pantomime and natural
gestures
9. Finger spelling

 Use group work

 approaches to allow Activities for Independence
2. Adjustable interaction and activity 1. Life skills training
tables  Incorporate learning - Flower making
preferences and multiple - Housekeeping
intelligences especially the - Cooking
kinesthetic - Laundry
 Choose multi-sensory - Arts and Crafts
activities - Marketing
 Be visible - Safety Precautions
 Teach routines, practice - Retail Trade
role play - Massage
 Use buddies to help with - Beauty Care
3. Laboratory routines - Dressmaking
equipment  Break tasks into smaller - Baking & Pastry
within reach chunks and list on - Fruit Juice Making
checklist- teach the
learner to make lists

 Use prompts as needed

 Use backwards chaining
 Use a multi-sensory
4. Classrooms in 2. Give responsibility and the
Approach 4such as
accessible record child’s efforts.
(gestures, actions, facial
locations -Putting up the chairs
expression, practical
at the end of the day
demonstration and written
-Giving out equipment
examples and verbal
-Taking messages to
explanations)
another class
 Use rewards and
reinforcements
 Develop an intervention
5. Additional time plan for dealing with 3. Positive behavioral
and separate unexpected issues interventions
space in the  Be aware of the learner’s - Giving of Rewards and
classroom for legitimate need to move Reinforcement
test taking and program for breaks- a - Token System
run, energizer, exercise, - Applied Behavioral
games will enable learners Analysis (refer to SPED
to benefit from this. teacher)
 Use real things in the
child’s experience to help
connect learning * Make charts to sho
 Use favorite things for the progress, achievement an
same purpose rewards. Initiate cooperativ
rewards- the learne
completing their schedu
earns rewards within th
 Keep the child active in whole class.
tasks rather than listening
 and answering
 Use repetition * Encourage social skil
-lots of active practice development and class team
- say the same thing in a building by getting everyone t
different way “catch” the positive behavior
- say the same thing with of classmates. When someon
gestures reports catch a classmat
- say the same thing and his/her name is drop in
show a visual cue container. At the end of th
- one thing at a time day/week, a name
 Model what to do randomly drawn and tha
- give practical learner chooses a clas
demonstrations activity for everyone to do.
- talk as you show
- Let the learner copy
alongside you, then repeat
what you did with verbal
coaching
- Stick to a routine way of
closing things, even use the
same language
- show what the finished
products look like
- demonstrate how to deal
with mistakes tool
- teach and practice self-
talk

 talk through routines as Activities for

you go Speech/Language and
- repeat and practice Communication
internally the things that
need to be learnt Training of motor skills
- prompt to help necessary for speech. This ca
internalize only be initiated when th
 Give help when it is child is able to:
needed 1.Imitate mouth movement
- set up for success and sounds
- give a choice of two 2.The child learns the bas
answers movements and functions:
- quietly put a marker
under/near needed text
- start a sentence for the
learner to finish
- tell the answer as if you
knew they were about to say
it and re ask in a few
moments ex. ”Yes, Riza was
on her way home.”….”Where
did you say she was going?”
- use guided movement

 IDEAS recommend to
communicate regularly
with the learner’s parents
through a communication a. Bite Swallow Spit Sme
diary or notebook. Exercises
-involving thes
movements an
functions must b
carried out daily, prio
to the sound productio
stimulation. Th
training may becom
more meaningful for th
 VISUAL SUPPORTS child and gives bette
suggested to put a range results.
of visual supports in the
class like- b. Dribbling.
- labels and signs -The following exercise
- Tape a cross on the have an active restrainin
floor where the learner will effect on dribbling, while
set for some activities speech is encouraged
- Provide proformas to b.1.Exercises fo
help the learner organize smelling
work b.2. Teach closin
- Seat or place the of mouth
learners in a position with full b.3. Breathing
visual access to the teachers through nose
b.4. Practice the
retracting muscular
o Speak face to face with movements of the
the learner in a slow tongue.
and clear manner.
o Make use of residual
hearing by using
amplification.
o Get the learner’s
attention before
commencing talking
o Reduce classroom noise
levels with wall
hangings, mats and
curtains.
o Make sure the light, c. Swallowing Activities
natural or artificial, falls 1.Smiling/Pouting -
on the teacher’s face Make the following sounds: O
rather than behind. -I-E
2. Sounds make the lip
o Repeat a new word more flexible and encourage a
numerous times (25 firm closing of the mouth.
times). 3.Biting makes the
following sounds: H - B - P - D
- T - L.
4. Spitting makes the
following sounds: S - F - T.
5. Blowing Strengthens
the ability to make firm
lips, prolongs the
expiration phase of the
breathing and increase
lung capacity. Results
in clear, and
pronounced vowels.

d. Sucking and drinking

with a straw
1. Closing of mouth
exercise (see also a., c., d. an
h.).
2. In order to suck, the
child must be able to close
his/her mouth.
3. The child must also
learn to breathe through the
nose.
4.Children with CP hav
a tendency to fix lips in a
permanent “grin” due to
reflexes and spasms.
5. It is necessary to
counteract this by direct
massage around the mouth.
6.If the child bites the
straw instead of sucking,
assist him in loosening the
teeth by pressing the cheeks
with the thumb and index
finger.
7. You must always be
very careful when handling
the child’s face, mouth and
throat.

e. Good preparation for a

pleasant meal.
1. Encourage the child
to chew with mouth closed.
2. Strengthening the
mouth’s motor functions;
3. Let the child hold a
wooden spatula (or other
suitable object) between the
lips for a period of time;
4. Increase the length o
the period progressively. (find
counting valuable in this
context, to show the child tha
he/she is getting better in
each exercise.)

f. Cleaning up game on the

table.
1.Use small and light
objects (pencil, bottle top,
cotton bobbin, lump of sugar
lego block, etc.)
2. Ask the child to clear
the table by putting each
object into a basket or box
using the lips only.
3.(Pretend to be a dog o
cat) a. Insert a thin elastic
object in a
four-hole button;
b. The child sticks the
button in his mouth and tries
to hold it there (with closed
lips); and
c. Pull with increasing
strength the thin elastic objec
until the child let it goes.
(Motivation: Use stop
watch to record how long the
child can resist the pressure
without letting go.) Children
above the age of 7 may be
verbally stimulated and
reminded to swallow the
saliva. It is very important to
remind them to swallow, as
this function does not come
naturally to them as it does t
other children.
Specific Speech Training
activity:
1.Imitation of mouth
movements by encouraging
the child to watch and follow
the teacher’s mouth
2.Make faces- Grumpy
mouth/Happy mouth
3.Tongue from one comer of
the mouth to the other licking
upper lip
4.Make bump on the cheeks
with the tip of the tongue
“Cleaning house” –
in this context. the inside of
the mouth - licking walls,
ceiling, floor
5.Make clicking sounds with
the tongue. Make sucking
noises (ah - ah with the vocal
chords)

a. How to teach spitting

1.Stick the tongue out
and blow air first, then say T.
with the tongue out.
2.Finally, spit (saying T
with the tip of the tongue
behind the front teeth,
smacking lips - (tip of the
tongue),

b. Play - (lift the rear part o

the tongue)
1.Make engine noises -
(let the lips vibrate),
2.Fire engine - o - i – ba
- bu.
3.Imitation with sounds
4.The child must still b
watching the teacher’s
lips
5.Occasionally by both
of them looking in a
mirror
6. Let the child imitate the
vowels one by one and
keep the sound for as long
as possible (“Vowel song” with
fixed melody).
Note: Vowels are very
important in all speech.
8.Time each vowel as a
competition between them for
the motivation of the child.
9. Imitation of similar,
meaningless monosyllables:
ma-ma- ma, da-da- &, ga-ga-
ga, la-la-la, etc. (May be sung
to a well-known melody and
with varied rhythms.)

c. Imitation of dissimilar,
meaningless monosyllables:
La- le-li. ga-ge- gi, la-ga-le,
etc.
1. Make many differen
animal sounds.
2. Imitation of
meaningful words. It is
important that when the child
makes an attempt, hopefully
with an increasing frequency,
you should never correct his
articulation! Everything is
acceptable! Give praise and
encouragement. Corrections
will be made later. It is also
important to remember that a
this stage the training is
aimed at exercising the speec
organs and encouraging the
need to speak, and the joy of
talking!

Activities on Articulation
Development
(When the child’s imitations
improve, and it uses the
words spontaneously to a
greater extent in everyday
situations, it’s time to
check/correct the words
uttered by the child).
1. The teacher should prepar
a list of the sounds that are
still missing, and choose one
sound at a time for practice
during a specific period.
2. The lip-produced sounds
are the easiest to learn: M - P
- B.
3. Practice volume through
blowing exercises. T - D - N -
- R which demand lifting of
the tongue tip, are also
difficult to master.
4. In order to overcome these
problems, an intensive licking
training is advisable:

A. Licking Activities:
1. Licking with the tongue,
the upper lip (put some
chocolate there) is necessary.
2. Licking a saucer (ice
cream. etc.) can also be
included in the training.
3. Previous experience has
revealed that the sounds S - F
- V are difficult to express for
children with CP, these
sounds can be articulated
later. With paralysis of the
pharynx the sounds K and G
are normally the last to be
learned.
Suggestions for the teacher
Ideally, the teacher should
place himself/herself in front
of a mirror and watch closely
how his/her mouth forms the
sounds.
4. The teacher shall now
show the child how to form
the mouth and produce the
sound.
5. Explore which sounds the
child can manage at the
moment.
6. Combine the sound which
is being practiced, with a
vowel and imitate meaningles
syllables.
7. Practice ma-me-mi-mo.
8. Then switch the letters
around: am - em - im - om.
 9. Continue with some simpl
words, with the sound as the
first letter: man - mammy.
10. If the exercise was
successfully performed, you
can reward the child by
putting a nice picture in the
child’s note book that follow
his/her speech training
sessions.
11. Write the word
underneath the picture.
12. Repeat in the next speech
training period, the words
written in the book.
13. Do this after the warm up
part containing motor trainin
of the mouth.
14. Perform automatic
counting from 1 – 15.

DIFFICULTY IN SEEING and HEARING

- It is a condition in which the child experiences a combination
of hearing and vision loss. Learners with this condition commonly
demonstrate problem behavior (e.g. self-injury)(Purvis,2012).
Characteristics:
- The child with deaf-blindness requires considerable
modifications to teaching content and different teaching strategies. He
cannot learn from what he sees like the deaf child does. He cannot
learn from listening like the blind child does. He learns only by what
he does.
- The child may also have problems experiencing new things.
He maybe withdrawn or passive, content to stay in one place and let
the world come to him.
- The range of sensory impairments included in the term
“deaf-blindness” is great.
- More than 90% of children who are deaf-blind have one or
more additional impairments or health problems.

- Young children who have both hearing and vision loss learn
the same way with those in the regular but in a different manner.
Accommodations & Teaching Strategies Activities
Modifications
 Access 1. Language –is a Teaching Skills that
- Communication Tactile Sign way facilitate hand
systems of communication development and
- Sensory for learners with expressiveness in
accommodations both sight and learners who are
and adaptations hearing deaf-blind.
impairment and
deaf-blindness.

How to do Tactile
 Participation Sign Language
- Trustful  The deaf-blind
relationships learner puts his/
- Cues and her hands over 1. Watch and/ or
prompts the signer’s hands touch the
- Consistent to feel the shape, learner’s
Routines movement and hands and
- Calendar System location of the learn to read
signs. Some signs them.
and facial 2. Think of
expressions may hands as
need to be initiators of
modified (e.g, topics in
signing” not conversational
understand” interactions,
instead of signing particularly
“understand” by with young
shaking one’s children who
head. Spelling do not yet use
“dog” rather than words.
signing “dog”) 3. Use under
 Support  Learners can use hand touch
- Team approach one or two- through
handed tactile exploration,
- Training and
sign language. initiation of
technical
 Those who have topics and
assistance
acquired hearing expression of
specific to deaf-
impairment and feelings.
blindness
loss of vision, 4. Make your
prefer tactile hands
fingerspelling for available for
they find sign the child to
language difficult. use as he/ she
wishes.
- Conversation 5. Imitate the
can be done by child’s own
setting next to hand actions
the child or while your
tapping, hands are
touching under the
gently. child’s hand.
6. Play
interactive
hand games
frequently
(Guessing
game on
identifying
common
fruits).
7. Make
environmental
provisions to
encourage
hand activity,
appropriate to
the
developmental
level of the
child (trees,
flowering
plants etc.)
8. Encourage
energetic
throwing in an
appropriate
settings and
developmental
times.
(manipulative
balls to the
basket and or
against the
wall).
9. Invite access
of your own
hands while
they are
engaged in a
wide variety of
activities.
10. Invite
deaf-blind
learners to
have a
frequent
tactual access
to the
environment.
 11. Demonst
rate whatever
hand skills
you wish the
learner to
acquire and
allow him/ her
tactual access
to it.
12. Make
language
accessible to
the hands of
the learner
who is deaf-
blind.
13. Be
aware of your
hands as
carriers of
feelings and
pragmatic
functions.

