Activity Module 10

Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.
____________________________
Module No: __10____________________ Module title: Learners with Difficulty in Self care
Course and Section: BSED-3A_____________________ Major: Social Science_______
Activate Prior Knowledge
Please click the link below and watch the whole video
https://www.youtube.com/watch?v=YOwDfnoek6E
"DON'T LIMIT ME!"- Powerful message from Megan with Down syndrome
Analysis
1. What makes Megan Powerful?

Answer:
What makes Megan powerful, is her positive disposition in life. It is her
burning passion to live normal in spite of the challenge of being a special one. She
knows exactly what she want; that makes her to be courageous in everything life has
to throw at her. The best thing about her, is her ability to envision great things which
she deemed to fully believe that it served its purpose. Indeed, Megan is powerful not
merely because of her astonishing accomplishments at a very young age; but because
of being true to herself, compelling positive spirit, and a courageous heart. I just wish,
that more people, be like Megan – a brave child who knows the beauty of genuine
happiness in manner of just truly being by yourself.
2. What would you feel if you have a classmate/schoolmate like Megan?

Answer:
I will be genuinely proud, happy and at the same, amazed. I could no longer think
that life must be hard in my perspective; knowing that a person next to me is a brave
one. I might felt embarrassed of myself when I limit the chance to enjoy the life I
have, because Megan seemed to made best out of it already. A classmate like Megan,
embodies a grateful person that knows exactly the value of every moment of it. The
very least that I could say, or rather feel about, is to question myself: “why would I
chose to stuck in a miserable part of life, when there is so much more, best things,
waiting to be discovered” I mean, what we truly become is the product of our
mindset. Remember, always choose to be happy and grateful for good things, and also
bad things. Because they too, serves the purpose to touch every aspect in your life.
3. How do students like Megan manage to get an education in the regular school? What
adaptation are introduced to make inclusion work for them?
Answer:
“Don’t limit them”… that could some up the salient points that has to put
emphasis on how students with special needs supposed to learn in a regular
classroom. “Include them”: that’s the big deal in a context of teaching students,
special or not, because, nobody wants to be left behind, or feel isolated or different
among the masses. I think what made Megan, accomplished the education she really
need, is because she got to convince everyone that not every person with special
needs, could not always mean, needs help. Sometimes, we should learn to depart from
the conventional branding of students. And rather check, and see for yourself, what
you could actually do for your student. Don’t just teach them a lesson that lasts a
period or two. But rather teach them to be independent, work in the array of
possibilities, instill them life-long learning that left in their minds and hearts even
after leaving the school. Lastly, always encourage them to be the person of limitless.
APPLICATION Self Progress Check Test. Be fair with yourself. Make this test a real gauge of
what you have known from course.
Answer the following questions.
1. Who do you think are the learners who have difficulty in taking care of their self?
Describe them.
Answer: Self-care skills are one of the first ways that children develop the ability
to plan and sequence task performance, to organize the necessary materials and to
develop the refined physical control required to carry out daily tasks (e.g. opening lunch
boxes, drawing or standing to pull up pants). Self-care skills act as precursors for many
school related tasks as well as life skills. The term ‘self-care’ would suggest that these
skills are expected to be done independently and in many cases it becomes inappropriate
for others to assist for such tasks (age dependent of course). More specifically, many
preschools and schools will have a requirement for children to be toilet trained prior to
starting at their center.
When self-care skills are difficult, this also becomes a limiting factor for many
other life experiences. It makes it difficult to have sleep overs at friend’s or family’s
houses, to go on school/preschool excursions, children may standout at birthday parties if
they are not comfortable eating and toileting independently, they may experience
bullying or miss out on other social experiences as a result.
If a child has self-care difficulties, they might:
 Be unable to feed themselves independently.

 Require more help than others of their age to get dressed or undressed.
 Find it difficult to tolerate wearing certain clothes.
 Struggle to use cutlery.
 Need adults to open food packaging in their lunch box.
 Refuse to eat certain foods.
 Be unable to coordinate movements to brush teeth.
 Require extensive help to fall asleep.
 Choose to toilet only at home where there is adult support.
 Be late to develop independent day time toileting.
 Show limited motivation for independence in self-care, so they wait for adults
to do it for them instead.
2. What makes them different with other learners?

