PR-FSIE Learning Module (Semi-Final & FInals)

SAINT JOSEPH COLLEGE OF
SINDANGAN INCORPORATED
College Department
LEARNING MODULE
FOUNDATION OF SPECIAL &

INCLUSIVE EDUCATION
(Semi-Final & Finals)
LEARNER’S INFORMATION
Name:_____________________________________________________________________
Course/Year Level:___________________________________________________________
School Year/Semester:________________________________________________________
Instructor: __________________________________________________________________
1
SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED
National Highway, Poblacion, Sindangan, Zamboanga del Norte
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION
Activity No. 1
Activity Title: Creating an Inclusive School
Learning Target/s: At the end of the lesson the students CAN:

 interpret an overview of the indicators of success
 determine the importance of creating an inclusive school
References:
 http://nbacl.nb.ca/wp-content/uploads/2015/02/
Creating_An_Inclusive_School_Tool_-_Web.pdf
Values: Love of fellowmen, Respecting Differences
I. Essential Ideas
Dimensions of an Inclusive School
An inclusive school starts from the premise that everyone in the school – students,
educators, administrators, support staff and parents – should feel that they belong, realize their
potential and contribute to the life of the school. In an inclusive school, diverse experiences,
perspectives and gifts are seen to enrich the school community regardless of race, ability, culture,
religion/spirituality, gender, sexual orientation, age, socio-economic status, newness to the
community and first nations.
Achieving an inclusive school goes beyond making a decision to run a workshop on
bullying, install a ramp or offer diversity training to staff. It is more than just developing a value
statement that addresses inclusion. An inclusive school requires a shift in the attributes of all of
the stakeholdres as well as the development and use of policies and practies that reinforce
inclusive behaviour. Real inclusion is about actions, not just words.
Creating an inclusive school is critical because our school act as mirror of the larger
community. There is a great opportunity to teach students early in their development, as citizens,
about the importance and value of inclusion. They will learn behaviour that will ultimately help
nurture truly inclusive communities. It also provides an opportunity for parents to learn through
their children about the importance of belonging, acceptance and community.
In an inclusive school, diversity is embraced; learning supports are available and properly
utilized and studentss are taught in inclusive common learning environments that respect their
unique learning goals, styles and needs. There is an innovative and creative environment and a
collaborative approach is taken. At the heart of inclusion is committed leadership and a shared
direction.
An Overview of the Indicators of Success

Research found that the following are 9 indicators that are critical to success . It is helpful to
imagine the nine key characteristics that need to be in place to have an inclusive school as cogs in
a wheel. Each reinforces and is dependent upon the strength of the other. The characteristics are
all equally important because no one factor, in isolation, can bring about an inclusive school.
It is also important to recognize that an inclusive school is never static. To be successful, it
requires a constant process of education, examination, reflection and actions.
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Diversity and Inclusion are Embraced
Creating an Inclusive school will not be successful without embracing the diversity that each
student brings to the school or without induding every student, educator and other staff member
and parents. The school will go out of its way to ensure that both students and staff members
understand what diversity and inclusion are and why they are so important to creating an
inclusive school.
 Diverse experiences, perspectives and knowledge are reflected, respected and honoured
 Individuals within the school community step forward and take an active role in bringing
about inclusion
 Inclusion values are articulated and visible
 Accessibility
 High expectations for all students
Creating a Sense of Belonging
Without a sense of belonging, schools will not be seen or felt as being inclusive by its members.
In order for students and staff members to feel like they belong, the school needs to be an inviting
place where each individual feels comfortable and welcomed.
 Ensuring a sense of belonging
Student Learning Experiences are Inclusive
In order for students to be included in all aspects of the school life, they also need to be provided
with all necessary supports in the common learning environment so that their learning
experiences are also inclusive. If a student needs assistive technology, accommodations or
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modifications made to his education plan or any additional supports in order to reach his/her full
potential, the school will do everything in its power to ensure that the student is provided these
supports.
 Learning is based on a Flexible education Program
 Focus on Strength and Capabilities
 Common Learning Environments and Full Participation
Supports are Available and Properly Utilized
Without proper supports, students are not able to learn to the best of their abilities and reach their
full potential. In order for each student to succeed, the school has to provide its students with the
proper supports that are neessary. If the supports that are necessary are not available in the school,
school administrators will do everything in their power to provide the student with additional help
until the support is available.
Fostering appropriate Behaviour
Fostering appropriate behaviour is a complex issue that is critical to creating an inclusive