1. Anticipation or
Calendar System

• Access – provide a 1. The child and

- Communication structured way in the teacher go
systems which to refer to the
- Sensory events in a child’s accessible
accommodations and day. Sometimes location where
adaptations called the calendar
- Environmental “anticipation box is stored
• Participation boxes” or object and find the
- Trustful calendars. first object on
relationships - a series of the left.
- Cues and meaningful 2. Together they
prompts symbols are identify the
- Consistent arranged in item and its
Routines sequential order significance,
- to let the child using
know what appropriate
happens next. speech and
sign language.
- It also provides 3. For example,
a way to make they might
the beginning, pick up an
middle and umbrella and
end of an say/sign:
 activity, as well "Umbrella!”.
as time “Today is a
concept such rainy/sunny
as before, day.”
during, and 4. The teacher
after of and the
symbols learners can
representing then carry the
different item to the
activities place where
the activity will
occur (in this
Anticipation/Calendar case they will
System go outside the
• Support - Anticipation classroom)
- Team approach schedules and continue
- Training and provide to touch/look
technical assistance activities that at the
specific to deaf- are umbrella.
blindness represented by 5. Through this
symbols, time activity the
concepts from learners begin
past to future, to take on the
direction from meaning of
left to right umbrella.
(e.g. Daily 6. Similarly, a
schedules, cup, spoon,
Weekly, glass, and
monthly, plate can
annual represent the
schedules). activities
which will give
Note: (Picture of a meaning to the
calendar with said utensils.
different activities) 7. Once the
activity has
been
completed, the
learners and
the teacher
carry the
object back
and place it in
a special box
to the right of
the other
boxes, saying
and signing
"finished.
Then take the
next object out
 from the next
box and repeat
the process.
8. As learners
begin to
associate the
objects with
certain
activities, they
can already
form
concepts.
Access 2. Cues and
- Communication Prompts
systems  Touch cues – Parts of the body
- Sensory specific signals identification using
accommodations and that are touch cues:
adaptations executed on
- Environmental the learners’ 1. Ask the
• Participation body learner using
- Trustful touch cues to
relationships - Touch cues touch different
- Cues and should reduce parts of
prompts startling, help her/his body
- Consistent develop like nose, eyes,
Routines anticipatory ears, etc.
responses and 2. Give her a cue
provide clearer like tapping
information his/ her
about your shoulders if
Anticipation/Calendar expectation she/he
System responses
• Support correctly
- Team approach 3. The teacher
- Training and  Object cues - can target
technical assistance everyday another lesson
specific to deaf- objects that using touch
blindness are presented cues.
to the learner
as cues and
that may be
touched on the Activities using
body object cues: Deaf-
blind leaners could
- Presented to participate in
child as cues various activities in
for particular different goals with
activities other learners.
- Provide
information or
 directives Recess Time
- Allows child to
get ready 1. Direct the
- Consistent and children to “pull”
predictable the deaf blind
- Facilitates learner to the
development of chair.
expectations 2. Let the learner
and practice pulling
anticipation with the help of
the classmate
during play time.
Types of object
cues
1. Actual object
(e.g. real spoon
and fork to
indicate time
to eat)
2. Partial or
associated
object (e.g.
plastic spoon
and triangular
Role Play
placemat to
1. Teacher will
eat)
present different
3. Arbitrary
common toy
object (e.g.
animals found in
paper plate in
the farm.
different shape
2. Learner touch
with triangular
each toy animal.
placemat)
3. Let him/her
explore each toy
animal through
touching.
4. Slowly teach
him/her the
name of each toy
animal.
5. Once the learner
can identify
already,
6. Incorporate role
playing.
7. Teacher will ask
the class if they
have been to a
farm.
8. Let them share
their experiences
 when they were in
the farm.
9. Let them pretend
to be animals,
while deaf blind
could “rub” and
“pat” them, as if
he/she is the
farmer who come
for attention. (The
deafblind learner
will be given
differentiated
-instructions by
the teacher).

a. Touch cues for 1. Introduce

personal every child in
identifiers the class with
 Unique personal personal
cue to identify identifier.( e.g.
yourself bracelet for
(e. g. ribbon for Emma, pencil
Luz, feather for for the
mother, chain teacher,
for father, handkerchief
string for for Jay-ar, or
brother, pencil etc.)
for teacher, 2. The personal
etc.) identifiers
should be
arranged on
 Needed by the board with
everyone in label which is
regular contact easy for the
with the child deaf-blind to
 Use each time you access.
greet and leave 3. The learner
 Familiar trusted will choose
individuals among the
should introduce personal
someone new identifiers
whom she
Note:(pictures with wants or needs
corresponding to.
personal identifiers:
e.g bracelet Emma,
pencil- teacher,
handkerchief Jay-ar,
etc)
 Other suggested
activities that
deaf-blind learners
are capable of
doing

Arts
Deaf-blind learner
can “pat” or “pull”
a modelling clay
to help a
classmate form
different shape
Science:
1. Deaf-blind can
use his vision to
find objects in the
sand box.
2. “Open” and
“close” the door,
zippers in bags,
buttons in /out
blouses and etc.
3. Can “pour” sand
in the toy
animals.
4. “Pull” the shovel
out of the sand.
5. Arrange the
shapes in the
box.

DIFFICULTY IN HEARING WITH OTHER DISABILITIES

A chronic or acute health problem leading to inability of an
individual to comprehend verbal language due to its inability to hear.
Most individual suffering from hearing impairment also suffers health
issues due to asthma, attention deficit disorder or attention deficit
with hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever,
sickle cell anemia, and Tourette syndrome which adversely affects
their educational performance.

Characteristics
1. Weak during health impairment occurrence
2. Shows strained expression when listening
3. Difficulty following verbal directions
4. Often follows and rarely leads
5. Will usually exhibit some form of articulation difficulty
6. Can become easily frustrated if their needs are not met — which
may lead to some behavioral difficulties
7. Less responsive to noise, voice or music
8. Watches faces of the speaker especially the mouth and lips.
9. Delayed or non-responsive to questions asked
10. Makes use of natural gestures, signs and movements
11. Often fails to give close attention to details or makes careless
mistakes in schoolwork or with other activities.
12. Often does not seem to listen when spoken to directly.
13. Often does not follow through on instructions and fails to
finish school work and chores (e.g., loses focus, side-tracked).
14. Often has trouble organizing tasks and activities.
15. Often avoids, dislikes, or is reluctant to do tasks that require
mental effort over a long period of time (such as schoolwork or
homework).
16. Often loses things necessary for tasks and activities (e.g.
school materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
17. Is often easily distracted
18. Is often forgetful in daily activities.
19. Often fidgets with or taps hands or feet, or squirms in seat.
20. Often leaves seat in situations when remaining seated is
expected.
21. Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to feeling
restless).

Accommodations & Teaching Activities

Modifications Strategies
1. Note taker or use 1. Visual Strategy 1. Dactylology
of a scribe a. Teacher (Fingerspelling)
accommodates a. Teacher spells the
learner’s needs by words using her
2. Interpreter
writing all fingers.
assignments, class
instructions and 2. Pretend Play
procedural changes a. Let learners pick
3. Flexible on the board. up dolls, talk to
attendance Providing a visual them and play
requirement cue eliminates with them.
confusion on the b. Learners with
hearing impaired sign language use
learners. signs when
4. Additional time for
talking.
test and other
b. Arrange desks in
classroom
a circular pattern if * If the child is not
activities
possible so hearing doing it on his/her
impaired learners own, teacher
5. Many students can see other demonstrates and
with hearing learners. This is involves the child till
disabilities will especially he/she learns.
have some form of important if they
specialized need to read lips.
equipment c. Consider using a
3. Classroom
recommended by talking stick for
Responsibilities
an group discussions
audiologist. Help t since this can help
a. Teacher will
he child to feel the hearing
give the
comfortable with impaired learners
learners tasks
his/her hearing know who is
such as putting
device and speaking.
their chairs
promote
back to where
understanding and d. If possible, give
they are
acceptance with printed copies of
properly placed
other children in the notes about
and keeping
the class.  their lesson so that
things from
they can focus on
their tables.
6. Remember that discussions and
b. Learners can
devices DO NOT questions while the
also be tasked
return the child's teacher is teaching.
to open the
hearing to normal.
windows in the
e. Utilize visual
morning and
7. Noisy environment aids such as
closing them in
will cause grief to posters, charts,
the afternoon.
the child with a flash cards,
hearing device and pictures,
noise around the manipulatives, 4. Music
child should be graphic organizers a. Teacher can let
kept to a or any visual items the learners
minimum. to illustrate utilize drums
8. Check the device concepts whenever and other
often to ensure it you can since vibrating
is working. vision becomes a instruments
hearing impaired during
9. When using videos student’s primary instruction so
— make sure you means for receiving that they can
use the 'closed information. appreciate
Note: ( for the
 captioning' different suggested music even if
feature. activities, real they miss out
10. Shut classroom objects are needed, hearing it.
doors/windows to or teachers may
help eliminate make
noise. modifications,
5. Story Time
11. Cushion chair targeting the same
a. Teacher retells
bottoms skills to develop)
a short story to
12. Use visual
the learners
approaches
using pictures.
whenever possible
Teacher sees to
13. Establish
it that each
predictable
page contains
routines for this
few words for
child.
them to grasp
14. Provide older
the concept
students with
clearly.
visual
Contextualized
outlines/graphic
stories are
organizers and
suggested.
clarification.
b. Let the learners
15. Use a
do some signs
home/school
with you
communication
during the
book
story.
16. Enunciate
c. Use the story to
words clearly
talk about
using lip
other things
movement to
related to the
assist the child to
story.
lip read.
17. Keep close
6. Paired Activities
proximity to the
a. Teacher can
student.
pair a hearing
18. Provide small
impaired with
group work when
health
possible.
impairment
19. Make
learner with
assessment
his/her
accommodations
classmate to do
to enable a clear
arts and crafts
picture of
activity and in
demonstrated
getting
academic growth.
materials
20. Provide visual
around the
materials and
school for
demos whenever
utilization
possible.
during their
21. Provide visual
activity in the
materials and
different
 demos whenever subjects.
possible. 2.Communication
22. Classroom Strategy
floors should have a. Look directly at 1.Train the learners how
rubber mats the student and to order food in a fast
face him or her food chain
when
communicating or
teaching.
b. Consider
teaching specific
social skills
such as joining
into games or
conversations.
c. Use facial
expressions,
gestures and
body language
to help convey
your message,
but don’t overdo
it.
d. Do not
exaggerate your
lip movements,
but slowing
down a little
may help some
students.
e. Say the
student’s name
or signal their
attention in
some way before
speaking.
f. Speak naturally
and clearly.
Remember
speaking louder
won’t help.
g. Male teachers
should keep
mustaches well
groomed.
h. Ensure good
lighting on your
face. The glare
of strong
lighting (such as
 a window)
behind the
speaker makes
lip reading
difficult.

i. Speak clearly
but naturally;
exaggeration or
shouting can
make it more
difficult for the
child to
understand
speech.
j. Try to remain in
one area while
talking. It's
difficult to lip
read someone
moving about a
lot.
k. Don't talk while
your back is
turned to the
child (e.g.
writing on
blackboard).
l. Try to use as
many visual
aids as possible.
m. When reading
aloud, try not to
let the book
cover your face.

Teaching Language and Communication for learners with hearing

impairment with other disabilities
Accommodations & Teaching Activities
Modifications Strategies
Accommodations Gestures and Teaching skills for
 Access Sign language is gestures and sign
- Communication the aid suited to language for learners
systems replace/assist who have hearing
 Participation speech for all problems.
- Consistent use of children with Facial Signs Game
language speech is a great game to
 impediments. practice facial
expression.

 Support How to do the How to do the

- Team approach Gesture Sign game:
- Training and Language:
technical - The hands 1. Learners will
assistance specific are at all form a circle.
to deaf-blindness times 2. Everyone
available to should get into
the child, and the circle and
the use of chooses their
signs may in favorite sign.
itself, gesture 3. Then the
and sign leader says a
language can feeling, like
be of good sad, happy,
help for excited, scared,
children with etc.
language 4. Everyone in
problems. the circle then
- If the child sign while
can manage showing this
the motor feeling.
skills, let him 5. Teacher should
learn the sign something
signs or that is funny
gestures you and yet she/
are using. he sign it with
a very sad
- Use your
expression of
hands in helping
her/ his face.
the child to
(like the
make the proper
teacher sign
signs for the
“ice cream”).
individual letter
6. Observe how
and number
the learners
.
react, they
- You must
should be
also inform
laughing.
your
7. Teacher will
colleagues
process their
and other
reactions.
staff as new
signs are
introduced.
Informing
parents and
siblings is
particularly
important,
 and they
should also
learn the
signs for use
at home. If
the child has
difficulties
moving a
body part,
manipulating
it may get the
child started.
- This is
quite
difficult
with
actions of
the
mouth.
With the
fingers.
however, it Teaching numbers and
is much alphabets through sign
easier to language.
achieve 1. The teacher
voluntary prepares
movement flashcards of
- We can letters and
train the numbers with
fingers by corresponding
moving pictures.
them, 2. The teacher
bending should choose at
and least 2-3 letters or
stretching numbers as
them. targets for a day.
3. Let the teacher
Note: present each
Flashcards of target letter in a
numbers and manner that
letters with catches the
corresponding interest of the
pictures with learners.
names) 4. The teacher will
show the letter
through a
flashcard and
fingerspell it.
5. Let the child
imitate.
6. When the child
 can imitate
correctly, let him
imitate the lips
position when
giving the name
and sound of the
letter.
7. Present the
picture with its
name that
initialized the
letter presented.
8. Let the child
imitate the lips
formation when
giving the name of
the picture.
9. Give the sign
language of that
picture and let the
learner imitate.
10. This activity
can be use also
when introducing
numbers.
11. Proceed to
the next level of
the lesson as soon
as mastery of
identifying and
signing letters and
numbers is
evident.
 DIFFICULTY IN COMMUNICATING
(Learners with Attention Deficit Hyperactivity Disorder)

DEFINITION

ADHD (Attention Deficit Hyperactivity Disorder) is a

neurobiologically-based developmental disability in children and
adults with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful
in daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant
to engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are
dull; sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
 Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the

go”
 Leaves seat and roams around the classroom; Can’t sit
still
  High degree of unnecessary movements like pacing,
tapping feet, drumming fingers
 Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects
to play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with
own boundaries
 Difficulty “settling down” or calming self

Impulsitivity

 Talks excessively; blurts out answers before questions;

making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called;
wants things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins
tasks without waiting for directions; hurries through
tasks; does not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things

Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

Other Sign and Symptoms:

 Acts without thinking.

