Papers by Anna Grace Julian
I. OBJECTIVES
At the end of the lesson, pupils should be able to:
a) recall each part of the ho... more I. OBJECTIVES
At the end of the lesson, pupils should be able to:
a) recall each part of the house;
b) show appreciation of the lesson by actively participating in the discussion: and
c) identify each part of the house through tracing, matching, cutting and pasting words to pictures
The movie " Akeelah and the Bee " was really touching and will always inspire teachers and incomi... more The movie " Akeelah and the Bee " was really touching and will always inspire teachers and incoming teachers in the future. The world has full of people who have unique gifts and talents, but sometimes a lot of the people cannot see with their eyes and appreciate the beauty of it. Yes, these children are having high grades over their peers, but still they do not have the chance to enhance their full potentials because of teacher's unawareness of their specials skills and talents. Especially within the schools, some of the children with gifts and talents were being bullied because other children are envy and thinking that those children with giftedness and talents are freak and being used by others. It is important that teachers should guide these children because they should be the one to see their student's potentials because they are the ones who handlings and assessing the kids inside the classroom. Thus, these children usually have low self-esteem, self-concept, and are easily affected by other children's negative comments to them. As for Akeelah, she quits easily because of what other students said to her and she got pressured and disappointed to herself whenever she did not accomplish or in her case when she did not spell the words correctly. Teacher's support for students with gifts and talents is what the learners need in order to help them accomplish more and give them encouragement to continue and enhance their gifts and talents like Akeelah she cannot make it or win the spelling bee without her teachers that gave attention or saw her potential that she can join and win the competition. Children with giftedness and talents must have a good teacher that will help them to reach their dreams, give encouragement that the students need, and giving the student chances to highlight their talents to other people around them. Teaching and showing these students that they have many people around them that will support them and be lent a hand when they need help is a must. Let us always remember that the ultimate goal of the teacher is to help the students to become more better not just in studies, enhancing their potentials but also to let the students believe with their selves and they can achieve more.
Your jokes, your laugh
It makes my day bright
Your smile, you touch
makes my heart beat fast.
Ev... more Your jokes, your laugh
It makes my day bright
Your smile, you touch
makes my heart beat fast.
Every day, Someday,
wanting that you're with me.
Every day, Someday,
hoping that it will be.
YouTube: https://www.youtube.com/watch?v=gYYIbP-3ewg&feature=youtu.be
Buy Music and Lyrics for only P 500.00
Please Contact Us:
Contact No. 0965-213-2232
Email Address: anna.julian.hart@gmail.com
Facebook acc.: (Angang) annabananababe12
Twitter acc.: @juliangrasya
Song Writer & Composer: Anna Grace B. Julian (nickname: Ang-ang)
Date: June 5, 2018
© 2018
Case Study Sample
I. Basic Information
II. Reason for Referral
III. Background History
IV. Be... more Case Study Sample
I. Basic Information
II. Reason for Referral
III. Background History
IV. Behavioral Observations
V. Tests and Procedures Administered
VI. Test Results
VII. Conclusion
VIII. Recommendations
The class is composed of twenty-four (23) students including one (1) student with ID and one (1) ... more The class is composed of twenty-four (23) students including one (1) student with ID and one (1) student with ASD.
I. Objectives
By the end of the lesson, the learners should be able to:
recognize the name of the five vowels of the alphabet;
identify the vowel letter(s) of a given word;
apply the learned vowels by getting pictures on the wall that have a vowel letter and identify what vowel letter is the word; and
appreciate the importance of the five vowels.
LESSON PLAN IN ENGLISH FOR SELF-CONTAINED CLASS.
The class is composed of two (2) student with A... more LESSON PLAN IN ENGLISH FOR SELF-CONTAINED CLASS.
The class is composed of two (2) student with ADHD.