school. By their nature, inclusive schools should be places of belonging and acceptance for all
people. It has been argued that creating an inclusive and welcoming scholl environment for all
students will have an overall positive impact on student behaviour and the culture of the school
community.
 Appropriate behaviour
 Bullying, Teasing and Harassment are Dealt with Effectively
Proactive School management and Leadership
Inclusive schools will not become a reality unless there is strong leadership for inclusion and
steps are taken to manage the school environment in such ways that promote inclusion at all
levels. Proactive school management and leadership require that school leaders and educators
assume responsibility for ensuring that inclusive values and practices are well understood and
applied on a daily basis.
Inclusion and Students with Exceptionalities
Inclusive schools pay particular attention to the inclusion of students with exceptionalities.
Common laerning environments, instruction methods, assessments, acommodations, and supports
are all designed and implemented so that students with exceptionalities can participate alongside
their (same-aged) peers and have a full and enrihing school experience.
Innovative and Creative Environment
Inclusive schools are innovative and creative environments. School stakeholders review and
question their practices and look for ways to improve their ability to be inclusive.
Collaborative Approach
Inclusive schools are based on regular collaboration between students, families, educators,
administrators and communities. Collaboration is dynamic and result oriented.
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College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 1

Name: ______________________________________ Date: ______________________
Course/Block: ________________________________ Score: _____________________
II. Learning Experiences
A. Clarifying Understanding
Write a three-paragraph essay on what is your overview of the indicators of success.
B. Processing Questions
 What are the indicators of success in creating an inclusive school?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 Why there is a need to create an inclusive school?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
Directions: Fill-out the chart below.
What I learned I will use what I learned to…
I will tell others to…
Prepared by:
ANALIZA O. MAGALLANES
Instructor
5
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 2
Activity Title: Importance of Creating an Inclusive School

 cite instances on importance of creating an inclusive education
References:
 https://xqsuperschool.org/rethinktogether/tips-on-creating-an-inclusive-school-and-
why-it-matters/
Values: Appreciate Differences, Love of fellowmen

I. Essential Ideas
Why Is Creating an Inclusive School Important?

The legal imperative to provide all students with a free, appropriate, and least-restrictive education
is only the official reason to make inclusion an important part of any school community. When
schools focus on inclusivity, there are several significant benefits for students that also extend to the
community at large.
Students gain social and community skills.
Isolating students in special education classrooms limits their full range of educational
opportunities, including learning and practicing important social skills. Additionally, inclusion
promotes diverse friendships and interactions, enriching the lives of all students.
 Inclusive schools experience fewer absences and behavioral issues. Students included in
the general education classroom develop better self-esteem. The social skills and behavior
they build around their peers help to minimize behavioral challenges and disruptions.
When students from all walks of life feel included and that they are important members of
the school community, they are more invested in their own education.
 Inclusive schools lead to greater overall acceptance and tolerance. Students not
traditionally excluded in education also benefit from inclusion. They learn valuable
lessons about tolerance, patience, and the benefits of diversity.
 All students (and teachers) benefit from a great support system.