 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.
Components Strategies for Instructional Procedures
Accommodations

 learner will be seated near

the teacher for easy 1. Introducing lessons
monitoring but away from
the windows and doors. a. Provide an advance
 Fix shelves, tables and organizer. Prepare
children’s portfolio / art students for the day's
Classroom set- materials in a manner lesson by quickly
up that is accessible to summarizing the order of
children and where there various activities
is leeway for movement. planned.
 Provide prominent area b. Review previous
where to post calendar of lessons. For example,
activities, daily schedules, remind children that
and assignments. yesterday's lesson
 Where possible reserve an focused on learning how
area for reading/study to regroup in
and free activity subtraction. Review
 Remove decorations or several problems before
postings on wall that are describing the current
not essential and may lesson.
only create distractions. c. Set learning
 Clearly label in pictures or expectations.
written words the areas or State what students are
things to make it easy for expected to learn during
learners to access the lesson.
materials. d. Set behavioral
expectations.
 Adaptations and
Class Standing Describe how students
modifications of method o
(performance are expected to behave
instructions. (attn. p.20)
and written during the lesson
 Color-code materials,
works) e. State needed materials.
notebooks for each
crayons, scissors, and
subject.
colored paper for an art
 Provide lesson outline
project.
 Provide daily written
schedules for routines. a. lesson (particularly for
 Incorporate a great deal of seatwork and group
multisensory techniques projects) how much time
and developmentally remains.
appropriate activities b. Check
 Use materials that are fun seatworks/assignments
and engaging like using .
colorful activity sheets, Check completed
 Provide activities that assignments for at least
allow for some physical some students. Review
movements (indoor and what they have learned
outdoor activities).
  Pair or seat the child near during the lesson to get a
a student role model. sense of how ready the
 Teacher will stand near class was for the lesson
the ADHD learner when and how to plan the next
teaching and once in lesson.
while make eye contact c. Preview the next
 Prompt/make signal cues lesson.
to get the learner engaged Instruct students on how
and focused on task to begin preparing for the
 Lower your voice and next lesson. For example,
resist rising you voice to inform children that they
get LSEN’s attention need to put away their
 Allow appropriate textbooks and come to
response time to process the front of the room for
information a large-group spelling
 Allow time for transition lesson.
from one activity to
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next.
 Split lengthy test into
several parts. Schedule
the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..

.
 Make a journal of
Improving learner’s behavior and
behavior and monitor significant
increasing self- positive negative/
esteem, changes
 Don’t compare the
performance of the
learner/s with ADHD with
other learners in the
class.
 Provide opportunity to
 make LSEN to participate
in school activities that
showcase the LSEN’s
areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and
the ability to stay calm
(not react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
 If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
 can have your lunch. If
not, you will stay with me.
Let me know when you’re
ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”

Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in
front of the classroom how much time remains in the lesson of
which the child can see how much time remains. Short-term
prompts can also be used.
 Light. Turning the lights on and off prompts that the noise level
is in the classroom is too high and should be quiet. It can be
also a signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child
with ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:

 Silent reading time. Establish a fixed time each day for silent

reading (e.g., D.E.A.R.: Drop Everything and Read and
Sustained Silent Reading).
 Follow-along reading. Ask the child to read a story silently
while listening to other students or the teacher read the story
aloud to the entire class.
  Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners
take turns reading orally and listening to each other.
 Storyboards. Ask the child to make storyboards that illustrate
the sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can
role-play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-
read” sight-vocabulary words.
 Board games for reading comprehension. Play board games
that provide practice with target reading-comprehension skills
or sight-vocabulary words.
 Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with sight
vocabulary words.
 Recorded books. These materials, available from many
libraries, can stimulate interest in traditional reading and can
be used to reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students
a second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading
assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two
vowels go walking, the first does the talking”) (Scruggs &
Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-
bat-cat”).
 Board games for phonics. Have students play board games, such
as bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds
but do not know the letters that go with them.

3. WRITING

In composing stories or other writing assignments, children with

ADHD benefit from the following practices:
  Standards for writing assignments. Identify and teach the
child classroom standards for acceptable written work, such as
format and style.
 Recognizing parts of a story. Teach the student how to
describe the major parts of a story (e.g., plot, main characters,
setting, conflict, and resolution). Use a storyboard with parts
listed for this purpose.
 Post office. Establish a post office in the classroom, and
provide students with opportunities to write, mail, and receive
letters to and from their classmates and teacher.
 Visualize compositions. Ask the child to close his or her eyes
and visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a
recent event while the other students close their eyes and
visualize what is being said as a written paragraph.
 Proofread compositions. Require that the child proofread his
or her work before turning in written assignments. Provide the
child with a list of items to check when proofreading his or her
own work.
 Tape recorders. Ask the student to dictate writing assignments
into a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell
“sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a
personal dictionary of frequently misspelled words.
 Partner spelling activities. Pair the child with another
student. Ask the partners to quiz each other on the spelling of
new words. Encourage both students to guess the correct
spelling.
 Manipulatives. Use cutout letters or other manipulatives to
spell out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with
spelling lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled
words sorted alphabetically.
 5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his
or her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her
finger to measure how much space to leave between each word
in a written assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
 Structured programs for handwriting. Teach handwriting
skills through a structured program, such as Jan Olsen's
Handwriting Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g.,
the digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add
up to 9).
 Partnering for math activities. Pair a child with ADHD with
another student and provide opportunities for the partners to quiz
each other about basic computation skills.
 Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to add
and that the “minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics
that describe basic steps in computing whole numbers. For
example, “Don't Miss Susie's Boat” can be used to help the student
 recall the basic steps in long division (i.e., divide, multiply,
subtract, and bring down).
 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the
child to calculate his or her change when paying for lunch in the
school cafeteria, or set up a class store where children can practice
calculating change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children
when they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or
division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing
whole numbers.
 Computer games for basic computation. Schedule computer
time for the child to drill and practice basic computations, using
appropriate games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and
have children track their own performance.

 Solving word problems

To help children with ADHD improve their skill in solving word

problems in mathematics, try the following:

 Reread the problem. Teach the child to read a word

problem two times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example,
words such as “sum,” “total,” or “all together” may indicate an
addition operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What
is the question asked in the problem? What information do
you need to figure out the answer? What operation should
you use to compute the answer?
 Real-life examples of word problems. Ask the student to
create and solve word problems that provide practice with
specific target operations, such as addition, subtraction,
multiplication, or division. These problems can be based on
recent, real-life events in the child's life.
 Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned
word problems.

 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when

computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
 Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing
whole numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:

 Solicit the support of SpEd Teacher. This SpEd teacher will

help review the student's progress through progress reports
submitted by other teachers and will help act as the liaison
between home and school. Permit the student to meet with the
SpEd teacher on a regular basis (e.g., Monday morning) to plan
and organize for the week and to review progress and problems
from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders
to help organize assignments for different academic subjects
(e.g., reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to
help record homework and other seatwork in the assignment
notebook and file work sheets and other papers in the proper
folders.
 Clean out desks and book bags. Ask the child to periodically
sort through and clean out his or her desk, book bag, and other
special places where written assignments are stored.
 Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being
learned.
 Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
 special materials and practices that help them to improve their
time management skills, including:

 Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.
 Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.
 Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment
into a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of
planned daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic
success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can
also use a blank piece of paper to cover the other questions on
the page.
 Venn diagrams. Teach a child how to use Venn diagrams to
help illustrate and organize key concepts in reading,
mathematics, or other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has
learned, perhaps with the use of a program such as Anita
Archer's Skills for School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a
checklist of mistakes that he or she frequently makes in written
assignments (e.g., punctuation or capitalization errors),
mathematics (e.g., addition or subtraction errors), or other
academic subjects. Teach the child how to use this list when
proofreading his or her work at home and school.
 Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for
homework assignments (e.g., books, pencils, and homework
assignment sheets).
 Uncluttered workspace. Teach a child with ADHD how to
prepare an uncluttered workspace to complete assignments. For
example, instruct the child to clear away unnecessary books or
other materials before beginning his or her seatwork.
 Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework.
Discuss and resolve with them and their parents any problems
 in completing these assignments. For example, evaluate the
difficulty of the assignments and how long the children spend
on their homework each night. Keep in mind that the quality,
rather than the quantity, of homework assigned is the most
important issue. While doing homework is an important part of
developing study skills, it should be used to reinforce skills and
to review material learned in class, rather than to present, in
advance, large amounts of material that is new to the student.

DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION

Autism , or autism spectrum disorder, refers to a range of

conditions characterized by challenges with social skills, repetitive
behaviors, speech and non verbal communications, as well as by
unique strengths and differences.

“If a special child is given all the

love he needs, he will be smiling, hugging
and responding positively all the more….
If given all the trust he needs, he will
believe in himself all the more…. If given
all the opportunities he needs, he will be
growing in skills and values all the
more…It is only when a special child is
loved, trusted and given the opportunities
to grow that he becomes very much a part of living!”
- Edilberto I. Dizon, Ed.D.

Characteristics of Autism

Each child is unique. The manifestation and severity of a child

with autism varies upon its degree from mild to severe and is usually
occur prior to the age of three.
Traditionally, there are three areas of development which affects
a child with autism: communication, social interaction and behavior.
Some other characteristics depend on other category that affects the
lives of Children With Autism. Despite of these difficulties with
categorization, the following are the characteristics of ASD’s listed
below:

Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD
could not communicate using speech pattern
and others may have very limited speaking skills, although others are
good in vocabularies and could talk eloquently. This result, somehow
affects their communication skills.
Below are some patterns of language that are common in children
with ASD:
  Delay or lack of speech and language development
• Loss of speech development previously demonstrated
• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability
to engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and
over again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:

Peer social interaction can range from totally absent to inability

to maintain desired relationships.
• Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors
(e.g., eye contact, facial expression, postures and gesturing) to
regulate social interaction.
• Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with
the ability to respond and participate in social exchange and
play.

Behavior

Behaviors among children with ASD are the

most challenging and stressful issues faced by
teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of

objects.
• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling,
complex body movements).
• Rigid and repetitive patterns of behaviour, interest and
activities.

SYMPTOMS OF AUTISM:
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommodation Teaching Activities

s Strategies
Establishing  Structured “ Staple Me “
proper Learning Teaching  Show a picture of a pupil collating
Environment papers and tell the child the task he/she
is doing.
 Show the stapler and collated papers
 Demonstrate procedure on how to staple
them
 Ask the learner to do it himself.
Accommodations  note taking “ Just Do It ! “
for writing buddies  Let the learner copy assignment from
problems and the board
homework  Praise learner for the neatness in writing
partner and for the completion of works
Accommodations  Role “ Role Out ”
on Language Playing and Teach the child to :
Problems group • exchange greetings and farewells
activity • using cordial expressions like “Tha
You”,
“Excuse Me “ and “Sorry“
Reply to conversations
appropriately.
Covey a simple message
Accommodations  Behavior “ I AM OBEDIENT”
for Attention Modificatio - Instruct learner to keep his/her things.
Problems ns - Instruct learner to get a new activity
 Applied by physically prompting him/her.
Behavior - Praise learner if he/she could suggest
Analysis in changing activity.

Supporting MI (Multiple “ Embrace Me “

LSEN’s (Learners Intelligences)
• Build a positive class climate.
Special Approach • Arrange learner’s seat for inclusion
Educational • Build opportunities for friendship.
Need) in Regular • Give explicit instructions and equipment
Class and materials accessible
• Supply the learner with standard books
and equipment.
• Involve the learner in all class activities.
• Affirm the learner
• Set rules and routines

TEST TAKING ACCOMODATIONS

BEFORE TESTING DURING TESTING AFTER TESTING

• Allow time • Avoid having • Interpret the test carefully as he have

to review him transfer rushed through the test, answered
directly answers impulsively or may have been distracted.
before test from one • Score content rather than mechanics
• Allow ample sheet to such punctuation, capitalization and
space for another. grammar.
student • Read test to
responses him if
• Use needed.
alternative • For essay
forms of formats,
assessment consider
that speak accepting
to the outlines,
student’s lists,
areas of mappings,or
strength. diagrams
• Consider the instead of
use of extra paragraphs and
time. essays.
• Make the • Remind and
first few encourage
items on the him to
test the review his
easiest in work.
order to
instill a
sense of
confidence.
• Teach test
taking skills
strategies
 STRATEGIES FOR READING COMPREHENSION
Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to complete filling out
or reading how to charts and graphic organizer.
materials to paraphrase, • Make connections through relatedwriting
his putting into activities and do futher entension
experience his own activities related to theme and content.
and words the
background main idea
knowledge. and
• Generate significant
interest and detail.
increase • Teach how
students to find
background introductory
knowledge and
and frame of summary
reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
supporting
details from
the text
TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.
• Give out one task at a time.
• Consider alternative methods of completing assignments or
testing knowledge( oral,visual or hand on projects ).
• Use organizers,divided notebook, assignment pads and daily
planners to keep track of assignments.
• Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed.Try to be cognizant when”
enough is enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more
time to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it

involves breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long

strings of verbal information. Supporting verbal instruction with
visual cues and representation will help children comprehend material
and understand expectations.

