Republic of the Philippines

Province of Leyte

Municipality of Abuyog

ABUYOG COMMUNITY COLLEGE

PROFESSIONAL EDUCATION 3

FOUNDATION of SPECIAL and INCLUSIVE EDUCATION

MODULE 4

The Biological and Environmental Causes of Developmental

Disabilities

Learning Outcome Based on the Course Syllabus

Describe and discuss the biological and environmental causes of

developmental disabilities.

Learning Activities

Activity 1. Illustrate the stages of human development in utero

and discuss each stages Comprehensively.

 Germinal Stage
The early body systems and structures established in the embryonic
stage continue to develop. The neural tube develops into the brain and
spinal cord and neurons continue to form. Once these neurons have
formed, they begin to migrate to their correct locations. Synapses, or
the connections between neurons, also begin to develop.
Between the ninth and twelfth week of gestation (at the earliest),
reflexes begin to emerge. The fetus begins to make reflexive motions
with its arms and legs.
During the third month of gestation, the sex organs begin to
differentiate. By the end of the month, all parts of the body will be
formed. At this point, the fetus weighs around three ounces. The fetus
continues to grow in both weight and length, although the majority of
the physical growth occurs in the later stages of pregnancy.
fallopian tubes. The fertilized egg is called a zygote. Just a few hours
after conception, the single-celled zygote begins making a journey
down the fallopian tube to the uterus.

Cell division begins approximately 24 to 36 hours after conception.

Through the process of mitosis, the zygote first divides into two cells,
then into four, eight, sixteen, and so on. A significant number of
zygotes never progress past this early part of cell division, with as
many as half of all zygotes surviving less than two weeks.

Once the eight-cell point has been reached, the cells begin to
differentiate and take on certain characteristics that will determine the
type of cells they will eventually become. As the cells multiply, they will
also separate into two distinctive masses: the outer cells will eventually
become the placenta, while the inner cells form the embryo. Cell
division continues at a rapid rate during the approximately week-long
journey from fallopian tube to uterus wall. The cells develop into what
is known as a blastocyst. The blastocyst is made up of three layers,
each of which develops into different structures in the body.

 Embryonic
will later develop into the central nervous system including the spinal
cord and brain. The neural tube begins to form along with an area
known as the neural plate. The earliest signs of development of the
neural tube are the emergence of two ridges that form along each side
of the neural plate.

Over the next few days, more ridges form and fold inward until a
hollow tube is formed. Once this tube is fully formed, cells begin to
form near the center.3 The tube begins to close and brain vesicles
form. These vesicles will eventually develop into parts of the brain,
including the structures of the forebrain, midbrain, and hindbrain.
Around the fourth week, the head begins to form, quickly followed by
the eyes, nose, ears, and mouth. The blood vessel that will become the
heart start to pulse. During the fifth week, buds that will form the arms
and legs appear.

By the eighth week of development, the embryo has all of the basic
organs and parts except those of the sex organs. At this point, the
embryo weighs just one gram and is about one inch in length. By the
end of the embryonic period, the basic structures of the brain and
central nervous system have been established. At this point, the basic
structure of the peripheral nervous system is also defined.

 Fetal stage

Once cell differentiation is mostly complete, the embryo enters the

next stage and becomes known as a fetus. The fetal period of prenatal
develop marks more important changes in the brain. This period of
development begins during the ninth week and lasts until birth. This
stage is marked by amazing change and growth. The early body
systems and structures established in the embryonic stage continue to
develop. The neural tube develops into the brain and spinal cord and
neurons continue to form. Once these neurons have formed, they
begin to migrate to their correct locations. Synapses, or the
connections between neurons, also begin to develop.

Between the ninth and twelfth week of gestation (at the earliest),
reflexes begin to emerge. The fetus begins to make reflexive motions
with its arms and legs.

During the third month of gestation, the sex organs begin to

differentiate. By the end of the month, all parts of the body will be
formed. At this point, the fetus weighs around three ounces. The fetus
continues to grow in both weight and length, although the majority of
the physical growth occurs in the later stages of pregnancy.

Activity 2. List down and discuss the Do’s and Don’ts of a pregnant
mother to avoid birth defects and Developmental disabilities to her
baby.