I. Objective
By the end of the lesson, the learners should be able to:
• recognize the letter names and sounds using pre-reading materials;
• identify and construct their names using letter cards; and
• give value and importance of the letters
My Moral Maxim " Maigi ang pagkaing gulay na may pagibig, kay sa matabang baka at may pagtatanima... more My Moral Maxim " Maigi ang pagkaing gulay na may pagibig, kay sa matabang baka at may pagtataniman. " Having a complete family dinner is one of the most important parts within our respective families. We gather together to have some bonding time, for our family. We eat and share things that have happened to us to our family, in order for us to hear advice and comfort, as well as reminders and reprimands, from them. However, nowadays, many families are eating together, but without the love and affection that is supposed to be there. Instead, the mood is full of hatred and fights with each other. Some families do eat good food, but they are not thankful to God for the blessings that He bestows upon them. Some parents, meanwhile, fight in front of the children while having dinner, and some children also do so, either against their parents or their siblings. The Word of God, to quote from Proverbs 15:17, reminds us this: " Better is a dinner of herbs where love is, than a stalled ox and hatred therewith. "
SPED111 Curriculum in SPED 2 As I had asked some of the students who had taken special education ... more SPED111 Curriculum in SPED 2 As I had asked some of the students who had taken special education and had recently graduated, some of them said that special education is not affected by the K to 12 Program, primarily because their curriculum is different from that of general education. However, some of the teachers in this field said that yes, the K to 12 curricula has affected the delivery of special education services in the Philippines, due to the fact that the new curriculum now is performance-based, unlike the situation before wherein conventional manners and expectations in teaching were used. This is good and can be a help for students with special needs to be more productive in their respective classes. Since 2012, the Department of Education issued an article that the public special education schools must abide by the rules of K to 12 to further enhance the curriculum of the SPED. As said by then Education Secretary Armin Luistro, the SPED schools will be given the same education or lesson modules that are similar to those used by regular students, but teachers will provide modifications that will ensure that it would be suited to every individual, each with unique learning needs. Also, for children who were said to be gifted, they will be given accommodations that will more enhance the learners beyond the regular curriculum. They will also imply various task analyses to every child with special needs. For children who cannot keep up with the pace of other children, they will extend the learning days for the child. In 2014, the Department of Education released Department Order 46, s. 2014, entitled Guidelines on the Implementation of the Alternative Learning System for Persons With Disability (ALS for PWD) Program. This order empowers the Education for All advocacy by the DepEd. Also, the ALS Basic Literacy Program and the Accreditation and Equivalency Program are designed to stretch out an arm to the people with hearing and visual impairment and give suitable learning interventions for them.
According to Status of ICT Educational in the Philippines by Diwanie R. Perez, The Medium Term Ph... more According to Status of ICT Educational in the Philippines by Diwanie R. Perez, The Medium Term Philippine Development Plan (MTPDP), The Basic Education sector Reform Agenda (BESRA), The Basic Education Curriculum (BEC), Schools First Initiative (SFI) and The National Action Plan to Achieve Education for all (EFA) have stressed the importance of ICT in the improving education in the country. These have resulted in increased adoption of ICT across the education system. 2. Are they being practiced or applied in the PH educational system? To what extent? According to Synthesis of Country Reports Policy on the use of ICT in education, the Philippines' Philippines Department of Education (DepEd) policies on the use of ICT are: • Technology must be studied first as a separate subject then applied in other learning areas as a tool for learning how to learn; • The application of computer skills to the other learning areas is a curriculum policy that stems from the principle that teaching learning must not be textbook-driven and educational processes should take advantage of technological developments, including the application of ICT in teaching and learning, where appropriate; and • An education modernization programme will equip schools with facilities, equipment, materials and skills and to introduce new learning and delivery systems necessary to capitalize on recent technological developments.
1. State the three (3) major issues or concerns you have identified and explain what do you think... more 1. State the three (3) major issues or concerns you have identified and explain what do you think are the implications of such concerns to the learning environment: As I have seen, one of the major issues is the unpleasant behavior such as the students were not respecting their teacher who was speaking in the front, one of the students was just roaming around, while other students were talking with their classmates that made the teacher to shout and scold them. Also, there were many students who were late in the class and most of the students are doing unpleasant behaviors like bullying others that distract their discussions in the class. Second, the psychosocial implications, they did not have a good relationship-one that would connect with the teacher and the students. The students are not obeying the teacher and teacher were just scolding them and not make them realize the bad things that the students doing. The teacher should have the ability to communicate and to have a good relationship with the students. Third, the Instructional implication, I saw that rule in the classroom were not implemented well that is why the students were just making fun of their teacher and not obeying to what the teacher says. The implementation of the rules in the class also has a big part in teaching the students. These rules will help them to be responsible and to have a good conduct inside the class. Lastly, the physical implication, the setting up of the classroom was very distracting to other students especially the seating arrangements, the students were so very close to each other. Students should be separate from each other so that it will lessen the inattention and talking with other classmates that will distract the discussion and the attention of every student. 2. If you are the teacher of the class, choose at least two (2) MODELS in classroom management that you will use to address the concerns you have identified in the video. Justify and explain the two (2) models you have chosen as to how it can address the issues and concerns: If I will be their teacher the tow (2) models in classroom management to address my concerns are the Behavioral Modification, and Teaching with Love and Logic. I chose behavioral modification because I want to give them a good motivation in their studies either I used the positive or negative reinforcement to them. Also, by applying those reinforcements, they will strive harder and be more focus in the class because they want to achieve something or they want to get something they desire. The second model is the Teaching with Love and Logic. By sharing control with the students like allowing them to have part or have a suggestion regards to the rules or if they want to add or adjust something such as passing some requirements and the time. Letting them have a voice in the class is one way to have a good relationship with them and the feeling that they are not neglected in the class. By maintaining student's self-concept or letting them believe that they are capable of doing something or believing them that they can do that will make them realize that there is somebody who believes and supports them and that will make the students more engaged with their studies. One of the professors said that you do not need to scold and scold the students and give corporal punishments on their bad actions because they will become more headed students and more disobedient nowadays. Balancing the consequences with empathy is important because this will help you to know your learners. Understanding the students and able to share feelings of another will help them realize that there is someone understands them.
