DIMAYUGA ANDEA MAE P. BSED ENG 3-2 (CHAPTER 7).pptx
2. PRINCIPLES AND STRATEGIES OF TEACHING
AND DESIGNING IEP FOR LEARNERS WITH
DIFFICULTY SEEING, HEARING, AND
COMMUNICATING
Presented by: Andrea Mae P. Dimayuga
BSED III- ENGLISH (2)
CHAPTER 7
3. DEPED ORDER 72, SERIES OF
2009
also known as the Inclusive Education as
Strategy for Increasing Participation Rate
of Children (Department of Education,
2009).
4. DEPED ORDER 72, SERIES OF
Inclusion is viewed as educating an increasing
number of pupils in mainstream schools and fewer
or none in the special schools, but another view
states that inclusion is about pupils receiving a
good education, whether that is in a special school
or in a mainstream school (Farrell, 2006).
6. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Make a background check.
Establish rapport.
Adhere to the People First Policy.
Treat them as you treat other
regular students.
7. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Make a background check. In the beginning of the
school year, make sure make a background check of all
your students, including their talents, skills, and medical
conditions. Preparation will help reduce half of your
classroom management issues, this will help you identify
the kind of learners you will be having in your classroom,
a plan in developing an accommodating and accepting
atmosphere inside the class.
8. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Establish rapport. Let your learners know
that you can be trusted and that you will
not harm them. Determine routines and
prepare them in your teaching styles,
sequence of lessons and types of
classroom evaluations.
9. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Adhere to the People First Policy. Look at every
learner with individual skill talents, capacities
and limitations. Disability is just one
characteristic that make classroom diverse, along
with gender, religion, ethnicity, IQ score,
language, ambition behavioral patterns and a lot
more.
10. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Adhere to the People First Policy. If learners do not learn,
look at other variables such as their interest, classroom
condition, instructional materials, time of the day, lesson
difficulty, learner schema, teaching strategy and other things,
but not isolate the learner condition as the main reason of
failure. Teachers should also be seen as the main mode in the
creation of an accepting classroom atmosphere, so as not to
tolerate labeling learners based on their condition, or skin
color, even and most especially just for fun.
11. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Treat them as you treat other regular students. This goes with
assigning seats, (except for low vision and hard of hearing
students that should be assigned in front seats) leadership
responsibilities, classroom activities and chores, school program
participation and other school assignments. Giving special
treatment makes them feel different likewise, their nondisabled
peers will feel that the teacher favors those with disabilities more
than them, or that the learners with disabilities require being
separated and apart and this will not present an inclusive setting.
12. Wherever the learners may be, attitudes for
beginning teachers are suggested below:
Treat them as you treat other regular students.
Remember that inclusion is not just for learners with
disabilities but also for all types of learners in the
classroom. This make Learners with disabilities more
independent, developing their own will and believing
that they can perform like any other learner in the
class.
14. Teaching learners with difficulty seeing
are done through the use of nonvisual
senses such as sound, tactile, and
manipulative materials.
LEARNERS WITH BLINDNESS
15. • Braille is a tactile reading and writing
system and is the primary means of
literacy for learners who are blind.
• It consists of letters, numbers,
punctuation marks, and other
systems arranged in raised dots as
seen in the figure below.
BRAILE
18. These are materials that develop
Braille system made readily
available to those learners with
blindness. An example of this is
BrailleNote.
BRAILLE TECHNOLOGICAL AIDS
20. A portable device with Perkins-
style keyboard, which can
translate braille into synthesized
speech or print, display
downloaded books or text files in
braille and even access Web
pages. It also has calculator and
calendar applications.
BrailleNote
22. these are materials
used to describe
objects and the world
around us. Example of
this Cuisenaire rods
developed by
Belcastro
TACTILE AIDS AND MANIPULATIVES
23. • developed by Belcastro
(1993)
• learners with blindness
can quickly identify
different values by feeling
the length and tactile
markings associated with
each set of rods.
Cuisenaire rods
28. TYPES OF TACTILE BOOKS
1. Experience book
2. Object book
3. Routine book
4. Theme book
29. Experience Book
• It is based on the learners' experience such as
attending birthday parties and field trips.
• The book is used to capture best moments the
learners remember, and this could also be used
to help develop the learners' language as they
explain the contents of their experience book.