 Pregnancy Do’s
 Do take a multivitamin
 Do get lots of sleep
 Do work out
 Do eat seafood
 Do have sex
 Do practice yoga
 Do get a flu shot
 Do gain weight smartly
 Do visit your dentist

 Pregnancy Don'ts
 Don’t smoke
 don’t drink alcohol
 Don’t eat raw milk
 Don’t eat deli meat
 Don’t eat unpasteurized milk products
  Don’t sit in a hot tub or sauna
 Don’t drink a lot of caffeine
 Don’t clean the cats little box

Activity 3. Revisit virtually the class of children with special needs. Ask
the teacher for permission for You to talk to one parent. Ask the parent
about the history of his child’s disability. Relate the Information you
have gathered to the content of the lesson.

 Name of the child:

Jimsteve G. tambal
Disability:
Hearing impairment/language disorder
The history of Jimsteve according to his guardian during
pregnancy of his mother he was being bullied an disabled child
with hearing impairment that’s why when time Jimsteve out on
her tummy he is experiencing language disorder but it was
discovered when he was at 3 years of age.

Evaluation
 1. Fill in the matrix on prenatal development. Write the sequence
of growth in each stage of Development. Identify the causes of
developmental disabilities during this period. Define the terms

Stages of Prenatal Causes of Developmental

Development Disabilities
I. Germinal Stage  include genetic or
-The initial stage of chromosomal
prenatal abnormalities,
development covers substance
the first two weeks exposure, preterm
after fertilization. birth, low birth
weight and specific
infectious diseases.
 Environmental
toxicants have the
ability to play a role
in each of these
causal mechanisms.
II. Embryonic Stage  include genetics;
-The second phase parental health and
of human behaviors (such as
development occurs smoking and
from the end of the drinking) during
germinal phase to pregnancy
the second month  complications
of pregnancy. during birth;
infections the
mother might have
during pregnancy
or the baby might
have very early in
 life and exposure of
the mother or child
to high levels of
environmental
toxins, such as lead
III. Fetal Stage  Deliberate
-The third phase termination of
covers the second pregnancy or
months that last abortion, if
from the third to the unsuccessful can
ninth month of lead to disabilities.
pregnancy on the  Inadequate birth
average. weight due to
malnutrition or early
birth places the
infant at
developmental
phases.
The Birth Process  Birth asphyxia, or
-After full gestation for oxygen deprivation
thirty eight weeks, the around the time of
fetus leaves the birth.
intrauterine environment  Traumatic birth
of the mother’s womb and injuries, which occur
begins life in the outside when an infant is
world. harmed by
excessive force
(usually during
delivery)
 Infections, which
can be acquired
either in utero
 (maternal
infections), or after
a baby has been
born.

2. List all the significant terms and define each of them.

● Heredity- is the mechanism for the transmission of human
characteristics from one generation to the next.
● Genome- or genetic code, a complete set of coded
instructions for making and maintaining organism. It is also
described as the blueprint or book of human life.
● Chromosomes- the nucleus inside the cell contains a complete
set of the body’s genome that is twisted into forty-six packets of
threadlike microscopic structures.
● Deoxyribonucleic Acid (DNA)- is the long threadlike molecule
and genetic substance. A complex molecule that contains the
genome.
● Gene- is a specific sequence of the four nucleotide bases
whose sequence carry the information for constructing proteins.
Gene act as blueprint for cells, to reproduce themselves and
manufacture the proteins that maintain life.
● Gametes- are the human reproduction cells which are created
in the reproductive organs.
● Meiosis- is the processes of cell division in which each pair of
chromosomes in the cell separates, with one member of each
pair going into each gamete or daughter cell.
● Ovum-is only about one-fourth the size of period, but is the
largest cell in the human body.
● Spermatozoa- are the male sex cells that carry a man’s
genetic material.
● Fertilization- the union of two haploid gametes, the
spermatozoa and the egg cell.
 ● Embryo- is the early stage of human development in which
organs are critical body structures are formed.
● Fetus- an unborn offspring of a mammal, in particular an
unborn human baby more than eight weeks after conception.
3. Cite examples of deviations from the normal development
milestones that you have observed.
 At birth to 1 year walks while holding onto furniture or other
support.
 At birth to 1 year able to sit alone, without support.
 At 1 to 3 years, uses more words and understand simple
commands.
 At 1 to 3 years, can master walking.