Applied Behaviour Analysis (ABA)

This refers to the application of behavioural principles of learning

and motivation to address socially significant problems; to increase
skills and decrease problematic behaviours. Socially,significant
behaviours include such things as academics, reading, social skills,
communication and adaptive living. The focus is on systematically
targeting small measureable units of behaviour (Maurice, Green, and
Luce 1996)
 INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:

Assistive Description Used to Address

Technology

Portable Word Keyboard with small Poor fine motor or

Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that planning, and
provide speech cognitive
feedback
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio decoding, fluency, etc.
format
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues
Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related

Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.”
The principles of structured teaching include:

• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable
Individualized Visual Daily Schedules
Children with ASD need proper scheduling as part of the
classroom structure since it will greatly help in their daily routine, aid
in transitioning independent activities and will make learning sessions
more enjoyable and meaningful one. Besides, giving direction can help
children predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter
problems with sequential memory and time mismanagement.
Children with less initiative lead them to a more difficult learning
situation. It will create anxiety and commit more mistakes once they
are not informed of their daily routine.

Beginning Schedule

Object Schedule

Written Picture Schedule

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change,
particularly for new situations and unfamiliar activities. Visual cues
used in combination with
verbal instructions can help the children to understand what is
expected.

Picture Exchange Communication System (PECS)

PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple,
single words and then building to phrases and sentences and
eventually more complex communication, the individual can effectively
communicate without voice. The emphasis is on helping an individual
develop the skills for initiating communication with other people.

Samples of PECS

Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting witha emotionally.Allowing for some
personal expression even non-verbal ones.
Below are pictures of an Art therapy session with learner with ASD.
SUGGESTED STRATEGIES IN TEACHING CHILDREN WITH
AUTISM
 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit
positive reactions (e.g., food, toys, books , tokens ,sticker) or
activities (e.g., hugs , kisses, praises ).A reinforce is also any
object or activity that is reinforcing to a particular child (e.g.,
jumping or trampoline , articles of clothing, wrappers touching
of a favourite objects). The reinforcing value of the object is
evaluated by nothing if the child reaches for it or manipulates
it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has.
Reinforce a skill in successive approximation –step by step-until
the desired behaviour is achieved.
 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes.
The child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has
2 objectives:
 a. To over correct the environmental effects of a maladaptive
response.
b. To require the disrupting child to practice a correct form
of an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
The teacher and the child specify and agree on expected
behaviour or task the child ought to exhibit/do for self-
improvement. Afterwards, they agree on rewards the child will
get if the tasks/behaviours are exhibited/done and also
“punishments” if not. The agreement is written on paper for
both teacher and child to sign. A copy is posted on the board to
serve as reminder. A punishment may be in the form of with-
holding of things the child likes or depriving him of privileges.
 Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.
 Stimulus Control
This involves presenting a visual or aural cue with which the
child associates stopping or continuing on with a behaviour.
Examples of visual cues are nodding and smiling to signal
letting the child go on with a behaviour or task. Examples of
aural cues are saying No or stop to stop a behaviour and Go
ahead or good to let the child go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable
behaviour.Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time.
Make the questions really easy—it’s not the content we’re learning,
but how to communicate questions and answers. e.g., give the more
advanced students the more difficult questions. You can make it more
fun by handing out buzzers or bells—the first person to “ring in” gets
to answer the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

 Find a television program that is appropriate for your class’ age
and learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking,
and see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple
word and ask the person to your left to say the first (English) word
that comes to mind. Then, the person to his or her left should say the
first word that comes to his or her mind. Be sure to stop every so often
to debrief and define any mysterious words. A variation of this game is
to have each student say a word that begins with the last letter of the
previous word, e.g., word, donkey, yodel, loon.

Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut
them into little slips of paper and put them into a hat or bag. Invite
each student to draw two words from the hat (you can use more for
more advanced students). Give them each a minute to come up with a
sentence that uses those two words, and makes sense. Then invite
each of them to share their sentence with the class. Collect the words
and go again. It’s okay to repeat words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD
 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the

brain and nervous system), characterized by a combination
of involuntary noises and movements called tics. It usually starts
during childhood and continues into adulthood. In many
cases Tourette's syndrome runs in families
and it's often associated with obsessive
compulsive disorder (OCD) or attention
deficit hyperactivity disorder (ADHD).

Tourette Syndrome is one type of Tic

Disorder. Tics are involuntary, repetitive
movements and vocalizations. They are the
defining feature of a group of childhood- https://twitter.com/tourettepics
onset, neurodevelopmental conditions
known collectively as Tic Disorders and
individually as Tourette Syndrome, Chronic
Tic Disorder (Motor or Vocal Type), and
Provisional Tic Disorder. The three Tic Disorders are distinguished by
the types of tics present (motor, vocal/ phonic, or both) and by the
length of time that the tics have been present.

Individuals with Tourette Syndrome (TS) have had at least two

motor tics and at least one vocal/ phonic tic in some combination over
the course of more than a year. By contrast, individuals with Chronic
Tic Disorder have either motor tics or vocal tics that have been
present for more than a year, and individuals with Provisional Tic
Disorder have tics that have been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples

are:
1. Simple
 Motor – eye blinking, head jerking, shoulder shrugging,
facial grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing,
grunting, gulping, sniffing, tongue clicking, etc.
 2. Complex
 Motor – jumping, touching other people and things,
twirling about, repetitive movements of the torso or limbs,
pulling at clothing and self-injurious actions including
hitting or biting oneself
 Vocal – uttering words or phrases, coprolalia (the
involuntary utterance of inappropriate or obscene words),
echolalia (repeating a sound, word or phrase just heard)
or palilalia (repeating one’s own words)

The most important thing to understand about the tics

associated with Tourette Syndrome is they are the result of a
neuropsychiatric condition. The sounds and behaviors are involuntary
and are not being done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in
almost every day or throughout
the period of more than one year
with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social
and occupational skills, or other
important areas which creates
marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a
substance or any general medical https://elcomunista.net/2016/11/24/sindrome-de-tourette-o-enfermedad-
de-los-tics/comment-page-1/
condition is not a cause of the
disturbance.
ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom Environment:
Grade  Use seating chart to allow  Provide a safe  Place the
VI for any movement tics place – Some learner away
learners benefit from
 Eliminate all unnecessary from a specific distractions
items from the learner’s place (as well as
desk to prevent a back-up in  Use assistive
distractions case this is not devices like
available), where tape
 Have a duplicate set of a learner may recorders,
text books for the learner release typewriters,
to keep at home. (Great to symptoms. or
use if learner misses computers
school or is having a hard  Give breaks out for oral and
time concentrating) of the writing
classroom, as it problems
 Use a study corral if can be helpful to  Expanding
needed have a change abilities:
in settings; e.g., Developing a
the bathroom, gradually
the drinking broadening
fountain, a real range of skill
or made up areas.
errand.
Handwriting:  School
 Minimize writing for transition:
homework  Modify written Advocating
assignments and
 Have a computer for that professionall
learner  Assign buddy or y supporting
homework the
 Allow the learner to copy partner transition to
another learner’s notes at school, and
home  Gross and fine liaising with
motor skills: teachers, as
 Provide a printed outline Determining the required.
if watching a movie current age level
of a learner’s  Visual cues
 Provide a print out what gross and fine can be used
is written on the motor abilities. to support
blackboard routine and
to introduce
new
activities, or
 Speech and a change in
Language Problems Language tasks.
Assessment
 Provide visual input as  Devise goals:
well as auditory whenever  Conversation Setting
possible. The pupil could skills: functional
receive written directions Developing and
as well as oral ones, or conversation achievable
have a copy of a lecture skills (e.g. back goals in
outline to follow while and forth collaboration
listening to instructions. exchange, turn with the
Pictures and graphs that taking) learner,
illustrate the text are parents and
usually quite effective.  Enhancing teachers so
 Give directions one or two verbal and non- that therapy
steps at a time. Ask the verbal has a
pupil to repeat the communication common
instructions. Then have including focus
the complete one or two natural beneficial to
items and check with you gestures, everyone
to see that they have been speech, signs, involved.
done properly. pictures and
written words.  Educating
 If you notice a learner parents,
mumbling while working,  Video Modelling teachers and
suggest a seat where he others
will not disturb others.  Social stories: involved in
Sometimes quietly Providing ideas the learner’s
"reauditorizing" and education care about
instructions or around social Tourette
information to himself can story Syndrome
help a student grasp and development. and the age
remember the appropriate
assignment.  Direct skill skills a
teaching learner
 Learner with difficulty through a task should be
in controlling and based approach. demonstrati
communicating may ng.
repeat their own words or
those of someone else.  Task
This may sound like engagement:
stuttering but it actually Providing
involves the utterance or alternative
words or whole phrases. ways to
Other learners may encourage
exploit this problem by task
whispering inappropriate engagement.
things so that the child
with difficulty in  Developing
controlling will  Behavior underlying
involuntarily repeat them Management skills
and get into trouble. Be necessary to
alert to this provocation.  Concept skills: support
Attention Problems Developing whole body
 Seat the learner in front concept skills, (gross motor)
of the teacher for all especially and hand
instruction and directions abstract dexterity
to minimize the visual concepts, such (fine motor)
distraction of classmates. as time (e.g. skills, such
yesterday, as providing
 Seat the learner away before, after). activities to
from windows, doors, or support:
other sources of  Visuals can be  balance and
distraction, i.e., where used to help coordination
reading groups meet. with  strength and
understanding endurance
 Give the learner an and the child’s  attention
"office," a quiet workplace. ability to and
This could be in a corner, express their alertness
the hall, or the library. needs, wants,  body
This place should not be thoughts and awareness
used as a punishment, ideas.  movement
but rather a place the planning
learner can choose to go  Management
to when focusing becomes strategies:  Speech and
more difficult. Providing language
management assessment
 Have the learner work in strategies/ ideas to help the
short intense periods with to assist the family to
breaks to run an errand child in the understand
or simply wiggle in the home, at school how the
seat. and the child is
community. processing,
 Change tasks frequently. understandi
For example, complete  Communication ng, learning
five math problems, then strategies: and using
do some spelling, etc. Providing the language
family with and
 Contract for work to be strategies and communicati
done in advance. For techniques to on.
example, finish a specific increase and
number of problems by a enhance  Daily
certain reasonable time. communication activities:
Short assignments with with the learner. Helping the
frequent checks are more learner to
effective than two or three understand
sheets of independent the
work at one time. With environment
younger children, simple , routines
gestures, such as a hand and
on the learner's shoulder, language.
can be a helpful reminder  Field Trip
to focus during listening  Developing  Developing
 periods. Conversation language:
Skills Helping the
First Day of School: learner to
 Introduce the learner with  Daily activities: understand
difficulty in controlling Helping the and use
(with permission of the learner to richer
learner and family) to the understand the language
rest of the learners on the environment, and to use
first day routines and language
language. more
 If the learner with spontaneous
difficulty in  Social skills: ly.
controllingfeels Development of
comfortable, he/she can social skills (i.e.  Liaising with
describe the condition to knowing when, educational
the class how to use staff
language in regarding
 Make sure the other social nature of the
learners understand that situations). difficulties
tics will happen during and ways to
the school day and the help the
learner with difficulty in child to
controllingcannot help the access the
tics curriculum.


 Whether or not the

learner with difficulty in
controlling is in the room
at this point is up to the
child and the parents.

 As teachers, do not
encourage the child to
hold tics in; this can
make it much worse

 Make sure the rest of the  Enhancing

class understands that verbal and non-
just because one learner verbal
swears, that does not communication
mean they can swear including
natural
gestures,
speech, signs,
Material Presentation: pictures and
 Use as few words as written words.
necessary when
explaining  Visual
strategies: Using
 Check for understanding visual
(have the learner repeat information to
directions for a task back help
to you) understand,
organize and
 Present a syllabus for the plan the routine
whole quarter, so the for the day.
learner knows what is
expected of him

 Use phrases like “This is

important” and “Listen
Carefully”

 Avoid lots of visual

distractions in the room
and don’t sit them near
the door or window

 Have a cue (both you and

the learner know) that
can be given if he/she
needs to leave the room.
Provide a certain place
they may go if needed

Tests and Grading:

 Give extra time to finish
test or turn in homework
if necessary

 Reduce amount of work

(e.g.: odd numbers or half
the problems)

 Allow extra time, read the

test to them, allow oral
responses, etc.

 Provide movement breaks

during the test if
necessary

 Part of the grade could be

based on individual effort
or improvement

 Allow learner to retake the

 Behavior
test (rework problems) for
Modification
a passing grade
 Avoid ALL timed tests  Daily activities:
Helping the
Classroom Behaviors: learner to
 Sit the learner with understand the
difficulty in environment,
controllingnext to a routines and
responsible learner so language.
distractions are limited
(Be careful that this does  Token Economy
not negatively affect the
other learner)  Reinforcement

 Reward forgetful learners

for remembering rather
than punish them for
forgetting

 Ignore behaviors that are

minimally disruptive

 Provide modifications for

behaviors that are
disturbing (e.g. foam on
desk if they tap they tap
their pencil, tennis balls  Conversation
on chair legs). skills:
Developing
 Have a code or private conversation
signal to use for the skills (e.g. back
learner when his/her and forth
behavior is unacceptable exchange, turn
taking).
Organization:
 Establish a daily routine  Social skills:
and remain consistent Development of
social skills (i.e.
 Teach the learner knowing when,
organization and self- how to use
management skills language in
social
 Have clearly defined rules situations).
and be consistent  Enhancing
enforcing them verbal and non-
verbal
 Write the due date at the communication
top of worksheets/ including
assignments natural
gestures,
 Highlight important ideas speech, signs,
 so worksheets aren’t pictures and
cluttered written words.
 Scheduling
 Remain very organized,
use color coding, and
provide a schedule  Concept skills:
Developing
concept skills,
especially
abstract
concepts, such
MATH: as time (e.g.
 Allow the use of a yesterday,
calculator without penalty before, after).