This creates an opportunity for teachers to get to know their students with lesson plans
tailored to students’ needs.
Inclusive practices in schools make learning and academic performance more accessible for
everyone.
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College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 2

Name: ______________________________________ Date: ______________________
Write five (5) words/phrases that you can associate in the importance of creating an Inclusive
Education.
Creating Inclusive Education
 Why is creating an inclusive school important?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 How can inclusive education help the students with special needs?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
Today, I learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________
Prepared by:
Instructor
7
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 3
Activity Title: Barriers to Inclusive Education

 explain the barriers to Inclusive Education
 cite some ways to overcome the barriers of Inclusive Education
References:
 https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive
%20SCUK.pdf
Values: Respect and value inclusion in a classroom
I. Essential Ideas
Few, if any, countries could claim to have entirely inclusive education systems. Nor could
many education authorities claim to base planning and management on addressing the barriers
faced by some groups of children.
People working in education may have a range of concerns about, and perceive a range of
barriers to, getting inclusive education principles accepted, implemented and scaled-up.
Underpinning many of these issues is a lack of priority being given to inclusive, equitable
education. This may be due to a lack of understanding about how inclusive education principles
can work in practice.
A starting point for overcoming barriers to education is to decide what the fundamental
problem is. There are two simple, but opposing, points of view. Figure 1.1 expresses attitudes of
discrimination against children in education, where children who do not attend school or do not
do well at school are seen as problems – in other words, the child is expected to change. Figure
1.2 illustrates problem within the education system that cause children to be excluded and to have
negative experiences within school. It expresses a better starting point for working towards
inclusive education.
Figure 1.1 The child is the problem
Does not respond,

Needs special cannot learn Has special needs
teachers
Needs special
Needs special
equipment
environment
Child as
problem
Is different from Cannot get to school
other children
Adapted from: Inclusion in Action, Atlas Alliance, 2007, p
8
Figure 1.2 The education system is the problem
Teachers’ attitudes
Poor-quality training Rigid methods, rigid
curriculum
Inaccessible
Lack of teaching aids
environments
and equipment
Education
system as
Parents not involved problem Many dropouts,
many repeaters
Teachers and schools

not supported
Adapted from: Inclusion in Action, Atlas Alliance, 2007, p 7
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College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 3

Name: ______________________________________ Date: ______________________
Explain the barriers to Inclusive Education
 What are the barriers to Inclusive education?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 How can we help overcome the barriers of Inclusive Education?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Lifelong Learning
Answer briefly.
What I knew: What I learned:
_________________________________________ ___________________________________________
_________________________________________ ___________________________________________
_________________________________________ ___________________________________________
_________________________________________ ___________________________________________
_________________________ _______________________________
Prepared by:
10
Instructor

College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 4
Activity Title: Strategies for effective teaching and learning

 give some steps towards creating an inclusive classroom
 determine the importance of differentiation strategies
References:
 https://szahid47.wordpress.com/steps-towards-creating-an-inclusive-classroom/
Values: Understanding, Tolerance and Inclusion
I. Essential Ideas
Steps towards creating an

inclusive classroom
Teaching and learning can only be considered fully effective if it allows every single child
in the classroom to succeed. It is a challenge to ensure all learners are not only included but also
stretched in order for each pupil to make progress regardless of their perceived ability level. It is
equally as important to stretch the higher achieving pupils as it is to ensure the lower achievers are
able to access the subject content. In order to achieve this, we as teachers must place a huge
emphasis on differentiation, both when planning and teaching our lessons. Differentiation will
therefore be a key theme within this page.
Why do we need to differentiate? Well, children do not all learn in the same way, with some
children facing more noticeable obstacles than others. It goes without saying that children with
additional needs must be considered during the lesson planning process in order for the lesson to be
inclusive. Yet we must take our planning even further to include each and every child in the
classroom, including those we do not have additional concerns for; we need to consider the children
who would otherwise be considered ‘off the radar’.
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Differentiation strategies