Answer: Independent living self-care skills are the skills that a person needs on a daily
basis to live independently. They include self-care skills like eating, dressing, bathing,
toileting and grooming. Teaching independent living self-care skills is a process that
begins at birth and goes on into adulthood. Children with disabilities find these skills
difficult to perform for various different reasons. However, they will need to acquire
these skills as best they can to live as independently as possible. Even if they cannot live
independently, being independent in self-care will take a lot of burden off the caregivers.
Thus, this is often the most important goal for a child with a disability. In their case, they
are quite opposite when it come to a swift and natural development of children that made
it learn to establish skills in taking care of themselves.
3. What are some techniques to stimulate self-care skill acquisition to learners with
intellectual disability and learners with Autism?
Answer: Visuals: You can provide visuals of each step of the task posted in the
location that the skill will occur in. For example, with hand washing, some pictures can
include turning on the sink, hands under the soap dispenser, or rubbing hands with soap.
Modeling the skill before the child engages in the skill may also help the child learn by
imitating your actions. Physical prompts: You can physically guide your child with your
hands on top of theirs to allow them to get used to the motion of the task. Then, you can
reduce your physical prompts (e.g., move your hands to their elbows or moving farther
away and pointing to the correct step) until they can complete the skill independently.
Vocal prompts: You can vocally instruct the child to perform each step as they are
performing the skill. Then, you can fade your prompts until they can do the skill
independently. Working on the component skills independently until the child can easily
and reliably perform them can greatly increase their success with putting those steps
together. A combination of different supports listed above can provide a way for you to
teach your child how to engage in complex self-care skills.
4. Develop a process or steps on how to teach a learners with intellectual disability proper
hygiene, potty training and managing money. (choose only one)
Answer: Many older children, teenagers, and young adults are challenged with how to
maintain good hygiene and have a decreased awareness. These individuals often rely on
the adults in their life to help remind and guide them to wash hands, shower every day,
shampoo hair, etc.
Here are five ways to increase awareness and help teach improved hygiene skills with
older children, teenagers and young adults with special needs.
 Use workbooks and therapy materials
An excellent workbook that I have used often is from Attainment

Company called Explore Personal Care. I bought the student workbook that
includes photographs, line drawing pictures, sequencing activities, a story
with symbol support and problem solving questions. I have targeted many
speech and language goals by using the photographs to help facilitate a goal of
sequencing, labeling actions, describing and expanding vocabulary. A visual
can also serve as an ideal conversational starter regarding the topic of hygiene.
 Use social stories

Create a social story with the daily routine of your child following a
typical hygiene schedule. There are tons of social stories available online, but
I find the most effective social stories to be the ones you create yourself. For
example, if I wanted to teach an older child/teen/young adult about when it is
appropriate to wash hands, I would include different situations that I want that
individual to learn about washing hands (e.g. before eating, after using the
restroom, after cleaning, before food preparation, etc.). I would take
photographs within that context and then create sentences to go with the
corresponding pictures. I would then laminate these pages and create a book
that can be used in a variety of contexts (e.g. “I wash my hands before I eat”)
 Use Video Modeling

There are many videos available online that help model appropriate
behavior related to hygiene. Some of these videos can be found in the apps
I mentioned above, and others can be found online such as this one about
hand washing

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Name (Last Name, First Name, M.I) __Lara, Vanessa Ericka A.

Course and Section: BSED-3A_______________ Major: Social Science_

Activate Prior Knowledge

1. What makes Megan Powerful?

2. What would you feel if you have a classmate/schoolmate like Megan?

Answer the following questions.

If a child has self-care difficulties, they might:

 Be unable to feed themselves independently.

2. What makes them different with other learners?

 Use workbooks and therapy materials

An excellent workbook that I have used often is from Attainment

 Use social stories

 Use Video Modeling

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