31. Object Book
• A book containing real objects taken from the
learners' activities such as baking where some
materials are pasted on each page of the book.
• This book introduces tactile learners to read as
they move on to more abstract levels like tactile
symbols, and/or braille.
33. Routine Book
• an organizer of learners' classroom activities where
step-by-step procedure is done, turning one page to
the next, so routines could easily be established.
• After each activity, learners are taught to remove an
item attached to the book through Velcro and place it
in a box to indicate that an activity in the routine was
already accomplished. This could also be used as story
books, turning each page as the story succeeds.
35. Theme Book
• a book that focuses on an area and is used
to supplement instruction on a particular
topic such as demographic information,
regions in the Philippines, flags, and
others.
37. This curriculum includes:
• orientation and mobility
• listening skills
• social interaction skills
• independent living skills
• recreation and leisure skills and,
• career education
EXPANDED CORE CURRICULUM
38. • Orientation is about knowing where you are headed
and how to reach a place with the use of information
available in the environment.
• Mobility refers to the ability to move safely and
effectively, from one place to the next. Learners with
blindness often use the aid of canes, guide dogs,
electronic travel aids and sighted guides when
travelling.
EXPANDED CORE CURRICULUM
39. • Sighted guide technique as developed by the
American Foundation for the Blind (2018)
enables a person with visual impairments to
use another person with sight as a guide.
EXPANDED CORE CURRICULUM
40. The technique follows a specific form and has specific
applications as listed in the Sighted Guide Technique below.
Sighted Guide Technique
• Offer to guide a person who is blind or visually
impaired by asking if he or she would like
assistance. Be aware that the person may not
need or want guided help; in some instances it
can be disorienting and disruptive. Respect the
wishes of the person you are with.
41. Sighted Guide Technique
• If your help is accepted, offer the person your
arm. To do so, tap the back of your hand against
his or her hand. The person will then grasp your
arm directly above the elbow. Never grab the
person's arm or try to direct him or her by
pushing or pulling.
42. Sighted Guide Technique
• Relax and walk at a comfortable normal pace.
Stay one step ahead of the person you are
guiding, except at the top and bottom of stairs
and to cross streets. At these places, pause and
stand alongside the person. Then resume travel,
walking one step ahead. Always pause when you
change directions, step up, or step down.
43. Sighted Guide Technique
• It is helpful, but not necessary, to tell the
person you are guiding about changes in
terrain, stairs, narrow spaces, elevators, and
escalators.
44. Sighted Guide Technique
• The standard form of sighted guide technique
may have to be modified because of other
disabilities or for someone who is exceptionally
tall or short. Be sure to ask the person you are
guiding what, if any, modifications he or she
would like you to use.
45. Sighted Guide Technique
• When you are acting as a guide, never leave
the person in "free space." When walking,
always be sure that the person has a firm grasp
on your arm. If you have to be separated
briefly, be sure the person is in contact with a
wall, railing, or some other stable object until
you return.
46. Sighted Guide Technique
• To guide a person to a seat, place the hand of
your guiding arm on the seat. The person you
are guiding will find the seat by following
along your arm.
47. EXPANDED CORE CURRICULUM
• Listening Skills must be developed since
learners with blindness obtain information by
listening.
• A widely held misconception is that people who
are blind automatically develop a better sense
of hearing to compensate for their loss of sight,
but they don't have heightened sense of hearing
compared to their sighted peers.
48. EXPANDED CORE CURRICULUM
Functional Life Skills include:
• Cooking
• personal hygiene and grooming
• shopping, and transportation are skills needed
before learners reach adulthood.
These skills are taught in the expanded curriculum
for learners with blindness.
50. Optical Aids. These are the most famous aids used
by learners with low vision where professionals
such as ophthalmologists and optometrists assess,
treat and recommend these aids based on the
visual needs. Some optical aids include glasses,
contact lenses handheld telescopes, and
magnifiers.
LEARNERS WITH LOW VISION
51. Large Print Materials. Books, handouts, most
especially visual aids posted on the board should
be readable by all learners in the classroom. Large
print materials are printed or handwritten with
bigger font size, legible font style, with wider
spacing
LEARNERS WITH LOW VISION
53. I can read this 14- point type text.
I can read this 18- point type text.