PART A – NATURE AND EDUCATIONAL CHALLENGES OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISOR... more PART A – NATURE AND EDUCATIONAL CHALLENGES OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (COMBINED TYPE)
BRIEF NATURE:
According to DSM-5, Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. [1]
EDUCATIONAL CHALLENGES [3]:
• They demand attention by talking out of turn or moving around the room; they don’t pull their weight during group work and may even keep a group from accomplishing its task.
• They have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• They often forget to write down homework assignments, do them, or bring completed work to school.
• They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• They usually have problems with long-term projects where there is no direct supervision.
PART B – CASE PROFILE
Name of Child: Mark Padilla
Birthday: October 17, 2004
Age during Assessment: 12 years old
Medical Diagnosis (if any): NONE
Name of Parent/Guardian: Norma Padilla
Relationship to the Child: Biological Mother
Date of Interview: June 7, 2017
PART C – CASE REPORT
C.1. Background Profile of the Child and Family
Mark is a 12-year-old right-handed male who was diagnosed with ADHD combined type symptoms. Mark attends his fourth grade in a public school but was withdrawn from school because of failing grades. His mother is employed as sales and marketing agent in a construction firm and his father is an automobile mechanic.
While pregnant with Mark, his mother described her attitude as depressed and moody. In addition, the mother reported to have smoked 1.5 packages of cigarettes within the first 1 month of pregnancy and approximately half pack a day for the next 2 months before quitting. She was also reported to have moderately consumed alcohol while at the first month of her pregnancy.
SCHOOL SETTING
Mark’s teacher indicated that he is missing details and becoming distracted easily. During lectures, he often found Mark looking at a wall clock, windows were the football field is exposed and the classroom charts which are colorful. She added that Mark is having trouble focusing on the task at hand and becomes bored easily. Whenever given a seatwork, Mark often roams his eyes inside the classroom, many times the teacher found him observing things that move inside the classroom and eventually will lead him to not finishing his task and will become bored. Mark is also observed to be having difficulty learning or organizing new information. Mark does not approach the teacher what is going on with him and his quizzes, exams and activities show that he indeed is having difficulties in processing schema and using assimilation. Mark is also having trouble completing homework or losing items needed to stay on task. Mark loves Math and the teacher added that he saw in Mark that for this subject he tries to do his best, yet for other subjects there is no resemblance of what effort he is doing with his Math subject. On the other hand, he has a difficulty in spelling. Mark always approaches his classmates if they have ball pen or paper because he always loses his. Mark also observed to be having difficulty following instructions. His teacher often observed his activities submitted to be quite right but not so because the thought is there but there is problem with following instructions.
According to his teacher, Mark is constantly “on the go” he often leaves his seat and sometimes disturbs his classmates and he always goes outside the classroom, at times, with no permission. The teacher also said that Mark is impatient. He always asks his classmates what time is it and often adds that he wants to go home. The teacher also said that Mark acts out of turn and don’t think about consequences of actions. There was a time, the teacher said, Mark was on the end of the line because they were told to fall in line for an activity. Mark ran and went in front because he wanted to finish his task early he said to the teacher. Thus, the one who was falling in line first was moderately injured for Mark dodged him to stay out the line. The teacher said that Mark do squirm, fidget, or feel restless inside the classroom. He shows signs of being uncomfortable. Mark is also having difficulty sitting still, the teacher said that he always wanted to stay out of his seat. According to his teacher, Mark do talk constantly. When you will ask him about something, he will say everything he knows about that topic, non-stop.
HOME SETTING
As per monitoring Mark’s progress his mother always asks him about how his day went. Mark’s mother noticed that every time he asked him about what he did at school he misses details, easily gets distracted, jumps into another conversation and looks around the room and observe the moving ceiling fan. He is asked to put his toys back on the shelf and his mother observed that he has trouble focusing on the task at hand. After an hour of play, Mark is obliged to do his homework with the supervision of his mother because he has trouble completing his homework and he easily gets bored. His mother supervised him on studying in advanced the new lessons and his mother stated that it is difficult for Mark to learn or organize new information, it must be repeated several times for him to get familiarized. Another reason why he is having difficulty to learn new information is because he has difficulty when it come on following instructions. Simple instructions like "get your things" is very hard for him to follow.