As we have mentioned, a key way of

ensuring that a learning environment is
inclusive is through effective differentiation.
We have discussed how having a secure
pedagogical understanding of individual
pupils’ needs is essential when planning
inclusive lessons, but what about the children
with no additional needs? There is a real
danger of not focusing enough on children
who sit quite comfortably within the middle
ability range of our pupils. Similarly, we need
to give equal consideration to children who
demonstrate higher academic ability and those
on gifted and talented programmes.
In an ideal world, the best way to achieve this may be to set each child individual pieces of
work. Yet considering teachers’ workloads, this is rarely a feasible reality. So how can we address
this issue?
1. Allowing children to self select the level at which they engage with a task can allow for
a ‘one topic/skill fits all’ approach whilst still catering to a wide range of abilities. I
want to make clear that I am not suggesting the whole class should crudely be given the
same task; rather that it is possible to ensure all pupils are able to access the same subject
content, but just at a level that is suitable to them. This strategy resonates with the aims of
the new national curriculum of deepening pupil’s knowledge, particularly in the core
subjects such as mathematics, rather than moving them onto a new skill. Through this
mastery approach, “differentiation is achieved by emphasising deep knowledge and through
individual support and intervention”. My current placement school successfully achieves
this by making ‘extension activities’ available to all students, rather than just those deemed
higher ability. These extension activities are centred around problem solving, which means
children will naturally engage with this at their own level, with some going into more detail
than others..
2. Prepare to be flexible! Children each bring with them a different set of prior experiences
and pre-existing knowledge/understanding. They then build on this existing knowledge by
incorporating the new knowledge being presented by the teacher. Therefore, because each
child starts at a different place, there is no guarantee they will all finish on the same page.
Constructivist theorists suggest that “people learn through an interaction between thinking
and experience, and through sequential development of more complex cognitive structures”
(Pollard, 2005, p.145). The need to be flexible in our approach to teaching becomes clearer
when we consider Piaget’s (1964) argument that children build on and develop their
understandings by assimilating aspects of their experiences. So in order to be inclusive, we
need to be mindful of childrens’ individual experiences and beliefs so that we can scaffold
their learning in a way that rectifies misconceptions and fills gaps in their knowledge.
Furthermore, it is useful to be aware of Piaget’s (1964) theory that children actively
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construct their knowledge and understanding of the world through a set of different phases.
As teachers, we therefore need to consider these phases in order to adapt our teaching so
that it matches the development phase the child is going through at the time.
Although it seems obvious, it would be no good teaching a child something that requires a set of
skills they have not yet developed. Similarly, we may find that a child does not possess the skills
we expected them to have, so we need to be prepared to be flexible in our approach and adjust our
teaching accordingly to include all learners.
Classroom organisation and orientation

It is important for teachers to not only ensure their planning and teaching is inclusive, but to
also put consideration into the orientation and organisation of the classroom. Visuals, displays, role
play areas, working walls and activity areas are essential if we want our classrooms to be
stimulating and interactive, yet a key question to ask ourselves is ‘are all children able to access
these?’ Furthermore, are there opportunities for all children to engage with their surroundings in a
way that enables them to make progress? This is particularly important if we have children with
physical difficulties and we need to make sure that all areas are accessible for all children.
When considering the classroom environment we should also be mindful of children with
additional needs such as autism that may require a space in which to feel calm or safe. “Children
with an ASD will benefit from a quiet, distraction-free learning area. Because of their sensory
issues, too much noise, movement, bright colours and pictures, etc may be difficult for some
children to cope with” (The National Autistic Society, 2011, p.4). However, I am aware that not all
classrooms have the space required to facilitate this effectively. If this is the case, it is important to
introduce the child to a space outside of the classroom such as a room designated for children who
require additional support.
We have noted how differentiation is an integral part of inclusion. “In classrooms where the
instruction is differentiated, teachers move around the room, monitoring each group’s progress,
spending their time where they are most needed” (Pardini, 2005, p.16). Teachers can factor the
orientation of the classroom into their planning processes by implementing a seating plan. This
allows you to more easily target groups of children that would benefit from greater input.
Children’s views
As teachers, we can observe and analyse endlessly, yet it is perhaps the children themselves
who can teach us the most valuable ways to include them. Alexander (2010) argues that children’s
views need to be listened to and put into action more, saying that schools can play a positive role in
doing this. If we encourage children to play a role in inclusion, then perhaps they will feel more
included as a result. Simply asking a child what works best for them in regards to the way they
approach their work may elicit some valuable information. In our page discussing barriers to
learning we have mentioned a similar approach being taken towards establishing classroom rules
whereby the teacher asks the class to agree on a set of guidelines that they will all follow, with the
agreement being sealed by the children and the teacher ‘signing’ a ‘class rules’ poster or display.
The idea is that the children then feel more obliged to adhere to the rules as a result of being
included in the decision process. Similarly, if a child has been included in the approach a teacher
takes to helping them to learn, perhaps they will invest more into their own learning as a result of
feeling included.
13
College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 4