I can read this 20- point type text.
I can read this 24- point type text.
54. Classroom Adaptations. Classroom lighting is
important for learners with low vision.
Additional lighting can better assist learners
who find it difficult to read compared to their
peers.
LEARNERS WITH LOW VISION
55. Photocopied handouts and worksheets can also
be difficult for them, so it is better to give them
original copies, if possible, or assign someone who
can go over the letters or diagrams with a darker
pen. It is also recommended that the learners be
given freedom in choosing their seats in the
classroom.
LEARNERS WITH LOW VISION
59. Hearing Aids. This device was developed to
improve hearing of those people with
difficulty hearing. Its volume and tone could
be adjusted to fit in the needs of its user and
can be worn in either one or both ears.
LEARNERS WITH HEARING IMPAIRMENT
61. Assistive Listening Systems (ALS). ALS work
as amplifiers directly connected through a
radio link from the teacher to the learners. It
reduces the unnecessary noise or
background sound for the learners to stay
focused only to the speaker.
LEARNERS WITH HEARING IMPAIRMENT
65. Cochlear Implants. This is an electronic medical
device surgically implanted to provide a sense of
sound to learners with severe to profound hearing
loss. It however does not restore or create normal
hearing but can only give useful auditory
understanding of the environment that can help a
person learn speech.
LEARNERS WITH HEARING IMPAIRMENT
68. Sign Language. Filipino Sign Language or
FSL is the national sign language of the
Philippines. It has its own grammar, syntax,
and morphology that are based on manual
hand signals supplemented by body and
facial gestures
LEARNERS WITH HEARING IMPAIRMENT
69. FSL is not the same as American Sign
Language and is neither based on Filipino or
English. It has no written systems and is
governed by purely visually motivated
grammatical devices found in nonmanual
signal of the face and body
LEARNERS WITH HEARING IMPAIRMENT
73. ORAL/AURAL APPROACHES
• This approach views speech as essential
if learners with deafness are to function
in the hearing world.
• This approach trains learners to produce
and understand speech and language
with auditory, visual, and tactile
methods of input.
74. AUDITORY TRAINING
• This is commonly given to young
learners with residual hearing to get
them acquainted with sounds.
• The three levels of auditory training
include detecting, discriminating, and
identifying sounds.
75. SPEECHREADING
• This process is done through retrieving
spoken message by paying attention to
the speaker's lip movements, facial
expressions, eye movements, and body
gestures. This approach however has
many limitations like faulty
interpretations on lips.
77. • Specialists in communication disorders give
therapies to help learners speak in the best
possible way.
• These specialists are recommended to help
identify, evaluate, and provide services to
learners with specific communication disorder.
LEARNERS WITH COMMUNICATION
DISORDERS
78. Activities are lister below to help lessen some of
learners' articulation and phonological errors.
LEARNERS WITH COMMUNICATION
DISORDERS
1. Discrimination Activities
2. Vocabulary Building
3. Augmentative and Alternative
Communication (AAC)
79. LEARNERS WITH COMMUNICATION
DISORDERS
Discrimination Activities. These activities are
developed to help learners produce and
discriminate between similar sounds like pin and
bin, cheap and jeep, cheese and she's.
80. LEARNERS WITH COMMUNICATION
DISORDERS
Vocabulary Building. Specialists as well as
classroom teachers use variety of techniques in
building learners' vocabulary. Among these
include development of graphic organizer,
mnemonics, repetition, word walls, vocabulary
journals, and using context clues.
82. LEARNERS WITH COMMUNICATION
DISORDERS
Unaided AAC techniques do not require physical
aid or device such as speech, gestures, facial
expressions, body posture, and manual signs
while aided ACC techniques use external device
such as pen and paper and computerized voice-
input device.
86. Learners with Autism Spectrum Disorder (ASD)
• Learners with ASD have difficulties with social
interaction and may manifest limited use and
understanding of nonverbal communication, and
difficulties with social and emotional repressiveness.
• These learners may also have impaired
communication due to delayed language
development and difficulties with initiating,
responding and sustaining conversations.