Based on the observation at home, Mark is constantly “on the go” he cannot stay in his seat, often leaves and roam around the house. Mark always gets on top of the table, high cabinets, and run around the house or at the backyard. When he was 11 years old he accidentally bangs his head on the wall leading to 4 stitches. He often leaves his work unfinished because of his actions. He was also impatient and cannot wait to get his turn. He throws tantrums when he can't immediately get the food he wants. Because of his impatience he usually hurt himself and got into accident. He always does squirm, fidget or feel restless whenever he is doing something such as eating, doing assignment etc. Mark have difficulty sitting still like when his parents need to take a formal picture of him and they are having a hard time to get a good shot because he keeps on standing or running around the room. Mark also talks constantly and can' t wait to tell his parents or cousins about everything that happened to him or things that he discovered and says everything in his mind. He often talks on things not related to his parent’s questions.
C.2. Domain Attributes
C.2.1. Cognitive, Perceptual, Speech, Language and Communication and Integration
When it comes on Mark’s cognitive domain, the evaluators asked the student to perform age-appropriate mental based task which the client did all accomplished but showed great difficulty in spelling and when it comes on following instruction and performing task at hand because he is easily distracted. Throughout the assessment period the student talks excessively and showed no problem when it comes on his speech, language, and communication. Furthermore, the student has difficulty when it comes on discerning the consequences of the action that he makes because he doesn't think ahead about it, as per the student's mother response during the interview.
C.2.2. Behavioral / Psychosocial / Affective
In Mark’s domain of affectation, he showed difficulty when it comes on interacting with other people. The student showed problem when it comes on taking turns especially during group works that causes him to be misunderstood by his peers. Mark is also a friendly boy who loves to talk on things that interest him but has difficulty staying on topic during talks. During the assessment period, the student showed restlessness and is impatient when asked to seat for a while and is often distracted when it comes on doing task resulting to poor performance.
C.2.3. Physical / Health
Mark is a very healthy boy and showed no problem when it comes on the physical/health aspect.
C.2.4. Motor
C.2.4.1. Gross Motor
Mark skills in gross motor is appropriate for his age. He can walk, and run. He can perform playground skills (e.g. climbing) and sporting skills (eg. Catching, throwing and hitting a ball with a bat). At school Mark is often on the go and would stand out of his seat oftentimes. . He can perform everyday self-care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over) and climbing into and out of a car or even getting into and out of bed.
C.2.4.2. Fine Motor
Mark can appropriately perform pencil related skills using dynamic tripod grasp and scissor skills (cutting). He loves to construct Lego, puzzles and train tracks using his both hands. He was also able to perform dressing skills (tying shoelaces, doling up sandals, zips, button
Sumbitted by:
AMPARO, Christine Antonette L.
AROMIN, Tricxie Kate F.
JULIAN, Anna Grace B.
OBIDA, Angelica S.
BRIEF DESCRIPTION: The activity prepared shall help students with ASD to enjoy learning in a way ... more BRIEF DESCRIPTION: The activity prepared shall help students with ASD to enjoy learning in a way they are comfortable and capable with. The goal of the activity are to present lessons in a light and fun way for the students to appreciate and enhance their skills on some areas without feeling that they don't belong in the class. Objectives: At the end of the lesson, the students are expected to: 1. recognize the common sea animals; 2. identify the animals living in the sea; and 3. appreciate the roles of sea animals that contributes to our daily lives. Preparation: Motivation: The teacher will play an action song and the all the students will form a semicircle and will be formed into groups to provide space in doing the activity.
My philosophy is from my name “Anna”. It is a Latin word and form of the Greek name Ἅννα and the ... more My philosophy is from my name “Anna”. It is a Latin word and form of the Greek name Ἅννα and the Hebrew name Hannah (Hebrew: חַנָּה Ḥannāh, meaning "favor" or "grace"). Favor means a kind or helpful act that you do for someone; approval, support, or popularity; preference for one person, group, etc., over another. Grace means an unmerited divine assistance given humans for their regeneration or sanctification; a virtue coming from God; a state of sanctification enjoyed through divine grace
Annaticism is a philosophy that believes that everyone is worthy to be treated with kindness or helpful act to someone. It is in doing good deeds and sharing one's resources and knowledge to others that one achieves self-actualization. It does not ask for personal benefits; instead, it calls for sacrifice of oneself.
Dyscalculia is defined as a failure to achieve in mathematics commensurate with chronological ag... more Dyscalculia is defined as a failure to achieve in mathematics commensurate with chronological age, normal intelligence, and adequate instruction. It is marked by difficulties with: visualization; visual-spatial perception, processing and discrimination; counting; pattern recognition; sequential memory; working-memory for numbers; retrieval of learned facts and procedures; directional confusion; quantitative processing speed; kinesthetic sequences; and perception of time.
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Papers by Anna Grace Julian
At the end of the lesson, pupils should be able to:
a) recall each part of the house;
b) show appreciation of the lesson by actively participating in the discussion: and
c) identify each part of the house through tracing, matching, cutting and pasting words to pictures
It makes my day bright
Your smile, you touch
makes my heart beat fast.
Every day, Someday,
wanting that you're with me.
Every day, Someday,
hoping that it will be.