Name: ______________________________________ Date: ______________________
Give at least five (5) steps/ways towards creating an inclusive classroom.
 How can teaching and learning be fully effective?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 Why do we need to differentiate? How can differentiation strategies help for a successful
teaching and learning process?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
Directions: Fill in the width chart with the 3 important things you learned about the lesson.
14
3 important things
Prepared by:
Instructor
15
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 5
Activity Title: Inclusive Practices
 enumerate the benefits of inclusive education
 determine the tips for classroom teachers to create and nurture an inclusive
environment
References:
 http://www.charterarts.org/wp-content/uploads/2014/09/Inclusive-Practices.pdf
Values: Respect and value others

I. Essential Ideas
As a classroom teacher, you play an important role in the lives of your students. One of the
many responsibilities you are charged with is to promote a safe and welcoming classroom and
school community where individual differences are valued, embraced, and evident. Building an
inclusive classroom community means implementing practices where all students, regardless of
cognitive or academic level, have opportunities to be included in the general education classroom,
participating in standards-based curriculum.
Inclusive school settings are characterized by:
• All students belonging and being valued as equal members of the school community
• Intentionally and meaningfully engaging students with disabilities in a wide range of
learning opportunities, activities, and environments that are available to all children,
including participation in the general education curriculum, nonacademic, and
extracurricular activities
• Implementing goals and objectives that are aligned with the state standards, as well as
implementing goals that are student specific in the general education classroom with the
appropriate supplementary aids and services
• Developing and implementing instructional strategies and methods that increase the
participation and progress in the general education curriculum of students with disabilities
Benefits of Inclusive Practices

Every day, you are faced with the opportunity to meet the diverse learning and behavioral
needs of your students. Educating students with and without disabilities together in inclusive
school environments provides many benefits. These benefits extend to students with and without
disabilities, as well as their families and teachers.
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Tips for Classroom Teachers to Create and Nurture an Inclusive Environment
Select textbooks and other materials that support and include students who have a wide range of
abilities to see, hear, speak, read, and learn.
Use research-based guidelines to select curricula materials for diverse learners’ materials that:
• Emphasize “big ideas” (i.e., declarative statements that describe concepts that transcend
grade levels).
• Clearly include explicit strategies.
• Provide an adequate range of examples.
• Include scaffolding strategies.
• Include strategic integration of concepts.
• Build prerequisite skills before introducing new ones.
• Include sufficient, distributed, and cumulative review.
When using technology be sure to:

• Provide captions for audio presentations.
• Provide educationally-relevant descriptions for images and graphical layouts and videos.
• Put important course content online, if possible.
Permit and encourage the use of assistive technology:

• Word processors
• Special keyboards
• Voice-output devices
• Speech software
• Braille printers
• Translation software
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Provide cognitive supports for content and activities:
• Provide assessments for background knowledge and skill level.
• Summarize “big ideas” (i.e., declarative statements that describe concepts that transcend
grade levels). • Include explicit strategies to make clear the goals and methods of
instruction.
• Provide scaffolding for learning and generalization.
• Build fluency through practice.
Good teaching tips:

• Give immediate feedback, clarify instructions, ask for questions, repeat or give additional
examples.
• Relate new topics to already learned topics or real-life examples.
• Go from concrete to abstract.
• Use peer mentoring, group discussions, and cooperative learning situations.
• Make content personal.
• Develop study guides.