87. Learners with Autism Spectrum Disorder (ASD)
Suggested approaches in teaching learners
with ASD:
1. Applied Behavior Analysis (ABA)
2. The Picture Exchange
Communication System
3. Social Stories
4. Jigsawing
88. Learners with Autism Spectrum Disorder (ASD)
Applied Behavior Analysis (ABA). ABA is a
therapy based on the science of learning and
behavior with the goal of increasing positive
behaviors and decreasing harmful ones that
negatively affect learning.
89. Learners with Autism Spectrum Disorder (ASD)
It includes behavioral principles such as positive
reinforcement and modeling that yield beneficial
outcomes for learners with ASD. Some practices
derived from 'ABA include Picture Exchange
Communication System (PECS), peer-mediated
interventions, and self-management tactics.
90. Learners with Autism Spectrum Disorder (ASD)
The Picture Exchange Communication System.
The PECS (Bondy & Frost, 1994) aims to help
learners to request things or activities from
others with the use of pictures. Learners
exchange picture or a symbol representing an
item or activity for something that they would
like.
92. Learners with Autism Spectrum Disorder (ASD)
Social Stories. This is a form of visual support to
learners with ASD as social stories explain concepts,
social situations and expected behaviors of people in
a format that matches their level of comprehension.
Comic book conversation is a modification of a social
story that uses comic strip components with speech
bubbles instead of text.
96. Learners with Autism Spectrum Disorder (ASD)
Jigsawing. This approach
provides opportunities to
learners with ASD to work
collaboratively with their
peers as everyone in the
class completes one
particular task.
#2:From the previous lesson, nalaman na natin kung ano yung different difficulties na meron ang isang student and kung gaano ito kalala. Now, we will discuss naman what are the stretegies na accurate or suited doon sa kanilang mga condition.
#3:So diba dito sa Philippines, marami nang mga schools ang meron for learners with disability such as yung school for the dead, school for the blind and also, yung mga sped centers na tinatawag. Sinasabe na although na sila ay segregated or may sarili silang school, yung inclusion is pinapractice pa rin until now sa regular classroom. So ito yung naka cite dito sa program option the…
#4:So sinasabi dito na…..
Inclusion can be seen in two ways. Una, it focuses in a way na dapat yung students with special needs attend in a mainstream school and reducing the numbers of students na nasa special school.
Another view is, that inclusion means kahit nasang school man ang students whether ito ay regular or special school man yan, dapat nakaka receive sila ng high quality or good education regardless of their needs.
#5:Kayo, what are your thoughts here?
For me, it means that inclusion is about the mindset and approach doon sa students rather than simply where they are educated (kung sa mainstream classrrom ba or sa special school). And inclusion means creating an environment where they feel accepted, valued and supported regardless of their abilities or needs. Hindi yung, oonga nasa mainstream classroom nga pero umay unfair treatment pa ring nagaganap between those regular students and leaerners with special needs.
#7:Una palang dapat inaalam mo na yung background the students mo including their talent skills and their medical condition para alam mo kung anong methods and strategies and I aapply mo for them. For example nalaman ko na ang student ko pala is Malabo ang mata, ang gagawin ko is mag peprepare ako ng handouts with larger text, or kaya naman audiotapes. Another example is yung isa ko pang student, may anxiety and nag ststruggle sha sa group tasks, so ang gagawin ko, ill give her an activity on her own. Ganon kumbaga as a teacher, aware ka sa mga gagawin mong lessons para macater mo lahat ng needs of your students, as well as para maka sabay sila sa isat isa also for them to feel that they are supported and included.
#8:Rapport means it is the connection or relationship you build with others, based on trust, understanding, and mutual respect.
Kumbaga dito is to make them to be your safe space. Dapat dito una palang pinapakita mo na youre a trustworthy person , approachable being kind para hindi naman mahiyang lumapit sayo ang students mo.
Also it says here determine routines, its like ioorient mo sila kung ano yung magiging routine nyo sa buong klase, for example, kapag nag didiscuss si teacher, dapat behaive, another is kapag may sasabihin, dapat mag raraise muna ng hands ganon
Sa teaching styles naman, you’ll tell them how you will teach. Kung ito ba ay lectures, group work ganon
Sa sequence of lesson nman, its like sasabihin mo sa kanila yung cover ng lesson and then you can provide a roadmap for example, day 1- introduction of lesson. Day 2- basic concepts, day 3- more complex. Ganan for them to be prepared
Lastly evaluation, eto naman explain kung pano mo iassess ang students mo, if by quizzes ba, groupworks or written works. It helps the to grow and to asses if they are learning.