 Have a table of math facts

available

 Break story problems into

shorter segments

 Use graph paper or

notebook paper turned
sideways to keep work in
columns

READING:
 Let the learner sit
comfortably  Expanding
abilities:
 Allow learner to follow Developing a
along with the finger or gradually
use a bookmark broadening
range of skill
 Tapes or reader for areas.
textbooks  Social stories:
Providing ideas
 Read out loud in a tape and education
recorder to listen for around social
improvement story
development.
 Read questions first
before reading story  Enhancing
verbal and non-
 Use headphones to block verbal
out noise communication
including
natural
gestures,
 speech, signs,
pictures and
written words

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING

AND COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to

the class. Please remember that they are occurring
involuntarily, and do not react with anger or annoyance! This
requires patience but reprimanding a learner with difficulty in
controlling and communicating is like disciplining a pupil with
cerebral palsy for being clumsy. If the teacher is not tolerant,
others in the class may feel free to ridicule the child with
difficulty in controlling and communicating.

 If some aspect of the child's tics affects the privacy or safety of

others (e.g., touching others), it is important to find ways to
work around the problem, but acceptance of the child is critical
even when the behaviors are unacceptable.

 Provide opportunities for short breaks out of the classroom.

Time in a private place to relax and release the tics can often
reduce symptoms in class. Private time may also enhance the
learner's ability to focus on schoolwork, because energy will not
be used to suppress the tics.

 Allow the learner to take tests in a private room, so energy will

not be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation

in front of the class for a while. Oral reports might be tape
recorded, so those skills can be judged without the added stress
of standing before the class.

 Work with other pupils to help them understand the tics and
reduce ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the
child about difficulty in controlling movements and sounds.
  Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling
and communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the
effects of tics – these treatments may help a person to develop
better awareness and learn to control their tics better. However,
the tics are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling

and communicating can take to help manage their tics:

A. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get
their own.

Banging and tapping

 Try put something softer on the table (e.g. a mouse mat) to
avoid hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

 Visit dentist to request a fitted tooth guard be made
 Chew gum
 Gum shields can help short term (can be purchased from sports
shops)
Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of
inactivity, as you would before exercise
 Stretch muscles regularly
  Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or
in any other public space

Head shaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat
pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are
using painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly
supported by a parent or by lying down

Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber
wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
 Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood
floors.

Stabbing with sharp objects

 Avoid using sharp objects. Use blunt pencils, plastic knives and
rounded end scissors.

Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they
have time to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

  Try using something thicker (e.g. wool) to avoid cutting into the
skin.

B. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the
mouth and out through the nose. Sounds are made by air
coming out over the larynx so reversing the process calms most
vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head.
Some people have said that going through a rhyme enables the
impulse for coprolalia to pass.
 Help children with coprolalia to formulate a way of explaining
the symptom to others.

Coughing
 Try to support neck during coughing fits.

High pitched scream

 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to
reduce risk of damage to hearing.
 Provide specific and immediate corrective feedback.
 Encourage learners to use relaxation and other stress reducing
techniques during exams.
 Allow more time for examinations, tests, and quizzes.
 Show what you mean rather than just giving verbal directions.
 Use visual supports when relating new information verbally.
 Provide the learner with hands-on materials and experiences.
 Break longer, new tasks into small steps.
 Demonstrate the steps in a task and have learner perform the
steps one at a time.
 Address the learner and use a tone of voice consistent with their
age.
 Speak directly to the learner.
 Avoid long, complex words, technical words, or jargon.
 Ask one question at a time and provide adequate time for learner to
reply.

ADHD (Attention Deficit Hyperactivity Disorder) is a

neurobiologically-based developmental disability in children and
adults with a persistent pattern of problems in the area of inattention,
hyperactivity and impulsivity that is more frequent and severe that is
typically observed in individuals at a comparable level of development.
It is a disorder where children consistently display behaviors of
inattention, hyperactivity, and impulsitivity. Dimapilis, A.S. (2006)

CHARACTERISTICS

Inattention
 Easily distracted by huge stimuli like sounds, lights,
movement in the environment
 Does not seem to listen when spoken to, thoughts are
elsewhere
 Difficulty following and remembering directions; forgetful
in daily activities; fails to pay attention to details
 Difficulty following instructions and fails to finish school
works, chores or duties in the workplace; makes many
careless mistakes
 Difficulty initiating or getting started on tasks; reluctant
to engage school tasks
 Difficulty sustaining attention in assigned tasks and play
activities; gets bored easily; fails to organize them
 Difficulty sustaining level of alertness to tasks that are
dull; sluggish or may fall asleep easily in class
 Difficulty completing work; performance is inconsistent
 Difficulty working independently
 Poor study skills; weak executive functions
 Spacey tune out
 Appears confused
 Easily overwhelmed
 No awareness of time
 Loses things necessary for tasks or activities
 Procrastinates

Hyperactivity

 Highly energetic; Almost nonstop motion; Always “on the

go”
 Leaves seat and roams around the classroom; Can’t sit
still
 High degree of unnecessary movements like pacing,
tapping feet, drumming fingers
 Restlessness; Squirms in seat
 Seems to need something in hands; finds/reaches objects
to play with and/or puts in mouth
 Difficulty playing or engaging in leisure activities quietly
 Intrudes in other people’s space; difficulty staying with
own boundaries
 Difficulty “settling down” or calming self

Impulsitivity
  Talks excessively; blurts out answers before questions;
making tactless comments; makes inappropriate or odd
noises
 Difficulty with raising hand and wanting to be called;
wants things “NOW”
 Interrupts or intrudes on others; butts in conversation or
games; disrupts or bother others
 Hits when upset or grabs things away from others
 Difficulty in waiting turn in activities and games; begins
tasks without waiting for directions; hurries through
tasks; does not take time to correct and edit work
 Cannot keep hands and feet to self
 Difficulty standing in lines; gets easily bored; impatient
 Knows the rules but repeatedly makes errors
 Fearless, engage in physically dangerous activities like
jumping from heights, riding bikes into streets without
looking
 Accident prone – breaks things

Others
 High pain tolerance
 Lack of regard for quality of outputs/tasks done
 Delay in social maturation
 Possible academic underachievement
 Possible language-communication lags
 Possible learning disabilities

Other Sign and Symptoms:

 Acts without thinking.

 Says the wrong thing at the wrong time.
 Inability to keep powerful emotions in check, resulting in
angry outburst or temper tantrums.
 Guesses, rather than taking time to solve a problem.

Components Strategies for Instructional Procedures

Accommodations
  learner will be seated near
the teacher for easy 1. Introducing lessons
monitoring but away from
the windows and doors. f. Provide an advance
 Fix shelves, tables and organizer. Prepare
children’s portfolio / art students for the day's
Classroom set- materials in a manner lesson by quickly
up that is accessible to summarizing the order of
children and where there various activities
is leeway for movement. planned.
 Provide prominent area g. Review previous
where to post calendar of lessons. For example,
activities, daily schedules, remind children that
and assignments. yesterday's lesson
 Where possible reserve an focused on learning how
area for reading/study to regroup in
and free activity subtraction. Review
 Remove decorations or several problems before
postings on wall that are describing the current
not essential and may lesson.
only create distractions. h. Set learning
 Clearly label in pictures or expectations.
written words the areas or State what students are
things to make it easy for expected to learn during
learners to access the lesson.
materials. i. Set behavioral
expectations.
 Adaptations and
Class Standing Describe how students
modifications of method o
(performance are expected to behave
instructions. (attn. p.20)
and written during the lesson
 Color-code materials,
works) j. State needed materials.
notebooks for each
crayons, scissors, and
subject.
colored paper for an art
 Provide lesson outline
project.
 Provide daily written
schedules for routines. d. lesson (particularly for
 Incorporate a great deal of seatwork and group
multisensory techniques projects) how much time
and developmentally remains.
appropriate activities e. Check
 Use materials that are fun seatworks/assignments
and engaging like using .
colorful activity sheets, Check completed
 Provide activities that assignments for at least
allow for some physical some students. Review
movements (indoor and what they have learned
outdoor activities). during the lesson to get a
 Pair or seat the child near sense of how ready the
a student role model. class was for the lesson
 Teacher will stand near
 the ADHD learner when and how to plan the next
teaching and once in lesson.
while make eye contact f. Preview the next
 Prompt/make signal cues lesson.
to get the learner engaged Instruct students on how
and focused on task to begin preparing for the
 Lower your voice and next lesson. For example,
resist rising you voice to inform children that they
get LSEN’s attention need to put away their
 Allow appropriate textbooks and come to
response time to process the front of the room for
information a large-group spelling
 Allow time for transition lesson.
from one activity to
another.
 Provide worksheets with
fewer questions and
problems
 Break big tasks into
smaller activities; and
make sure each chunk is
completed before moving
on to the next.
 Split lengthy test into
several parts. Schedule
the learning areas from
difficult to easy.
 Give breaks in between
test. Allow extra time to
finish test
 Give praise for work well
done.
..

.
 Make a journal of
Improving learner’s behavior and
behavior and monitor significant
increasing self- positive negative/
esteem, changes
 Don’t compare the
performance of the
learner/s with ADHD with
other learners in the
class.
 Provide opportunity to
make LSEN to participate
in school activities that
showcase the LSEN’s
 areas of strength e.g. art,
music.
 Encourage the learner
with ADHD to work at his
own pace and ability.
 Model self-control and
the ability to stay calm
(not react out of anger).
 Delegate leadership task
during group activities to
build learners self- esteem
and responsibility.
 Praise good behavior and
ignore or discourage
disruptive behavior.
 If given time out , it must
be brief and the learners
must be welcomed back
gladly
 Maintain close
partnership with home
and school and other
important linkages for
continuous development
progress and
development.
 Understand ADHD and
make an effort to learn
more about it and
recognize how it affects
learners’ behavior and
performance
 Positive attention from
teachers to peers.(Attn!,
20)
Managing  When a child becomes
aggressive disruptive the child /
behaviors learner must be seated
near the teacher within
arm’s length for cueing.
 When an ADHD learner
is upset or is out-of-
control embrace him/her
and say over and over in a
calm voice what will
occur, “When you are
ready to calm down, you
can have your lunch. If
not, you will stay with me.
Let me know when you’re
 ready.”
 Do a lot to build tolerance
for some degree of
touching through various
sensory activities
 Help the child handle
disappointment through
positive re-assurance like
“it will be better next
time”

Assistive Instructional Tools

 Pointer. Demonstrate using a pointer to help track the written

words on the board, use bookmark when the learner is reading
aloud.
 Timer. Instruct the child when to start and end. Set a timer in
front of the classroom how much time remains in the lesson of
which the child can see how much time remains. Short-term
prompts can also be used.
 Light. Turning the lights on and off prompts that the noise level
is in the classroom is too high and should be quiet. It can be
also a signal that it is time preparing for the next lesson.
 Music. Play music in any manner that they are too noisy.
 Desk/Chair. The desk and chair should be a right size to child
with ADHD with seat cushion and leg bouncy bands.

(Dimapilis, 2006)

INTRUCTIONAL PRACTICES in DIFFERENT LEARNING AREAS

1. LANGUAGE ARTS AND READING COMPREHENSION -

To help children with ADHD who are poor readers improve their
reading comprehension skills the following activities may help:

 Silent reading time. Establish a fixed time each day for silent

reading (e.g., D.E.A.R.: Drop Everything and Read and
Sustained Silent Reading).
 Follow-along reading. Ask the child to read a story silently
while listening to other students or the teacher read the story
aloud to the entire class.
 Partner reading activities. Pair the child with ADHD with
another student partner who is a strong reader. The partners
take turns reading orally and listening to each other.
  Storyboards. Ask the child to make storyboards that illustrate
the sequence of main events in a story.
 Storytelling. Schedule storytelling sessions where the child can
retell a story that he or she has read recently.
 Playacting. Schedule playacting sessions where the child can
role-play different characters in a favorite story.
 Word bank. Keep a word bank or dictionary of new or “hard-to-
read” sight-vocabulary words.
 Board games for reading comprehension. Play board games
that provide practice with target reading-comprehension skills
or sight-vocabulary words.
 Computer games for reading comprehension. Schedule
computer time for the child to have drill-and-practice with sight
vocabulary words.
 Recorded books. These materials, available from many
libraries, can stimulate interest in traditional reading and can
be used to reinforce and complement reading lessons.
 “Backup” materials for home use. Make available to students
a second set of books and materials that they can use at home.
 Summary materials. Allow and encourage students to use
published book summaries, synopses, and digests of major
reading assignments to review (not replace) reading
assignments.

2. PHONICS
To help children with ADHD master rules of phonics, the following are
effective:

 Mnemonics for phonics. Teach the child mnemonics that provide

reminders about hard-to-learn phonics rules (e.g., “when two
vowels go walking, the first does the talking”) (Scruggs &
Mastropieri, 2000).
 Word families. Teach the child to recognize and read word families
that illustrate particular phonetic concepts (e.g., “ph” sounds, “at-
bat-cat”).
 Board games for phonics. Have students play board games, such
as bingo, that allow them to practice phonetically irregular words.
 Computer games for phonics. Use a computer to provide
opportunities for students to drill and practice with phonics or
grammar lessons.
 Picture-letter charts. Use these for children who know sounds
but do not know the letters that go with them.