YouTube: https://www.youtube.com/watch?v=gYYIbP-3ewg&feature=youtu.be
Buy Music and Lyrics for only P 500.00
Please Contact Us:
Contact No. 0965-213-2232
Email Address: anna.julian.hart@gmail.com
Facebook acc.: (Angang) annabananababe12
Twitter acc.: @juliangrasya
Song Writer & Composer: Anna Grace B. Julian (nickname: Ang-ang)
Date: June 5, 2018
© 2018
I. Basic Information
II. Reason for Referral
III. Background History
IV. Behavioral Observations
V. Tests and Procedures Administered
VI. Test Results
VII. Conclusion
VIII. Recommendations
I. Objectives
By the end of the lesson, the learners should be able to:
recognize the name of the five vowels of the alphabet;
identify the vowel letter(s) of a given word;
apply the learned vowels by getting pictures on the wall that have a vowel letter and identify what vowel letter is the word; and
appreciate the importance of the five vowels.
The class is composed of two (2) student with ADHD.
I. Objective
By the end of the lesson, the learners should be able to:
• recognize the letter names and sounds using pre-reading materials;
• identify and construct their names using letter cards; and
• give value and importance of the letters
BRIEF NATURE:
According to DSM-5, Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. [1]
EDUCATIONAL CHALLENGES [3]:
• They demand attention by talking out of turn or moving around the room; they don’t pull their weight during group work and may even keep a group from accomplishing its task.
• They have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• They often forget to write down homework assignments, do them, or bring completed work to school.
• They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• They usually have problems with long-term projects where there is no direct supervision.
PART B – CASE PROFILE
Name of Child: Mark Padilla
Birthday: October 17, 2004
Age during Assessment: 12 years old
Medical Diagnosis (if any): NONE
Name of Parent/Guardian: Norma Padilla
Relationship to the Child: Biological Mother
Date of Interview: June 7, 2017
PART C – CASE REPORT
C.1. Background Profile of the Child and Family
Mark is a 12-year-old right-handed male who was diagnosed with ADHD combined type symptoms. Mark attends his fourth grade in a public school but was withdrawn from school because of failing grades. His mother is employed as sales and marketing agent in a construction firm and his father is an automobile mechanic.
While pregnant with Mark, his mother described her attitude as depressed and moody. In addition, the mother reported to have smoked 1.5 packages of cigarettes within the first 1 month of pregnancy and approximately half pack a day for the next 2 months before quitting. She was also reported to have moderately consumed alcohol while at the first month of her pregnancy.
SCHOOL SETTING
Mark’s teacher indicated that he is missing details and becoming distracted easily. During lectures, he often found Mark looking at a wall clock, windows were the football field is exposed and the classroom charts which are colorful. She added that Mark is having trouble focusing on the task at hand and becomes bored easily. Whenever given a seatwork, Mark often roams his eyes inside the classroom, many times the teacher found him observing things that move inside the classroom and eventually will lead him to not finishing his task and will become bored. Mark is also observed to be having difficulty learning or organizing new information. Mark does not approach the teacher what is going on with him and his quizzes, exams and activities show that he indeed is having difficulties in processing schema and using assimilation. Mark is also having trouble completing homework or losing items needed to stay on task. Mark loves Math and the teacher added that he saw in Mark that for this subject he tries to do his best, yet for other subjects there is no resemblance of what effort he is doing with his Math subject. On the other hand, he has a difficulty in spelling. Mark always approaches his classmates if they have ball pen or paper because he always loses his. Mark also observed to be having difficulty following instructions. His teacher often observed his activities submitted to be quite right but not so because the thought is there but there is problem with following instructions.
According to his teacher, Mark is constantly “on the go” he often leaves his seat and sometimes disturbs his classmates and he always goes outside the classroom, at times, with no permission. The teacher also said that Mark is impatient. He always asks his classmates what time is it and often adds that he wants to go home. The teacher also said that Mark acts out of turn and don’t think about consequences of actions. There was a time, the teacher said, Mark was on the end of the line because they were told to fall in line for an activity. Mark ran and went in front because he wanted to finish his task early he said to the teacher. Thus, the one who was falling in line first was moderately injured for Mark dodged him to stay out the line. The teacher said that Mark do squirm, fidget, or feel restless inside the classroom. He shows signs of being uncomfortable. Mark is also having difficulty sitting still, the teacher said that he always wanted to stay out of his seat. According to his teacher, Mark do talk constantly. When you will ask him about something, he will say everything he knows about that topic, non-stop.