#9:So dito naman sinasabe na we should focus on each person as an individual with unique abilities and qualities rather than their disabilities.
#10:Sinasabi dito na kapag nag sstruggle yung students, we should think na maarming may dahilan kung bakit hindi sila natututo rather than iispin natin na ay kaya kasi sya nahihirapan kasi bini sha. Kasi Malabo mata nya, ganyan.
Maari mo din iconsider or I assess mo rin ang sarili mo as a teacher kung nabibigay mo ba talaga yung needs ng students mo. Isiipin mo, ang mga activities ko ba is swak sa kanilang interest? Ang classroom ko ba is comfortable or well ventilated? Ang instructional materials ko ba ay malalaki ang text? o baka naman mahirap ang lesson ko kaya need ko mag isip ng ibang strategies para madami maintindihan ng iba?
Kailangan ikaw mismo na teacher ang nag lelead to make your student feel value, respected, supported despite of their differences.
#11:It means that all students including those with disabilities should be treated the same as everyone. For example, those students na may disability is bibigyan ng same responsibility just like their peers such as, pagiging leader ng mga activities or they can also participate sa mga school programs ganon.
But, for those who are Malabo ang mata and mahina ang pandinig their seats should be infront for them to see and hear better.
Also, sinasabi dito na if u treated the students with disability, mafeel nila na hindi sila kabilang sa group and others students naman will think na mas nag fofocus si teacher sa kailang disabled peers. That’s why as a teacher, u need to give their needs regardless of their background.
#12:It says here na inclusion is for everyone, with or without disability, every learners should be treated with equal opportunities
And when students with disabilies are treated like their peers, it make them think na ay, kaya ko pala makasabay. Like I am capable of everything and achieving my goals just like anyone. Kumbaga mas tataas ang confidence nila and magiging motivated sila na magtuloy sa pag aaral ksi feel nila na they included and supported
#14:So ang ginagamit nila ay sense of hearing and touch
#20:Ito naman is parang upgraded na braille where in dito kagaya din ng ng sa braille, may mga dots din sha with corresponding letters or numbers and kaibahan lang is may keyboard ito. Here is pwede silang mag note taking, may storage din and may internet access for them to communicate with other. Meron din tong calculator and calendar application.
#22:When we say tactile, yung nahahawakan nila and they are able to manipulate it
#23:So it is developed to teach mathematics especially for those who are blind. And magkakaiba ang sizes nya and each rods ay may markings yung parang guhit na ukit baga. For example yung pinaka maliit na rod symbolizes the number 1 at yung mahabang rod naman is the number 10
#29:Dito naman is nilalagay nila yung mga core memories kumbaga so that they remember like attending bday parties fieldtrips and etc and they can tell what happen and what they feel during those times. Here is they can enhance and practice their language and communication skills
#31:From the title itself object. Meaning ang laman nito is more on object na ginamit nila in activities such as baking, for example yung mga measuring cups or spoons, or kaya naman yung konting piece ng dough. So it help them to connect with the real world and to give them sensory experiences. Also, kumbaga ito yung stepping stone para mag advance into the abstract levels like they are able to manipulate the braille na ganon
#34:Yung velarco ay magic tape
Halimbawa tapos na dito ilalagay mo na tong star doon sa natapos mong gawain
#35:Ito naman another example sa isang books different regions of the Philippines, meron doong mga embossed map kagaya nung pinakita q sainyo kanina
#36:framework designed to address the unique learning needs of students who are visually impaired, ensuring they acquire the skills necessary for their everyday lives
#38:Orientation- kailangan aware ka sa paligid mo. Even though you are blind, you can use your other senses. For example, nasa room ka and you need to find the exit. And if nakarinig ka ng mga taong in that certain direction, maaring yon ang exit. Another example, sa textures malalaman mo na papasok kana sa entrance if nag switch yung texture from rough to tiles. Another, pag nakaamoy ka ng pagkain, maarming doon ang kitchen
#39:Ito yung gsgamit ka ng ibang tao to be your guide
#40:First, ask permission if they want ba na magpa assist, or hindi.