MODULE 5

Students with Mental Retardation

Learning Outcome Based on the Course Syllabus

Discuss and explain the definition of mental retardation and the

different causes and classifications

Learning Activities

Activity 1. Answer the following questions comprehensively.

a. Before you studied this module, what were your ideas

about persons with mental Retardation? How did such
preconceived ideas come about?
 My ideas about mental retardation is that it is one
of the more common developmental Disabilities
like children who has autism this preconceived
 ideas come about what I’ve see from those
children who has autism and down syndrome
b. What skills can a child with profound mental retardation
do?
 They may be able to develop basic self-care and
communication skills with appropriate support and
training.
c. How do you feel about being a person with a
developmental disability?
 I May feel angry, frustrated, resentful, depressed,
hopeless, guilty, and even embarrassed. I may
also have a hard time letting others know my
needs, wants, and feelings.
d. How can you take care of yourself so that you will
continue to develop normally and be a Successful adult?
 To continue to develop normally and be a
Successful adult I would live healthy, just like
eating healthy foods, getting enough sleep,
avoiding drugs and alcohol practice good hygiene,
I will also see my friends to build my sense of
belonging and try to do something that I will enjoy
every day.

Activity 2. Revisit virtually the SpEd schools nearest you and ask the
following questions to the SpEd Teacher assigned to handle classes for
mental retardation.

a. How many learners with mental retardation are enrolled in your

school?
-Mental retardation students need to be diagnosed but they still
accept even if it didn’t undergo diagnosed, according to the
teacher that we interviewed she didn’t said specific number of
 mental retarded students but there are 23 Sped students in
Gabaldon Elementary School.
b. What is the most common cause of mental retardation among
your learners? What are Their characteristics?
-During the pregnancy the mother tried to abort the child but
not successfully done. It maybe genetics from mother or father’s
side.
c. What are the programs implemented to cater the children with
mental retardation in your School?
-They implement inclusive education where they mainstream
sped students to the regular one but they still follow up that
student and student will just attend class where he/she excel
like he/she is good in mathematics, he/she will be mainstream
or join to the mathematics class only.
d. Are you also implementing inclusive education in your school?
What are your thoughts About the program?
-Yes, they have mainstream students. But if he/she doesn’t
improve or show excellent behavior he/she will be back to the
sped class for observation.
e. What are the different methods of instructions utilized in
teaching the children with mental Retardation in your class?
Which of the methods of instruction is most effective?
-Individualized teaching and routinary activities. But in this
pandemic, they used Parent Teaching Guide (PGT) where all
activities are provided.

Evaluation

1. Test how much you have learned about mental retardation by

answering the following questions:
a. Explain the four elements in the 1992 AAMR definition of
mental retardation.
 Substantial limitations in the present functioning means that the
person has difficulty in performing everyday activities related to
taking care of one’s self, doing ordinary task at home and work
related to the other adaptive skills and areas. The area includes
academic work, if the person goes to school.
 Significantly sub-average intellectual functioning means that the
person significantly below average intelligence. Intellectual
functioning is a broad summation of cognitive abilities, such as
the capacity to learn, solve problems, accumulate knowledge
and adapt to a new situation.
 Limitations in the adaptive skills areas means that the person
has difficulty in performing task.
 Related limitations in adaptive skills areas means that the
person has difficulty in performing task.
b. What makes a mental retardation a complex, rather than
a simple developmental disability?
 Mental retardation (MR) is one of the more
common developmental disabilities. It can be
idiopathic and challenging to recognize in normal-
appearing children who have developmental
delays. Conversely, MR can be easily recognized
when the child presents with dysmorphic features
associated with a known genetic MR disorder.
Mental retardation currently is defined by the
American Association on Mental Retardation
(AAMR) as “significantly sub-average general
intellectual functioning accompanied by significant
limitations in adaptive functioning in a least two of
the following skills areas: communication, self-
care, social skills, self-direction, academic skills,
work, leisure, health and/or safety.
c. List the labels used in the past to describe children with
mental retardation. Why are these Terms not used
anymore today?
1. Mental retardation is a complex
2. Mental retardation is a
developmental disability
3. Mental retardation results in
substantial limitations in three or more of
the major activities of daily life.
4. Mental retardation encompasses
heterogeneous group of people with varying
needs.
These terms were not use anymore today
because the old labels are mentally defective,
mentally deficient, feebleminded, moron,
imbecile and idiot, Today, several associations
and agencies define mental retardation in
different ways
d. What are the classifications of mental retardation? In
what ways are they different from each Other?
 Mental retardation comprises mild, moderate,
severe and profound. Categories are based on
scores obtained through use of age-standardized
tests of cognitive ability
 Mild intellectual disability IQ 50 to 70
 Moderate intellectual disability IQ 35 to 49
 Severe intellectual disability IQ 20 to 34
 Profound intellectual disability IQ less than 20
e. Enumerate and describe the causes of mental
retardation.
 Causes of mental retardation include fetal alcohol
syndrome and fetal alcohol effect; brain damage
 caused by the use of prescription or illegal drugs
during pregnancy brain injury and disease and
genetic disorders, such as Down syndrome and
fragile X syndrome.
f. What are the common characteristics of persons with
mental retardation? Explain why they Manifest these
characteristics?
 Intellectual disability (ID), once called mental retardation, is
characterized by below-average intelligence or mental ability
and a lack of skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but they
learn them more slowly.
e. What assessment procedures are used in the Philippines
to identify children and youth with Mental retardation?
 Difficulty remembering things. Inability to connect actions with
consequences. Behavior problems such as explosive tantrums.
Difficulty with problem-solving or logical thinking.
f. Enumerate the types of educational placement for
students with mental retardation. Describe each.
 III Placements of Students with Mental Retardation in School
Settings (SMR) Many kinds of educational placements are
possible for students who have mental retardation (SMR)