HOME SETTING
As per monitoring Mark’s progress his mother always asks him about how his day went. Mark’s mother noticed that every time he asked him about what he did at school he misses details, easily gets distracted, jumps into another conversation and looks around the room and observe the moving ceiling fan. He is asked to put his toys back on the shelf and his mother observed that he has trouble focusing on the task at hand. After an hour of play, Mark is obliged to do his homework with the supervision of his mother because he has trouble completing his homework and he easily gets bored. His mother supervised him on studying in advanced the new lessons and his mother stated that it is difficult for Mark to learn or organize new information, it must be repeated several times for him to get familiarized. Another reason why he is having difficulty to learn new information is because he has difficulty when it come on following instructions. Simple instructions like "get your things" is very hard for him to follow.
Based on the observation at home, Mark is constantly “on the go” he cannot stay in his seat, often leaves and roam around the house. Mark always gets on top of the table, high cabinets, and run around the house or at the backyard. When he was 11 years old he accidentally bangs his head on the wall leading to 4 stitches. He often leaves his work unfinished because of his actions. He was also impatient and cannot wait to get his turn. He throws tantrums when he can't immediately get the food he wants. Because of his impatience he usually hurt himself and got into accident. He always does squirm, fidget or feel restless whenever he is doing something such as eating, doing assignment etc. Mark have difficulty sitting still like when his parents need to take a formal picture of him and they are having a hard time to get a good shot because he keeps on standing or running around the room. Mark also talks constantly and can' t wait to tell his parents or cousins about everything that happened to him or things that he discovered and says everything in his mind. He often talks on things not related to his parent’s questions.
C.2. Domain Attributes
C.2.1. Cognitive, Perceptual, Speech, Language and Communication and Integration
When it comes on Mark’s cognitive domain, the evaluators asked the student to perform age-appropriate mental based task which the client did all accomplished but showed great difficulty in spelling and when it comes on following instruction and performing task at hand because he is easily distracted. Throughout the assessment period the student talks excessively and showed no problem when it comes on his speech, language, and communication. Furthermore, the student has difficulty when it comes on discerning the consequences of the action that he makes because he doesn't think ahead about it, as per the student's mother response during the interview.
C.2.2. Behavioral / Psychosocial / Affective
In Mark’s domain of affectation, he showed difficulty when it comes on interacting with other people. The student showed problem when it comes on taking turns especially during group works that causes him to be misunderstood by his peers. Mark is also a friendly boy who loves to talk on things that interest him but has difficulty staying on topic during talks. During the assessment period, the student showed restlessness and is impatient when asked to seat for a while and is often distracted when it comes on doing task resulting to poor performance.
C.2.3. Physical / Health
Mark is a very healthy boy and showed no problem when it comes on the physical/health aspect.
C.2.4. Motor
C.2.4.1. Gross Motor
Mark skills in gross motor is appropriate for his age. He can walk, and run. He can perform playground skills (e.g. climbing) and sporting skills (eg. Catching, throwing and hitting a ball with a bat). At school Mark is often on the go and would stand out of his seat oftentimes. . He can perform everyday self-care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over) and climbing into and out of a car or even getting into and out of bed.
C.2.4.2. Fine Motor
Mark can appropriately perform pencil related skills using dynamic tripod grasp and scissor skills (cutting). He loves to construct Lego, puzzles and train tracks using his both hands. He was also able to perform dressing skills (tying shoelaces, doling up sandals, zips, button
Sumbitted by:
AMPARO, Christine Antonette L.
AROMIN, Tricxie Kate F.
JULIAN, Anna Grace B.
OBIDA, Angelica S.
Annaticism is a philosophy that believes that everyone is worthy to be treated with kindness or helpful act to someone. It is in doing good deeds and sharing one's resources and knowledge to others that one achieves self-actualization. It does not ask for personal benefits; instead, it calls for sacrifice of oneself.
At the end of the lesson, pupils should be able to:
a) recall each part of the house;
b) show appreciation of the lesson by actively participating in the discussion: and
c) identify each part of the house through tracing, matching, cutting and pasting words to pictures
It makes my day bright
Your smile, you touch
makes my heart beat fast.
Every day, Someday,
wanting that you're with me.
Every day, Someday,
hoping that it will be.
YouTube: https://www.youtube.com/watch?v=gYYIbP-3ewg&feature=youtu.be
Buy Music and Lyrics for only P 500.00
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Song Writer & Composer: Anna Grace B. Julian (nickname: Ang-ang)
Date: June 5, 2018
© 2018
I. Basic Information
II. Reason for Referral
III. Background History
IV. Behavioral Observations
V. Tests and Procedures Administered
VI. Test Results
VII. Conclusion
VIII. Recommendations
I. Objectives
By the end of the lesson, the learners should be able to:
recognize the name of the five vowels of the alphabet;
identify the vowel letter(s) of a given word;
apply the learned vowels by getting pictures on the wall that have a vowel letter and identify what vowel letter is the word; and
appreciate the importance of the five vowels.
The class is composed of two (2) student with ADHD.