3. WRITING

In composing stories or other writing assignments, children with

ADHD benefit from the following practices:
  Standards for writing assignments. Identify and teach the
child classroom standards for acceptable written work, such as
format and style.
 Recognizing parts of a story. Teach the student how to
describe the major parts of a story (e.g., plot, main characters,
setting, conflict, and resolution). Use a storyboard with parts
listed for this purpose.
 Post office. Establish a post office in the classroom, and
provide students with opportunities to write, mail, and receive
letters to and from their classmates and teacher.
 Visualize compositions. Ask the child to close his or her eyes
and visualize a paragraph that the teacher reads aloud. Another
variation of this technique is to ask a student to describe a
recent event while the other students close their eyes and
visualize what is being said as a written paragraph.
 Proofread compositions. Require that the child proofread his
or her work before turning in written assignments. Provide the
child with a list of items to check when proofreading his or her
own work.
 Tape recorders. Ask the student to dictate writing assignments
into a tape recorder, as an alternative to writing them.
 Dictate writing assignments. Have the teacher or another
student write down a story told by a child with ADHD.

4. SPELLING

To help children with ADHD who are poor spellers, the following
techniques have been found to be helpful:

 Everyday examples of hard-to-spell words. Take advantage of

everyday events to teach difficult spelling words in context. For
example, ask a child eating a cheese sandwich to spell
“sandwich.”
 Frequently used words. Assign spelling words that the child
routinely uses in his or her speech each day.
 Dictionary of misspelled words. Ask the child to keep a
personal dictionary of frequently misspelled words.
 Partner spelling activities. Pair the child with another
student. Ask the partners to quiz each other on the spelling of
new words. Encourage both students to guess the correct
spelling.
 Manipulatives. Use cutout letters or other manipulatives to
spell out hard-to-learn words.
 Color-coded letters. Color code different letters in hard-to-spell
words (e.g., “receipt”).
 Movement activities. Combine movement activities with
spelling lessons (e.g., jump rope while spelling words out loud).
 Word banks. Use 3" x 5" index cards of frequently misspelled
words sorted alphabetically.
 5. HANDWRITING

Students with ADHD who have difficulty with manuscript or cursive

writing may well benefit from their teacher's use of the following
instructional practices:

 Individual chalkboards. Ask the child to practice copying and

erasing the target words on a small, individual chalkboard. Two
children can be paired to practice their target words together.
 Quiet places for handwriting. Provide the child with a special
“quiet place” (e.g., a table outside the classroom) to complete his
or her handwriting assignments.
 Spacing words on a page. Teach the child to use his or her
finger to measure how much space to leave between each word
in a written assignment.
 Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.
 Structured programs for handwriting. Teach handwriting
skills through a structured program, such as Jan Olsen's
Handwriting Without Tears program (Olsen, 2003).

6. MATH

 Computation

The following are just a few activities that improve their basic
computation skills:

 Patterns in Math. Teach the student to recognize patterns when

adding, subtracting, multiplying, or dividing whole numbers. (e.g.,
the digits of numbers which are multiples of 9 [18, 27, 36 . . . ] add
up to 9).
 Partnering for math activities. Pair a child with ADHD with
another student and provide opportunities for the partners to quiz
each other about basic computation skills.
 Mastery of math symbols. If children do not understand the
symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to add
and that the “minus” in 5 – 3 means to take away?
 Mnemonics for basic computation. Teach the child mnemonics
that describe basic steps in computing whole numbers. For
example, “Don't Miss Susie's Boat” can be used to help the student
 recall the basic steps in long division (i.e., divide, multiply,
subtract, and bring down).
 Real-life examples of money skills. Provide the child with real-life
opportunities to practice target money skills. For example, ask the
child to calculate his or her change when paying for lunch in the
school cafeteria, or set up a class store where children can practice
calculating change.
 Color coding arithmetic symbols. Color code basic arithmetic
symbols, such as +, –, and =, to provide visual cues for children
when they are computing whole numbers.
 Calculators to check basic computation. Ask the child to use a
calculator to check addition, subtraction, multiplication, or
division.
 Board games for basic computation. Ask the child to play board
games to practice adding, subtracting, multiplying, and dividing
whole numbers.
 Computer games for basic computation. Schedule computer
time for the child to drill and practice basic computations, using
appropriate games.
 “Magic minute” drills. Have students perform a quick (60-second)
drill every day to practice basic computation of math facts, and
have children track their own performance.

 Solving word problems

To help children with ADHD improve their skill in solving word

problems in mathematics, try the following:

 Reread the problem. Teach the child to read a word

problem two times before beginning to compute the answer.
 Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example,
words such as “sum,” “total,” or “all together” may indicate an
addition operation.
 Guiding questions for word problems. Teach students to ask
guiding questions in solving word problems. For example: What
is the question asked in the problem? What information do
you need to figure out the answer? What operation should
you use to compute the answer?
 Real-life examples of word problems. Ask the student to
create and solve word problems that provide practice with
specific target operations, such as addition, subtraction,
multiplication, or division. These problems can be based on
recent, real-life events in the child's life.
 Calculators to check word problems. Ask the student to use a
calculator to check computations made in answering assigned
word problems.

 Use of special materials

Some children with ADHD benefit from using special materials to help
them complete their math assignments, including:

 Number lines. Provide number lines for the child to use when

computing whole numbers.
 Manipulatives. Use manipulatives to help students gain basic
computation skills, such as counting poker chips when adding
single-digit numbers.
 Graph paper. Ask the child to use graph paper to help organize
columns when adding, subtracting, multiplying, or dividing
whole numbers

Organizational and study skills useful for academic instruction of

children with ADHD

Many students with ADHD are easily distracted and have difficulty
focusing their attention on assigned tasks. However, the following
practices can help children with ADHD improve their organization of
homework and other daily assignments:

 Solicit the support of SpEd Teacher. This SpEd teacher will

help review the student's progress through progress reports
submitted by other teachers and will help act as the liaison
between home and school. Permit the student to meet with the
SpEd teacher on a regular basis (e.g., Monday morning) to plan
and organize for the week and to review progress and problems
from the past week.
 Assignment notebooks. Provide the child with an assignment
notebook to help organize homework and other seatwork.
 Color-coded folders. Provide the child with color-coded folders
to help organize assignments for different academic subjects
(e.g., reading, mathematics, social science, and science).
 Work with a homework partner. Assign the child a partner to
help record homework and other seatwork in the assignment
notebook and file work sheets and other papers in the proper
folders.
 Clean out desks and book bags. Ask the child to periodically
sort through and clean out his or her desk, book bag, and other
special places where written assignments are stored.
 Visual aids as reminders of subject material. Use banners,
charts, lists, pie graphs, and diagrams situated throughout the
classroom to remind students of the subject material being
learned.
 Time management Children with ADHD often have difficulty
finishing their assignments on time and can thus benefit from
 special materials and practices that help them to improve their
time management skills, including:

 Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.
 Use a calendar. Teach the child how to read and use a
calendar to schedule assignments.
 Practice sequencing activities. Provide the child with
supervised opportunities to break down a long assignment
into a sequence of short, interrelated activities.
 Create a daily activity schedule. Tape a schedule of
planned daily activities to the child's desk.

Helpful study skills for students with ADHD

Children with ADHD often have difficulty in learning how to study

effectively on their own. The following strategies may assist ADHD
students in developing the study skills necessary for academic
success:

 Adapt worksheets. Teach a child how to adapt instructional

worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child can
also use a blank piece of paper to cover the other questions on
the page.
 Venn diagrams. Teach a child how to use Venn diagrams to
help illustrate and organize key concepts in reading,
mathematics, or other academic subjects.
 Note-taking skills. Teach a child with ADHD how to take notes
when organizing key academic concepts that he or she has
learned, perhaps with the use of a program such as Anita
Archer's Skills for School Success (Archer & Gleason, 2002).
 Checklist of frequent mistakes. Provide the child with a
checklist of mistakes that he or she frequently makes in written
assignments (e.g., punctuation or capitalization errors),
mathematics (e.g., addition or subtraction errors), or other
academic subjects. Teach the child how to use this list when
proofreading his or her work at home and school.
 Checklist of homework supplies. Provide the child with a
checklist that identifies categories of items needed for
homework assignments (e.g., books, pencils, and homework
assignment sheets).
 Uncluttered workspace. Teach a child with ADHD how to
prepare an uncluttered workspace to complete assignments. For
example, instruct the child to clear away unnecessary books or
other materials before beginning his or her seatwork.
 Monitor homework/assignments. Keep track of how well your
students with ADHD complete their assigned homework.
Discuss and resolve with them and their parents any problems
 in completing these assignments. For example, evaluate the
difficulty of the assignments and how long the children spend
on their homework each night. Keep in mind that the quality,
rather than the quantity, of homework assigned is the most
important issue. While doing homework is an important part of
developing study skills, it should be used to reinforce skills and
to review material learned in class, rather than to present, in
advance, large amounts of material that is new to the student.

DIFFICULTY IN COMMUNICATING
(Learners with Autism)

DEFINITION

Autism , or autism spectrum disorder, refers to a range of

conditions characterized by challenges with social skills, repetitive
behaviors, speech and non verbal communications, as well as by
unique strengths and differences.

“If a special child is given all the

love he needs, he will be smiling, hugging
and responding positively all the more….
If given all the trust he needs, he will
believe in himself all the more…. If given
all the opportunities he needs, he will be
growing in skills and values all the
more…It is only when a special child is
loved, trusted and given the opportunities
to grow that he becomes very much a part of living!”
- Edilberto I. Dizon, Ed.D.

Characteristics of Autism

Each child is unique. The manifestation and severity of a child

with autism varies upon its degree from mild to severe and is usually
occur prior to the age of three.
Traditionally, there are three areas of development which affects
a child with autism: communication, social interaction and behavior.
Some other characteristics depend on other category that affects the
lives of Children With Autism. Despite of these difficulties with
categorization, the following are the characteristics of ASD’s listed
below:

Communication
The ability of children with ASD to
communicate depends on their intellectual and
social development. Some children with ASD
could not communicate using speech pattern
and others may have very limited speaking skills, although others are
good in vocabularies and could talk eloquently. This result, somehow
affects their communication skills.
Below are some patterns of language that are common in children
with ASD:
  Delay or lack of speech and language development
• Loss of speech development previously demonstrated
• Poor or limited expressive or receptive language skills
• Apparently adequate speech and language but poor or no ability to
engage in sustained conversation.
• Repetitive, stereotyped or idiosyncratic use of language(jargon)-
individuals who use the same word/phases/topics over and over
again
• Echolalia- the repetition of what someone else has said. Either
immediately or after the word is said.
• Monotone or limited variability in vocal inflection.
• Poor or limited nonverbal communication (pointing or gesturing)
• Poor or limited understanding of language beyond its concrete
meaning (e.g., difficulty with humor, figurative language and
metaphor).

Social Interaction

For children with Autism Spectrum

Disorders, social interaction does not come
naturally since it is not their nature to adjust in
different situations. They can be intimidated in
the presence of so many people around them.
Below are some characteristics manifesting the social interaction:

Peer social interaction can range from totally absent to inability to

maintain desired relationships.
• Limited to no development of pretend or imaginative play.
• Limited development in the typical expansion upon play themes.
• Limited to no symbolic use of toys.
• Rote, repetitive, rigid and inflexible in play and games.
• Poor to limited understanding and use of nonverbal behaviors
(e.g., eye contact, facial expression, postures and gesturing) to
regulate social interaction.
• Lack of, or limited social reciprocity(the give and take of a social
exchange).
• Sensory impairments (e.g., auditory, tactile) that interfere with the
ability to respond and participate in social exchange and play.

Behavior

Behaviors among children with ASD are the

most challenging and stressful issues faced by
teachers and parents in their efforts to provide
appropriate educational programs.

Problem behaviour such as property destruction, physical

aggression, self-injury and tantrums are the major barriers to effective
social and educational development (Horner et al.,2000:Riechle,1990).
Below are the natures of persistent behavioural problems:

• Preoccupation with certain areas of interest and parts of objects.

• Self-stimulating behaviours may be verbal (repeating
sounds/phrases) or motoric (rocking, spinning, pacing, hand
flapping).
• Rigid adherence to routines and rituals, often non-functional in
nature and idiosyncratic.
• Difficulty with play skills including limited to no imagination or
symbolic play, rigid and routinized play schemes, routines and
rituals.
• Repetitive motor movements (e.g., hand flapping, twirling, complex
body movements).
• Rigid and repetitive patterns of behaviour, interest and activities.