College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 5

Name: ______________________________________ Date: ______________________
Enumerate five (5) Benefits of Inclusive Education.
 As a teacher, what is the important role you play in the lives of your students?
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 How can you nurture an inclusive environment to cater the needs of the students?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
(Aha! And Huh?)
Directions: Write down 1 or 2 “ahas” (something you learned from the lesson) and 1 or 2
“huhs” (things you still have questions about)
AHA! (something you learned from the lesson) HUH? (things you still have questions about)
Prepared by:
Instructor
19
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 6
Activity Title: DEFINITION OF DISABILITIES AND IMPAIRMENTS

 define impairment, disability and handicap
References:
 https://www.slideshare.net/drmadhurverma/disability-and-impairment-41950057
 HTTPS://WWW.RCPS.US/SITE/DEFAULT.ASPX?
PAGETYPE=3&DOMAINID=170&MODULEINSTANCEID=468&VIEWID=644
6EE88-D30C-497E-9316-
3F8874B3E108&RENDERLOC=0&FLEXDATAID=3494&PAGEID=425
Values: Respecting Differences, Love of Fellowmen
I. Essential Ideas
What is Disability?
The World Health Organization

(WHO) draws on a three-fold
distinction between impairment,
disability and handicap:
 Impairment – is any loss or

abnormality of psychological,
physiological or anatomical
structure or function
 Disability – is any restriction or
lack (resulting from an
impairment) of ability to
perform an activity in the
manner or within the range considered normal for human being.
 Handicap – is a disadvantage, for a given individual resulting from impairment or disability,
which prevents the fulfilment of a role that is considered normal (depending on age, sex and
social and cultural factors) for that individual
“Child with a disability” means a child evaluated in accordance with the provisions of this
chapter as having an intellectual disability , a hearing impairment (including deafness), a speech
or language impairment, a visual impairment (including blindness), a serious emotional disability
(referred to in this part as "emotional disability "), an orthopedic impairment, autism, traumatic
brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple
disabilities who, by reason thereof, needs special education and related services.
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"Autism" means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age three, that adversely affects a
child's educational performance. Other characteristics often associated with autism are engagement
in repetitive activities and stereotyped movements, resistance to environmental change or change in
daily routines, and unusual responses to sensory experiences. Autism does not apply if a child's
educational performance is adversely affected primarily because the child has an emotional
disturbance. A child who manifests the characteristics of autism after age three could be identified
as having autism if the criteria in this definition are satisfied.
"Deaf-blindness" means simultaneous hearing and visual impairments, the combination of which

causes such severe communication and other developmental and educational needs that they cannot
be accommodated in special education programs solely for children with deafness or children with
blindness.
"Emotional disability" means 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:
1. An inability to learn that cannot be explained by intellectual, sensory, or health factors;

2. An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers;
3. Inappropriate types of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. A tendency to develop physical symptoms or fears associated with personal or school
problems. Emotional disability includes schizophrenia. The term does not apply to
children who are socially maladjusted, unless it is determined that they have an
emotional disability.
"Hearing impairment" means an impairment in hearing in one or both ears, with or without

amplification, whether permanent or fluctuating, that adversely affects a child's educational
performance.
"Intellectual disability" means the definition formerly known as "mental retardation" and means
significantly 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.
"Multiple disabilities" means simultaneous impairments (such as intellectual disability