I. Objective
By the end of the lesson, the learners should be able to:
• recognize the letter names and sounds using pre-reading materials;
• identify and construct their names using letter cards; and
• give value and importance of the letters
BRIEF NATURE:
According to DSM-5, Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. [1]
EDUCATIONAL CHALLENGES [3]:
• They demand attention by talking out of turn or moving around the room; they don’t pull their weight during group work and may even keep a group from accomplishing its task.
• They have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• They often forget to write down homework assignments, do them, or bring completed work to school.
• They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• They usually have problems with long-term projects where there is no direct supervision.
PART B – CASE PROFILE
Name of Child: Mark Padilla
Birthday: October 17, 2004
Age during Assessment: 12 years old
Medical Diagnosis (if any): NONE
Name of Parent/Guardian: Norma Padilla
Relationship to the Child: Biological Mother
Date of Interview: June 7, 2017
PART C – CASE REPORT
C.1. Background Profile of the Child and Family
Mark is a 12-year-old right-handed male who was diagnosed with ADHD combined type symptoms. Mark attends his fourth grade in a public school but was withdrawn from school because of failing grades. His mother is employed as sales and marketing agent in a construction firm and his father is an automobile mechanic.
While pregnant with Mark, his mother described her attitude as depressed and moody. In addition, the mother reported to have smoked 1.5 packages of cigarettes within the first 1 month of pregnancy and approximately half pack a day for the next 2 months before quitting. She was also reported to have moderately consumed alcohol while at the first month of her pregnancy.
SCHOOL SETTING
Mark’s teacher indicated that he is missing details and becoming distracted easily. During lectures, he often found Mark looking at a wall clock, windows were the football field is exposed and the classroom charts which are colorful. She added that Mark is having trouble focusing on the task at hand and becomes bored easily. Whenever given a seatwork, Mark often roams his eyes inside the classroom, many times the teacher found him observing things that move inside the classroom and eventually will lead him to not finishing his task and will become bored. Mark is also observed to be having difficulty learning or organizing new information. Mark does not approach the teacher what is going on with him and his quizzes, exams and activities show that he indeed is having difficulties in processing schema and using assimilation. Mark is also having trouble completing homework or losing items needed to stay on task. Mark loves Math and the teacher added that he saw in Mark that for this subject he tries to do his best, yet for other subjects there is no resemblance of what effort he is doing with his Math subject. On the other hand, he has a difficulty in spelling. Mark always approaches his classmates if they have ball pen or paper because he always loses his. Mark also observed to be having difficulty following instructions. His teacher often observed his activities submitted to be quite right but not so because the thought is there but there is problem with following instructions.
According to his teacher, Mark is constantly “on the go” he often leaves his seat and sometimes disturbs his classmates and he always goes outside the classroom, at times, with no permission. The teacher also said that Mark is impatient. He always asks his classmates what time is it and often adds that he wants to go home. The teacher also said that Mark acts out of turn and don’t think about consequences of actions. There was a time, the teacher said, Mark was on the end of the line because they were told to fall in line for an activity. Mark ran and went in front because he wanted to finish his task early he said to the teacher. Thus, the one who was falling in line first was moderately injured for Mark dodged him to stay out the line. The teacher said that Mark do squirm, fidget, or feel restless inside the classroom. He shows signs of being uncomfortable. Mark is also having difficulty sitting still, the teacher said that he always wanted to stay out of his seat. According to his teacher, Mark do talk constantly. When you will ask him about something, he will say everything he knows about that topic, non-stop.
HOME SETTING
As per monitoring Mark’s progress his mother always asks him about how his day went. Mark’s mother noticed that every time he asked him about what he did at school he misses details, easily gets distracted, jumps into another conversation and looks around the room and observe the moving ceiling fan. He is asked to put his toys back on the shelf and his mother observed that he has trouble focusing on the task at hand. After an hour of play, Mark is obliged to do his homework with the supervision of his mother because he has trouble completing his homework and he easily gets bored. His mother supervised him on studying in advanced the new lessons and his mother stated that it is difficult for Mark to learn or organize new information, it must be repeated several times for him to get familiarized. Another reason why he is having difficulty to learn new information is because he has difficulty when it come on following instructions. Simple instructions like "get your things" is very hard for him to follow.
Based on the observation at home, Mark is constantly “on the go” he cannot stay in his seat, often leaves and roam around the house. Mark always gets on top of the table, high cabinets, and run around the house or at the backyard. When he was 11 years old he accidentally bangs his head on the wall leading to 4 stitches. He often leaves his work unfinished because of his actions. He was also impatient and cannot wait to get his turn. He throws tantrums when he can't immediately get the food he wants. Because of his impatience he usually hurt himself and got into accident. He always does squirm, fidget or feel restless whenever he is doing something such as eating, doing assignment etc. Mark have difficulty sitting still like when his parents need to take a formal picture of him and they are having a hard time to get a good shot because he keeps on standing or running around the room. Mark also talks constantly and can' t wait to tell his parents or cousins about everything that happened to him or things that he discovered and says everything in his mind. He often talks on things not related to his parent’s questions.