SYMPTOMS OF AUTISM:
 ACCOMMODATIONS FOR CHILDREN WITH AUTISM

Accommodation Teaching Activities

s Strategies
Establishing  Structured “ Staple Me “
proper Learning Teaching  Show a picture of a pupil collating
Environment papers and tell the child the task he/she
is doing.
 Show the stapler and collated papers
 Demonstrate procedure on how to staple
them
 Ask the learner to do it himself.
Accommodations  note taking “ Just Do It ! “
for writing buddies  Let the learner copy assignment from
problems and the board
homework  Praise learner for the neatness in writing
partner and for the completion of works
Accommodations  Role “ Role Out ”
on Language Playing and Teach the child to :
Problems group • exchange greetings and farewells
activity • using cordial expressions like “Th
You”,
“Excuse Me “ and “Sorry“
Reply to conversations
appropriately.
Covey a simple message
Accommodations  Behavior “ I AM OBEDIENT”
for Attention Modificatio - Instruct learner to keep his/her things.
Problems ns - Instruct learner to get a new activity
 Applied by physically prompting him/her.
Behavior - Praise learner if he/she could suggest
Analysis in changing activity.
Supporting MI (Multiple “ Embrace Me “
LSEN’s (Learners Intelligences)
• Build a positive class climate.
Special Approach
• Arrange learner’s seat for inclusion
Educational
• Build opportunities for friendship.
Need) in Regular
• Give explicit instructions and equipment
Class
and materials accessible
• Supply the learner with standard books
and equipment.
• Involve the learner in all class activities.
• Affirm the learner
• Set rules and routines

TEST TAKING ACCOMODATIONS

BEFORE TESTING DURING TESTING AFTER TESTING

• Allow time • Avoid having • Interpret the test carefully as he have

to review him transfer rushed through the test, answered
directly answers impulsively or may have been distracted.
before test from one • Score content rather than mechanics
• Allow ample sheet to such punctuation, capitalization and
space for another. grammar.
student • Read test to
responses him if
• Use needed.
alternative • For essay
forms of formats,
assessment consider
that speak accepting
to the outlines,
student’s lists,
areas of mappings,or
strength. diagrams
• Consider the instead of
use of extra paragraphs and
time. essays.
• Make the • Remind and
first few encourage
items on the him to
test the review his
easiest in work.
order to
instill a
sense of
 confidence.
• Teach test
taking skills
strategies

STRATEGIES FOR READING COMPREHENSION

Pre Reading During Reading Post Reading Strategies
• Relate story • Teach him • Use information to complete filling out
or reading how to charts and graphic organizer.
materials to paraphrase, • Make connections through relatedwriting
his putting into activities and do futher entension
experience his own activities related to theme and content.
and words the
background main idea
knowledge. and
• Generate significant
interest and detail.
increase • Teach how
students to find
background introductory
knowledge and
and frame of summary
reference paragraphs
before • Teach how
reading. to find the
• Give him to subject and
preview the main ideas.
key • Teach story
information mapping,clu
in the key stering and
information webbing or
in the text. semantic
mapping to
pull out the
main idea
and
 supporting
details from
the text

TASK MODIFICATIONS
• Breaking the assignment into parts and giving timelines for
completion may help him organize and complete his work.
• Modify the amount of work to be complete.
• Highlight or underline important information.
• Prioritize assignment and activities.
• Modify worksheets by eliminating distractions and too much
information on a page.
• Give out one task at a time.
• Consider alternative methods of completing assignments or testing
knowledge( oral,visual or hand on projects ).
• Use organizers,divided notebook, assignment pads and daily
planners to keep track of assignments.
• Place checklist on his desk with assignments that are due. Have
him check off as completed.
• Schedule breaks when needed.Try to be cognizant when” enough
is enough”.
• Vary activities by alternating between seatwork and group
activities.
• Recognize that transition may be difficult and take him more time
to comply.
• Establish a cue or signal to remind him to return to work.
• When revising written work have him use a different color of
paper.
TEACHING STRATEGIES
Task Analysis

In teaching a wide range of skills to children with ASD, it involves

breaking complex tasks down into small sub-tasks.

Breaking Verbal Instructions into Small Steps

In providing instructions for children with ASD, avoid long strings

of verbal information. Supporting verbal instruction with visual cues and
representation will help children comprehend material and understand
expectations.

Applied Behaviour Analysis (ABA)

 This refers to the application of behavioural principles of learning
and motivation to address socially significant problems; to increase skills
and decrease problematic behaviours. Socially,significant behaviours
include such things as academics, reading, social skills, communication
and adaptive living. The focus is on systematically targeting small
measureable units of behaviour (Maurice, Green, and Luce 1996)

INSTRUCTIONAL (ASSISTIVE) TECHNOLOGY

Technology has the power to assist Children with Autism

Spectrum Disorder (ASD) with their communication, social skill, and
non-socially-acceptable behaviors (Cstillag, 2015).

Children with ASD can benefit from a variety of assistive

technologies in addition to Augmentative and Alternative
Communication ( AAC) such as:

Assistive Technology Description Used to Address

Portable Word Keyboard with small Poor fine motor or

Processor LED screen motor planning skill
for writing
Talking Word Writing software Poor fine motor, motor
Processor programs that provide planning, and
speech feedback cognitive
Text to Speech Program used to Poor reading
Software convert text from comprehension,
printed to audio format decoding, fluency, etc.
Visual Assistant Graphic symbols Behavior issues and
Electronic/ Non- sequentially laying out develop task
Electronic Organizer events/activities (may completion/ focus and
also have auditory language /
cues) communication skills
Headphones Earphones that cancel Auditory
extraneous overstimulation issues
environmental noise
Assistive Listening Speaker worn Deficits in attention
System transmitter and and listening
listener worn receiver comprehension and
or near placed auditory
receivers overstimulation issues
Structuring the Learning Environment

TEACCH: Teaching and Education of Autistic and related

Communication handicapped Children are an evidence-based
intervention approach that is thefoundation for programming for
children with ASD. It employs a strategycalled “structured teaching.” The
principles of structured teaching include:

• understanding autism
• developing an individual program plan
• structuring the physical environment
• using visual supports to make the sequence of daily activities
predictable and understandable
• using visual supports to make individual tasks understandable
Individualized Visual Daily Schedules
Children with ASD need proper scheduling as part of the
classroom structure since it will greatly help in their daily routine, aid in
transitioning independent activities and will make learning sessions
more enjoyable and meaningful one. Besides, giving direction can help
children predict what will be their next daily and weekly events.
Once the schedule is not organized, they will encounter problems
with sequential memory and time mismanagement. Children with less
initiative lead them to a more difficult learning situation. It will create
anxiety and commit more mistakes once they are not informed of their
daily routine.

Beginning Schedule

Object Schedule

Written Picture Schedule

Using Social Stories

Social stories, especially when accompanied by photographs or

pictures, are effective in preparing some children for change, particularly
for new situations and unfamiliar activities. Visual cues used in
combination with
verbal instructions can help the children to understand what is
expected.

Picture Exchange Communication System (PECS)

PECS is an approach developed by Lori Frost and Andrew Bondy. It
involves using pictures to communicate. By beginning with simple,
single words and then building to phrases and sentences and eventually
more complex communication, the individual can effectively
communicate without voice. The emphasis is on helping an individual
develop the skills for initiating communication with other people.

Samples of PECS

Art Therapy
This is less traditional, complementary form of intervention.
Based on research, it can be a useful means of breaking through the
barriers of Autism by connecting witha emotionally.Allowing for some
personal expression even non-verbal ones.
Below are pictures of an Art therapy session with learner with ASD.

SUGGESTED STRATEGIES IN TEACHING CHILDREN WITH AUTISM

 Positive Reinforcement
Use reinforce such as rewards to motivate a child to attend and
respond to instructions. Reinforces are objects that elicit positive
reactions (e.g., food, toys, books , tokens ,sticker) or activities (e.g.,
hugs , kisses, praises ).A reinforce is also any object or activity
that is reinforcing to a particular child (e.g., jumping or trampoline
, articles of clothing, wrappers touching of a favourite objects). The
reinforcing value of the object is evaluated by nothing if the child
reaches for it or manipulates it , and resist when it is taken away.
 Shaping
This technique is used when the child initially does not have the
desired skill in his repertoire of behaviours. Shaping takes
advantage of related responses of the child already has. Reinforce
a skill in successive approximation –step by step-until the desired
behaviour is achieved.
 Modelling
This technique is an attempt on the part of the teacher to teach
the behaviour by performing the act while the child observes. The
child is then asked to imitate the demonstrated behaviour.
 Extinction
It is a strategy used to decreased maladaptive responses. This
involves cessation”stop” of previously provided reinforcement-
eliminating whatever reinforcement is thought to be maintaining
the behaviour.
 Physical /Verbal Prompting
 Prompting refers to physical or verbal cueing on the part of the
teacher to the child to facilitate occurrence of a response. While
prompts are necessary in teaching children with autism (CWA),
they should be faded as soon as the child is beginning to show
responses independently.
 Over- Stimulation/ Over-Correction
 Over-correction is an effective technique in training CWA. It has 2
objectives:
c. To over correct the environmental effects of a maladaptive
response.
d. To require the disrupting child to practice a correct form of
an appropriate response.
 Putting –Through
This technique is done by physically prompting a child who
refuses to work in completing his tasks. The technique may be
modified by modelling the specific task/behaviour to the child
while ignoring his deviant behaviour.
 Aversive Conditioning
Painful or obnoxious stimulation is used in this strategy to
decrease maladaptive responses manifested by the child.
 Contracting
The teacher and the child specify and agree on expected behaviour
or task the child ought to exhibit/do for self- improvement.
Afterwards, they agree on rewards the child will get if the
tasks/behaviours are exhibited/done and also “punishments” if
not. The agreement is written on paper for both teacher and child
to sign. A copy is posted on the board to serve as reminder. A
punishment may be in the form of with- holding of things the child
likes or depriving him of privileges.
 Token System
Coloured chips (or other objects) with corresponding points are
given commensurate to the child’s positive behaviours.
 Stimulus Control
This involves presenting a visual or aural cue with which the child
associates stopping or continuing on with a behaviour. Examples
of visual cues are nodding and smiling to signal letting the child go
on with a behaviour or task. Examples of aural cues are saying No
or stop to stop a behaviour and Go ahead or good to let the child
go on with a behaviour or task.
 Time out
Pulling the child out of the group for an unacceptable
behaviour.Placing him back when he is ready.
 Ignoring the Child
Ignoring the child if he resorts to tantrums or non-positive
attention-getting behaviours.

OTHER SUGGESTED ACTIVITIES

Play Trivia
You will likely want to write some questions out ahead of time.
Make the questions really easy—it’s not the content we’re learning, but
how to communicate questions and answers. e.g., give the more
advanced students the more difficult questions. You can make it more
fun by handing out buzzers or bells—the first person to “ring in” gets to
answer the question. Just make sure that everyone gets a turn.

Turn on the Subtitles!

Find a television program that is appropriate for your class’ age
and learning level. (Humor is a plus.) Watch the program with closed
captioning. The students will hear the words, see the people speaking,
and see the text all at the same time!

Play Word Association

Have the students sit in a circle. Start the game with a simple
word and ask the person to your left to say the first (English) word that
comes to mind. Then, the person to his or her left should say the first
word that comes to his or her mind. Be sure to stop every so often to
debrief and define any mysterious words. A variation of this game is to
have each student say a word that begins with the last letter of the
previous word, e.g., word, donkey, yodel, loon.

Play Word Lottery

Before class, print out dozens of simple nouns and verbs. Cut
them into little slips of paper and put them into a hat or bag. Invite each
student to draw two words from the hat (you can use more for more
advanced students). Give them each a minute to come up with a
sentence that uses those two words, and makes sense. Then invite each
of them to share their sentence with the class. Collect the words and go
again. It’s okay to repeat words, as the repetition helps

INSTRUCTIONAL MATERIALS FOR AUTISM

PECS BOARD
 DIFFICULTY IN COMMUNICATING
(Learners with Tourette Syndrome)

DEFINITION

Tourette syndrome is a neurological condition (affecting the brain

and nervous system), characterized by a combination of involuntary
noises and movements called tics. It usually starts during childhood and
continues into adulthood. In many cases Tourette's syndrome runs in
families and it's often associated with
obsessive compulsive disorder (OCD)
or attention deficit hyperactivity disorder
(ADHD).

Tourette Syndrome is one type of Tic

Disorder. Tics are involuntary, repetitive
movements and vocalizations. They are the
defining feature of a group of childhood- https://twitter.com/tourettepics
onset, neurodevelopmental conditions
known collectively as Tic Disorders and
individually as Tourette Syndrome, Chronic
Tic Disorder (Motor or Vocal Type), and
Provisional Tic Disorder. The three Tic Disorders are distinguished by
the types of tics present (motor, vocal/ phonic, or both) and by the
length of time that the tics have been present.

Individuals with Tourette Syndrome (TS) have had at least two

motor tics and at least one vocal/ phonic tic in some combination over
the course of more than a year. By contrast, individuals with Chronic Tic
Disorder have either motor tics or vocal tics that have been present for
more than a year, and individuals with Provisional Tic Disorder have tics
that have been present for less than a year.

How are tics classified?

Tourette Syndrome (TS) tics are sudden, intermittent, repetitive,

unpredictable, purposeless, nonrhythmic, involuntary movements or
sounds. Tics that produce movement are called “motor tics,” while tics
that produce sound are called “vocal tics” or “phonic tics.” Tics can be
either simple or complex.

The two categories of the tics of TS and some common examples are:
3. Simple
 Motor – eye blinking, head jerking, shoulder shrugging,
facial grimacing, nose twitching, etc
 Vocal – throat clearing, barking noises, squealing, grunting,
gulping, sniffing, tongue clicking, etc.
 4. Complex
 Motor – jumping, touching other people and things, twirling
about, repetitive movements of the torso or limbs, pulling at
clothing and self-injurious actions including hitting or biting
oneself
 Vocal – uttering words or phrases, coprolalia (the
involuntary utterance of inappropriate or obscene words),
echolalia (repeating a sound, word or phrase just heard) or
palilalia (repeating one’s own words)

The most important thing to understand about the tics associated

with Tourette Syndrome is they are the result of a neuropsychiatric
condition. The sounds and behaviors are involuntary and are not being
done by choice.