#44:Sinasabi dito na, halimbawa, mas matangkad or maliit yung ginuguid mo, you should ask them kung san sila mas comfortable na humawak. May iba naman blind tapos naka wheel chair, ibang way ang kailangan nila
“Would you like me to adjust how I’m guiding you, or is there a way that’s more comfortable for you?”
#47:Sinasabi dito na most of blind people is sense of hearing ang ginagamit. And akala ng iba na mas malinaw ang pandinig nila just because they cant see. ang ginagawa lang nila is talagang nagfofocus sila sa sounds kasi yun yung way nila para maintindihan kung anong nangyayare sa paligid nila
#48:Ito naming functional life skills is needed for them to takecare of themselves when they grow up.
Cooking- so teaching them basic skills like opening the stove properly, prepare ingredients and so on
Personal hygiene and grooming- they are taught how to brush their teeth, comb their hair, and getting dressed
Shopping and transpo- they will taught how to go to the market like crossing street with canes or tungkod ganon.
#50:Where in dito is mag uundergo ka sa isang checkup to know kung anong grado ng mata mo. And its up to you kung glasses, contact lense etc kung saan ka magiging comfortable
#51:If alam mo na yung students mo is Malabo ang mata, mas malalaking font ang gagamitin
#54:Syempre kapag madilim yung loob ng classroom, its hard for them to read and maaring mas lumabo pa ang kanilang mata
#55:Ayan kadamasan diba sa mga test papers natin nakikita yung mga malabong photocopy especially kpag picture. Much better na original copies nalang and also, let them choose their seats
#60:Dito is inaadjust lang yung volume and tone depende sa needs ng learner
#62:Yung black, yan yung pinaka radio pwede ka mag insert don ng microphone and then yung bilog na malaki together na parang wire is naka connect doon sa pinaka radio pwede mong isabit sa leeg or I clip and then yung yung black parang pinaka earbud na ip[apalsak sa tenga mo
#65:So eto naman yung talagang malapit na mawala ang pandinig and kailangan na talaga ng implant
#73:Example
-try them to listen the sound even though hindi nila napapakinggan yon ng maayos
-another thru their visual, like watching lips. Watching peopke how to move their lips
- Using of touch, encourage them na itouch yung sa may bandang leeg na nag vivibrate (aeiou)
#74:Residual hearing- may konti silang naririnig pero hindi malinaw
3 levels
detecting- forexample, gagamit si teacher ng bell sound. Ang ang task ni students is to recognize kung may narinig ba sha o wala.
Driscriminating- iiidentify ng learner ang difference between the sound of dog barking or car horn.
Identifying sound-last level is they are able to identify na the name of the sounds na naririnig nila. for example, nakarinig sila ng clock ticking and nalaman nila na clock yon
#77:So yung mga specialist na tinatawag sila yung tumtulong sa mga learners with communication disorder. And their task is to….
#79:It helps them to identify the differences between words
#80:It helps them to improve their vocabulary
Graphic organizer- word map shows the word, its meaning, synonyms (similar words), and examples. It helps learners understand the word better.
Mnemonics: These are tricks to remember words more easily.
Repetition: means hearing, reading, or using the word many times until it sticks in your memory. The more you use a word, the better you remember it.
Word Walls: Teachers put up important words on the classroom wall so that learners can see them often. It helps them remember and learn the words better.
Vocabulary Journals: Learners can write down new words they learn, their meanings, and examples of how to use them in sentences.
Using Context Clues: When you don’t know a word, you can figure out its meaning by looking at the words around it. Teachers show how to guess the meaning of a word by reading the sentences or paragraphs carefully.
#86:At dhl nga sila ay hindi mashado or hindi talaga naikipag socialize is maaring limited lang yung words na alam nila
#92:halimbawa dito, kumbaga may mga bagay na ginagawa ng isang bata, yung stories and concept na yon is maarring maka help sa kanila para mas maintindihan nikla kung ano ang dapat gawin kung may mangyari mang ganong scenario like kung paano sila mag aact or mag reresponse kumbaga di na sila mabigla atb para Narin hindi sila atakihin ng anxiety. and also para maging aware din sya sa mga behavior ng mga nakapaligid sakanya
and for them to undesrand other peoples perspective