(a) Specialized, segregated school solely for SMR and/or students

who have other Disabilities

(b) Specialized, segregated classes for SMR located within regular

public (government) or private schools Special rooms in a regular
school to which SMR can go for a portion of the day while
remaining in a regular classroom the rest of the time

(d) Full-time Placement in regular education settings Individual

tutoring, private or public and
(f) Combinations of these and any other settings, part-time
placement in a community work Setting plus attending a specialized
class for SMR. Among the many questions related to the school
system that affect school placements for SMR include whether time
SMR have a legal or other recognized right to education,

(b) A segregated setting is presumed, due to history, Custom, lack

of resources, or other An integrated setting is presumed

(d) A range of Placement options already exists Combinations of

placements are possible and

(f) Individualized placement decisions are possible, taking into

account all pertinent characteristics Of the individual student, his or
her needs, and the resources.

g. Do you favor inclusive education for students with

disabilities? Explain your stand on the Issue.
 As such, effective models of inclusive education not only benefit
students with disabilities, but also create an environment in
which every student, including those who do not have
disabilities, has the opportunity to flourish.
h. What strategies are used in teaching students with
mental retardation
Teach self-monitoring techniques. (Students set goals to
complete assignment and check off each step as they complete
problem).
 Have students work each step in an assignment in different
colors.
 Use cooperative learning techniques to allow students to
“reteach” concepts.
 Model and teach metacognitive strategies.
 Teach note-taking sills.
 Provide visual cues and props to reinforce and demonstrate
from lectures.
 Maximize students’ potential for success by providing a balance
of visual and auditory stimuli in your teaching.
 Teach students to use self-questioning techniques.
 Provide students with a written schedule of classroom routines
and timelines.
 Provide multiple opportunities to practice in different formats.
 Use flashcards for individual or group review.
 Use songs, rhymes or rhythms to help students remember
information.
 Use acronyms to help remember words or phrases.
 Use semantic maps and diagrams to help students remember
the connections between concepts.
 Provide many practice opportunities and include problem
solving, reasoning and real-life application to help with transfer
of information.
 Provide learning aids such as manipulatives and models to help
students focus on conceptual understanding and skill building.
 Provide cooperative learning strategies with large and small
groups.
 Teach students how the textbook is organized, including the
format for each page or section.
 Provide video-taped and audio-taped lessons.
 Make connections between language arts and other disciplines.
 Scaffold the instruction.
 Use visual aids (posters, models, videos, slides, pictures, bulletin
boards
 MODULE 6

Students with Learning Disabilities

Learning Outcome Based on the Course Syllabus

Discuss and explain the definition of learning disability and the

different causes and assessment procedures

Learning Activities
Activity 1.A. Can you recall one or two of your classmates in
elementary or high school who had learning Difficulties? What
were their learning characteristics? Their behavior
characteristics? How Did the teacher react to the students’ poor
performance in class? Were they given Instruction? Were they
punished sometimes?
 Yes I had one classmate when I was in elementary that
has learning disability, she is Ana she has a poor memory
problem and that’s the reason why she can’t be able to
 understand and remember such things, so what my
teacher do to help my classmate Ana to learn is she build
simple strategies into everyday life. enable to help Ana
my teacher Work on visualization skills and teacher also
Try games that use visual memory, Play cards and
teacher also Encourage active reading.