C.2. Domain Attributes
C.2.1. Cognitive, Perceptual, Speech, Language and Communication and Integration
When it comes on Mark’s cognitive domain, the evaluators asked the student to perform age-appropriate mental based task which the client did all accomplished but showed great difficulty in spelling and when it comes on following instruction and performing task at hand because he is easily distracted. Throughout the assessment period the student talks excessively and showed no problem when it comes on his speech, language, and communication. Furthermore, the student has difficulty when it comes on discerning the consequences of the action that he makes because he doesn't think ahead about it, as per the student's mother response during the interview.
C.2.2. Behavioral / Psychosocial / Affective
In Mark’s domain of affectation, he showed difficulty when it comes on interacting with other people. The student showed problem when it comes on taking turns especially during group works that causes him to be misunderstood by his peers. Mark is also a friendly boy who loves to talk on things that interest him but has difficulty staying on topic during talks. During the assessment period, the student showed restlessness and is impatient when asked to seat for a while and is often distracted when it comes on doing task resulting to poor performance.
C.2.3. Physical / Health
Mark is a very healthy boy and showed no problem when it comes on the physical/health aspect.
C.2.4. Motor
C.2.4.1. Gross Motor
Mark skills in gross motor is appropriate for his age. He can walk, and run. He can perform playground skills (e.g. climbing) and sporting skills (eg. Catching, throwing and hitting a ball with a bat). At school Mark is often on the go and would stand out of his seat oftentimes. . He can perform everyday self-care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over) and climbing into and out of a car or even getting into and out of bed.
C.2.4.2. Fine Motor
Mark can appropriately perform pencil related skills using dynamic tripod grasp and scissor skills (cutting). He loves to construct Lego, puzzles and train tracks using his both hands. He was also able to perform dressing skills (tying shoelaces, doling up sandals, zips, button
Sumbitted by:
AMPARO, Christine Antonette L.
AROMIN, Tricxie Kate F.
JULIAN, Anna Grace B.
OBIDA, Angelica S.
Annaticism is a philosophy that believes that everyone is worthy to be treated with kindness or helpful act to someone. It is in doing good deeds and sharing one's resources and knowledge to others that one achieves self-actualization. It does not ask for personal benefits; instead, it calls for sacrifice of oneself.
I. OBJECTIVES
At the end of the lesson, pupils should be able to:
a) recall each member of the family;
b) show appreciation of the lesson by actively participating in the discussion: and
c) trace names and color the picture each members of the family.
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Approved by: Private and Public school Special Education Teachers, Professors, Occupational Therapist, and Physical Therapist. DLSU-D COED
IDEA defines emotional disturbance as follows:
“…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”
II. History
We have always been painfully aware of children with behavior or emotional problems. Yet for generations there has been amazing variation in what were believed to be the causes of such behavior and, correspondingly, there have been a wide array of treatments. Two centuries ago, children with behavior problems were believed to be possessed by the devil, insane or mentally retarded. When attention was paid to
-refers to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information.
Visual Impairment
- Visual impairment including blindness is an impairment in vision that, even with correction, adversely affects an individual’s educational performance. (IDEA 2004)
Intellectual Disability
-Significally subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. (IDEA 2004)
Autism Spectrum Disorder
-is a serious neurodevelopment disorder that impairs a child's ability to communicate and interact with others. It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning.
Hearing Impairment
-An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance, in the most severe case because the child is impaired in processing linguistic information through hearing.
National Center for Education Statistics (2002c)
Communication Disorder
IDEA definition: A communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affect a child’s educational performance
Emotional & Behavioral Disorder
Characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational, and personal skills.
Mental Health and Special Education Coalition
Characteristics
Causes
Types
Treatment
Famous people
The primary source of data came from twenty (20) employers of business establishments within the city of Dasmariñas, Cavite. The researchers used descriptive design by forming a checklist. Statistical tools used by the researchers were percent, frequency, ranking and mean to organize the gathered data.
Furthermore, the results showed that the employers did not discriminate people with disabilities. They highly accepted people with disabilities as employees of their business establishments and the most favorable type of people with disability was other health impairment (asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome). The type of employment they gave to persons with disabilities was casual work contract which means although they highly accepted people with disabilities they only gave them part time jobs.
This study recommends that owners or employers of the business establishments be encouraged to attend various talks and seminars about condition of people with disabilities especially in terms of on creating accommodations or modifications for them in the workplace. It also pushes that the government in its capacity as the implementer of both national and international laws be able to establish more seminars and information dissemination campaigns to give more information to the employers and the general public about people with disabilities and the strengths and difficulties that they have to endure in order for more people to be aware of their condition.
In the everyday life of a person, accommodations and modifications are used to make simple actions that may be difficult to do for a person with disability to perform. Accommodations and modifications allow a person to do these activities easier and can save more time and effort than they ever did without them.