CHARACTERISTICS

In the Diagnostic and Statistical Manual for Mental Disorders (Fifth

Edition), persons with difficulty in controlling and communicating
possess the following:

 Multiple motor AND one or more vocal tics have been present
which might not occur at the same time.
 Tics happen many times in
almost every day or throughout
the period of more than one year
with no tic-free instance in more
than 3 consecutive months.
 The condition impair the social
and occupational skills, or other
important areas which creates
marked distress.
 The onset is before age 18 years.
 Direct physiological effects of a
substance or any general medical https://elcomunista.net/2016/11/24/sindrome-de-tourette-o-enfermedad-
de-los-tics/comment-page-1/
condition is not a cause of the
disturbance.
ACCOMMODATIONS, STRATEGIES, AND ACTIVITIES
Grade Accommodations Teaching Activities
Level Strategies
Kinder – Classroom Environment:
Grade  Use seating chart to allow  Provide a safe  Place the
VI for any movement tics place – Some learner away
learners benefit from
 Eliminate all unnecessary from a specific distractions
items from the learner’s place (as well as
desk to prevent a back-up in  Use assistive
distractions case this is not devices like
available), where tape
 Have a duplicate set of a learner may recorders,
text books for the learner release typewriters,
to keep at home. (Great to symptoms. or
use if learner misses computers
school or is having a hard  Give breaks out for oral and
time concentrating) of the writing
classroom, as it problems
 Use a study corral if can be helpful to  Expanding
needed have a change abilities:
in settings; e.g., Developing a
the bathroom, gradually
the drinking broadening
fountain, a real range of skill
or made up areas.
errand.
Handwriting:  School
 Minimize writing for transition:
homework  Modify written Advocating
assignments and
 Have a computer for that professionall
learner  Assign buddy or y supporting
homework the
 Allow the learner to copy partner transition to
another learner’s notes at school, and
home  Gross and fine liaising with
motor skills: teachers, as
 Provide a printed outline Determining the required.
if watching a movie current age level
of a learner’s  Visual cues
 Provide a print out what gross and fine can be used
is written on the motor abilities. to support
blackboard routine and
to introduce
 new
activities, or
 Speech and a change in
Language Problems Language tasks.
 Provide visual input as Assessment
well as auditory whenever  Devise goals:
possible. The pupil could  Conversation Setting
receive written directions skills: functional
as well as oral ones, or Developing and
have a copy of a lecture conversation achievable
outline to follow while skills (e.g. back goals in
listening to instructions. and forth collaboration
Pictures and graphs that exchange, turn with the
illustrate the text are taking) learner,
usually quite effective. parents and
 Give directions one or two  Enhancing teachers so
steps at a time. Ask the verbal and non- that therapy
pupil to repeat the verbal has a
instructions. Then have communication common
the complete one or two including focus
items and check with you natural beneficial to
to see that they have been gestures, everyone
done properly. speech, signs, involved.
pictures and
 If you notice a learner written words.  Educating
mumbling while working, parents,
suggest a seat where he  Video Modelling teachers and
will not disturb others. others
Sometimes quietly  Social stories: involved in
"reauditorizing" Providing ideas the learner’s
instructions or and education care about
information to himself can around social Tourette
help a student grasp and story Syndrome
remember the development. and the age
assignment. appropriate
 Direct skill skills a
 Learner with difficulty teaching learner
in controlling and through a task should be
communicating may based approach. demonstrati
repeat their own words or ng.
those of someone else.
This may sound like  Task
stuttering but it actually engagement:
involves the utterance or Providing
words or whole phrases. alternative
Other learners may ways to
exploit this problem by encourage
whispering inappropriate task
things so that the child engagement.
 with difficulty in  Developing
controlling will  Behavior underlying
involuntarily repeat them Management skills
and get into trouble. Be necessary to
alert to this provocation.  Concept skills: support
Developing whole body
Attention Problems concept skills, (gross motor)
 Seat the learner in front especially and hand
of the teacher for all abstract dexterity
instruction and directions concepts, such (fine motor)
to minimize the visual as time (e.g. skills, such
distraction of classmates. yesterday, as providing
before, after). activities to
 Seat the learner away support:
from windows, doors, or  Visuals can be  balance and
other sources of used to help coordination
distraction, i.e., where with  strength and
reading groups meet. understanding endurance
and the child’s  attention
 Give the learner an ability to and
"office," a quiet workplace. express their alertness
This could be in a corner, needs, wants,  body
the hall, or the library. thoughts and awareness
This place should not be ideas.  movement
used as a punishment, planning
but rather a place the  Management
learner can choose to go strategies:  Speech and
to when focusing becomes Providing language
more difficult. management assessment
strategies/ ideas to help the
 Have the learner work in to assist the family to
short intense periods with child in the understand
breaks to run an errand home, at school how the
or simply wiggle in the and the child is
seat. community. processing,
understandi
 Change tasks frequently.  Communication ng, learning
For example, complete strategies: and using
five math problems, then Providing the language
do some spelling, etc. family with and
strategies and communicati
 Contract for work to be techniques to on.
done in advance. For increase and
example, finish a specific enhance  Daily
number of problems by a communication activities:
certain reasonable time. with the learner. Helping the
Short assignments with learner to
frequent checks are more understand
 effective than two or three the
sheets of independent environment
work at one time. With , routines
younger children, simple and
gestures, such as a hand language.
on the learner's shoulder,  Field Trip
can be a helpful reminder  Developing  Developing
to focus during listening Conversation language:
periods. Skills Helping the
learner to
First Day of School:  Daily activities: understand
 Introduce the learner with Helping the and use
difficulty in controlling learner to richer
(with permission of the understand the language
learner and family) to the environment, and to use
rest of the learners on the routines and language
first day language. more
spontaneous
 If the learner with  Social skills: ly.
difficulty in Development of
controllingfeels social skills (i.e.  Liaising with
comfortable, he/she can knowing when, educational
describe the condition to how to use staff
the class language in regarding
social nature of the
 Make sure the other situations). difficulties
learners understand that and ways to
tics will happen during help the
the school day and the child to
learner with difficulty in access the
controllingcannot help the curriculum.
tics 

 Whether or not the

learner with difficulty in
controlling is in the room
at this point is up to the
child and the parents.

 As teachers, do not
encourage the child to
hold tics in; this can
make it much worse
 Enhancing
 Make sure the rest of the verbal and non-
class understands that verbal
just because one learner communication
swears, that does not including
 mean they can swear natural
gestures,
speech, signs,
pictures and
Material Presentation: written words.
 Use as few words as
necessary when  Visual
explaining strategies: Using
visual
 Check for understanding information to
(have the learner repeat help
directions for a task back understand,
to you) organize and
plan the routine
 Present a syllabus for the for the day.
whole quarter, so the
learner knows what is
expected of him

 Use phrases like “This is

important” and “Listen
Carefully”

 Avoid lots of visual

distractions in the room
and don’t sit them near
the door or window

 Have a cue (both you and

the learner know) that
can be given if he/she
needs to leave the room.
Provide a certain place
they may go if needed

Tests and Grading:

 Give extra time to finish
test or turn in homework
if necessary

 Reduce amount of work

(e.g.: odd numbers or half
the problems)

 Allow extra time, read the

test to them, allow oral
responses, etc.
 Provide movement breaks
during the test if
necessary

 Part of the grade could be

based on individual effort
or improvement
 Behavior
 Allow learner to retake the Modification
test (rework problems) for
a passing grade  Daily activities:
Helping the
 Avoid ALL timed tests learner to
understand the
Classroom Behaviors: environment,
 Sit the learner with routines and
difficulty in language.
controllingnext to a
responsible learner so  Token Economy
distractions are limited
(Be careful that this does  Reinforcement
not negatively affect the
other learner)

 Reward forgetful learners

for remembering rather
than punish them for
forgetting

 Ignore behaviors that are

minimally disruptive

 Provide modifications for

behaviors that are
disturbing (e.g. foam on  Conversation
desk if they tap they tap skills:
their pencil, tennis balls Developing
on chair legs). conversation
skills (e.g. back
 Have a code or private and forth
signal to use for the exchange, turn
learner when his/her taking).
behavior is unacceptable
 Social skills:
Organization: Development of
 Establish a daily routine social skills (i.e.
and remain consistent knowing when,
how to use
language in
 Teach the learner social
organization and self- situations).
management skills  Enhancing
verbal and non-
 Have clearly defined rules verbal
and be consistent communication
enforcing them including
natural
 Write the due date at the gestures,
top of worksheets/ speech, signs,
assignments pictures and
written words.
 Highlight important ideas  Scheduling
so worksheets aren’t
cluttered
 Concept skills:
 Remain very organized, Developing
use color coding, and concept skills,
provide a schedule especially
abstract
concepts, such
as time (e.g.
yesterday,
before, after).
MATH:
 Allow the use of a
calculator without penalty

 Have a table of math facts

available

 Break story problems into

shorter segments

 Use graph paper or

notebook paper turned
sideways to keep work in
columns

 Expanding
READING: abilities:
 Let the learner sit Developing a
comfortably gradually
broadening
 Allow learner to follow range of skill
along with the finger or areas.
use a bookmark  Social stories:
Providing ideas
and education
  Tapes or reader for around social
textbooks story
development.
 Read out loud in a tape
recorder to listen for  Enhancing
improvement verbal and non-
verbal
 Read questions first communication
before reading story including
natural
 Use headphones to block gestures,
out noise speech, signs,
pictures and
written words

SUPPORT FOR LEARNERS WITH DIFFICULTY IN CONTROLLING AND

COMMUNICATING

The following are tips for dealing effectively with learners having
difficulty in controlling and communicating in the classroom
setting:

 Some movements and noises can be annoying or disruptive to the

class. Please remember that they are occurring involuntarily, and
do not react with anger or annoyance! This requires patience but
reprimanding a learner with difficulty in controlling and
communicating is like disciplining a pupil with cerebral palsy for
being clumsy. If the teacher is not tolerant, others in the class may
feel free to ridicule the child with difficulty in controlling and
communicating.

 If some aspect of the child's tics affects the privacy or safety of

others (e.g., touching others), it is important to find ways to work
around the problem, but acceptance of the child is critical even
when the behaviors are unacceptable.

 Provide opportunities for short breaks out of the classroom. Time

in a private place to relax and release the tics can often reduce
symptoms in class. Private time may also enhance the learner's
ability to focus on schoolwork, because energy will not be used to
suppress the tics.

 Allow the learner to take tests in a private room, so energy will not
be expended on suppressing tics during a quiet time in the
classroom.

 If tics are particularly disruptive, consider eliminating recitation in

front of the class for a while. Oral reports might be tape recorded,
 so those skills can be judged without the added stress of standing
before the class.

 Work with other pupils to help them understand the tics and
reduce ridicule and teasing.

Management strategies that support the child with Difficulty in

Controlling and Communicating (at school and/or home):
 Medication can be used to decrease the effects of ‘tics’.
 Psychologists can provide support to families for behavior
management and educating those involved in the care of the child
about difficulty in controlling movements and sounds.
 Psychology can also help a person to manage the social and
emotional problems that can occur with difficulty in controlling
and communicating.
 Behavioural Treatments, such as Cognitive Behavioural
Intervention for Tics (CBIT) can be used to help reduce the effects
of tics – these treatments may help a person to develop better
awareness and learn to control their tics better. However, the tics
are not eliminated but may reduce in severity.
 Development of a sensory diet.
 Improving reading and writing difficulties.

These are strategies which learner with Difficulty in controlling and

communicating can take to help manage their tics:

C. Motor Tics
Arm/hand tics
 Engage in an activity which requires your concentration, for
example making something with your hands.
 Invest in a laptop if you have difficulty with handwriting. Some
learner may be entitled to borrow one or obtain a grant to get their
own.

Banging and tapping

 Try put something softer on the table (e.g. a mouse mat) to avoid
hurting hands and fingers
 Try putting plasters on the fingers or hands
 Try using a ‘fiddle toy’
 Try a corn plaster on sore finger tips
 Try strapping fingers together if one gets sore
 Try gloves with foam at the end of the fingers

‘Bouncing’ on chairs
 Put a pillow on the seat or use a bean bag

Bruxism (teeth grinding)

  Visit dentist to request a fitted tooth guard be made
 Chew gum
 Gum shields can help short term (can be purchased from sports
shops)

Eye tics
 Try blinking slowly on purpose

Finger-flicking tics
 Try putting plasters on the fingers BEFORE they get sore.

Full body movements

 Consider warming up in the mornings and after periods of
inactivity, as you would before exercise
 Stretch muscles regularly
 Consider using massages and hot baths for aching muscles

Inappropriate grabbing
 Avoid crowded seating arrangements, be that at school, work or in
any other public space

Headshaking or neck jerking

 Heat therapy products such as wheat germ pillows and heat pads
 Hot water bottle/hot towel applied to painful area
 Pain-relief gel can help but, as with all medications, read the
instructions carefully and check with your doctor if you are using
painkillers regularly
 Asking a doctor for a neck brace if a neck tic is particularly bad
 Some children find it helpful to have their head lightly supported
by a parent or by lying down

Hitting or kicking
 Allow space for an individual with these tics
 Sometimes a muscle clench can ‘get the tension out’ instead

Mouth tics
 Ask dentist to fit tooth guard.
 Chew gum.
 Suck ice for ulcers, or ice lollies or frozen bananas.
 Chew on a plastic ring instead of mouth or tongue, or a rubber
wristband.

Spitting or vomiting
 Keep hanky in corner of mouth.
 Chew gum.
  Carry receptacle in which to spit.
 Put down rugs indoors to avoid damage to carpet, or lay wood
floors.

Stabbing with sharp objects

 Avoid using sharp objects. Use blunt pencils, plastic knives and
rounded end scissors.

Wetting
(This can happen with certain abdominal tics)
 Plan drinks and visits to bathroom to keep bladder empty. For a
schoolchild, this might mean timing a drink to ensure that they
have time to empty their bladder before going to class.
 Arrange with school for permission to leave class if necessary.
 Use incontinence pads.

Wrapping hair around fingers

 Try using something thicker (e.g. wool) to avoid cutting into the
skin.

D. Vocal Tics
 For all vocal tics, a tip is to consciously breathe in through the
mouth and out through the nose. Sounds are made by air coming
out over the larynx so reversing the process calms most vocal tics.

Coprolalia
 Prepare people around you if possible.
 When you feel the impulse to swear coming on, your head. Some
people have said that going through a rhyme enables the impulse
for coprolalia to pass.
 Help children with coprolalia to formulate a way of explaining the
symptom to others.

Coughing
 Try to support neck during coughing fits.

High pitched scream

 Ignore and wear ear plugs if necessary.
 If working with a child with this tic, fixed time intervals to reduce
risk of damage to hearing.