B. After gaining knowledge about learning disabilities, what do

you think should have been Done by the school and the
teachers to help your classmates with learning disabilities?
 After gaining knowledge about learning disabilities, I
think what school and teachers should have been done
enable to help my classmates with learning disabilities is
that they should have been done by building simple
strategies into everyday life and encourage them also so
that they will have more interest to learn.

Activity 2. Revisit virtually the SpEd schools nearest you and

ask the following questions to the SpEd Teacher assigned to
handle classes for mental retardation.
a. How many learners with learning disabilities are enrolled
in your school?
 Mental retardation students need to be diagnosed but
they still accept even if it didn’t undergo diagnosed,
according to the teacher that we interviewed she didn’t
said specific number of mental retarded students but
there are 23 Sped students in Gabaldon Elementary
School.
b. What are their most common characteristics displayed?
 During the pregnancy the mother tried to abort the child
but not successfully done. It maybe genetics from mother
or father’s side.
 c. What are the programs implemented to cater the children
with learning disabilities in your School?
 They implement inclusive education where they
mainstream sped students to the regular one but they
still follow up that student and student will just attend
class where he/she excel like he/she is good in
mathematics, he/she will be mainstream or join to the
mathematics class only.
d. Are there learners with learning disabilities enrolled in full
or partial inclusion? How are They inside the regular
class?
 Yes they have mainstream students but if he/she doesn’t
improve or show excellent behavior he/she will be back
to the Sped Class for observation.
e. What are the different methods of instructions utilized in
teaching the children with learning Disabilities in your
class? Which of the methods of instruction is most
effective?
 Individualized teaching and routinary activities. But in this
pandemic, they used Parent Teaching Guide (PGT) where
all activities are provided.

Evaluation

 How much did you learn about learning disabilities? Find

out by answering the following questions.
a. What are the major concepts in the NJCLD definition of learning
disabilities? Explain each Of them.
 Learning disabilities is a general term that refers to
a heterogeneous group of disorders manifested by significant
 difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning, or mathematical skills.
b. In what way or ways is learning disabilities different from
mental retardation?
 An intellectual disability describes below-average IQ and a lack
of skills needed for daily living. This condition used to be called
“mental retardation.” A learning disability refers to weaknesses
in certain academic skills. Her learning challenges can’t be
caused by low intelligence
c. Enumerate the learning and behavior characteristics of students
with learning disabilities.
 Poor decoding skills.
 Poor reading fluency.
 Slow reading rate.
 Lack of self-monitoring reading skills.
 Poor comprehension and/or retention.
 Difficulty identifying important ideas in context.
 Extreme difficulty building ideas and images.
d. What are the causes of learning disabilities? Explain each of
them.
 Illness during and after birth: An illness or injury during or after
birth may cause learning disabilities. Other possible factors
could be drug or alcohol consumption during pregnancy,
physical trauma, poor growth in the uterus, low birth weight,
and premature or prolonged labor.
e. What are the assessment procedures for learning disabilities?
Explain each of them.
1) Norm referencesed test – is designed to measure how
many of the skills in each learning area have been
learned and Mastered.
2) Process test – is a test where one are of difficulty that
students with learning Disabilities experience
 3) Informal reading inventories – developed to determine
the students reading ability
4) Criterion references test – is used to determined the
mastery level of a predetermined criterion that the
students should be capable of achieving. A widely used
American criterion referencesed test is the BRIGANCE
diagnostic inventory of Basic Skills.
5) Direct daily measurement of learning – is a useful method
of determining a students performance in learning a
particular skills.
f. What are the special education programs for children with
learning disabilities? How do the Methods of teaching differ from
those used in teaching average students?
 Inclusive education Special education experts highly recommend
the use of the diagnostic prescriptive evaluation approach in
teaching children with learning Disabilities as well as those with
mental retardation.