with blindness, intellectual disability with orthopedic impairment), the combination of which
causes such severe educational needs that they cannot be accommodated in special education
programs solely for one of the impairments. The term does not include deaf-blindness.
"Orthopedic impairment" means a severe orthopedic impairment that adversely affects a child's

educational performance. The term includes impairments caused by congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from
other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
"Other health impairment" means having limited strength, vitality or alertness, including a

heightened alertness to environmental stimuli, that results in limited alertness with respect to the
educational environment, that is due to chronic or acute health problems such as asthma, attention
deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and
Tourette syndrome that adversely affects a child's educational performance.
"Specific learning disability" means a disorder in one or more of the basic psychological

processes involved in understanding or in using language, spoken or written, that may manifest
itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical
calculations, including conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
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Specific learning disability does not include learning problems that are primarily the result of
visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of
environmental, cultural, or economic disadvantage.
"Speech or language impairment" means a communication disorder, such as stuttering, impaired
articulation, expressive or receptive language impairment, or voice impairment that adversely
affects a child's educational performance.
"Traumatic brain injury" means an acquired injury to the brain caused by an external physical
force, resulting in total or partial functional disability or psychosocial impairment, or both, that
adversely affects a child's educational performance. Traumatic brain injury applies to open or
closed head injuries resulting in impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual,
and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to
brain injuries induced by birth trauma.
"Visual Impairment" means an impairment in vision that, even with correction, adversely affects
a child’s educational performance. The term includes both partial sight and blindness.

College Department
S. Y. 202 0 – 2021
ANSWER SHEET NO. 6

Name: ______________________________________ Date: ______________________
Define the following terms based on your own understanding.
Impairment -
Disability -
Handicap -
 What are some examples of Impairments?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
22
________________________________________________________________________________
________________________________________________________________________________
 What are some examples of Disabilities?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
Directions: Complete the 3 – 2 – 1 statement.
fascinating facts that you have learned

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
things you got confused

_____________________________________________________________
_____________________________________________________________
question on your mind

_____________________________________________________________
Prepared by:
Instructor
23
College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 7
Activity Title: Children with Special Needs: Special Education & Inclusive Education

 define orthopedic impairment
References:
 https://www.slideshare.net/sonaljain5030/orthopedic-impairment-131290172
Values: Respect and Accepting Differences
I. Essential Ideas
Orthopedic Impairment
 The Individual with Disabilities Education Act (IDEA) defines an orthopedic impairment as
any condition that interferes with a student’s ability to use his or her body and thus that
severely and adversely affects a child’s educational performance.
 Orthopedic impairment involves bones, joints, limbs, and muscles, and neuro-motor
impairment involves the central nervous system (the brain and spinal cord).
 Orthopedic and neuro-motor impairments are different and separate disability types, but
they can cause similar limitations.
CAUSES OF ORTHOPEDIC IMPAIRMENT
1. Neuromotor impairments
- Involve the central nervous system (brain, spinal cord, or nerves that send impulses to
muscles)
2. Musculoskeletal Disorders
- Are injuries and disorders that affect the human body’s movement (muscles, bones,
joints, tendons, ligaments, nerves, discs, blood vessels)
3. Degenerative diseases
- Are based on degenerative cell changes, affecting tissues or organs which will
deteriorate over time, whether due to normal bodily wear or unhealthy lifestyle
a. Spina Bifida
- Is a cleft spine, or incomplete closure of the spinal column. It is the most common
permanently disabling birth defect. Spina bifida occulta is the mildest and most common
form.
b. Meningocele
- The spinal cord develops normally, but the meninges, or protective covering, push
through the opening in the vertebrae. It can be repaired surgically.
c. Myelomeningocele
24
- It is the most severe form of spina bifida. The bones of the spinal cord do not completely
form and the spinal canal is incomplete, resulting in the spinal cord and meninges
protruding out of the child’s back.
d. Scoliosis
- It is a sideways curve of the spine, measured by x-ray examination as greater than 10
degrees. It makes the shoulders, hips or both appear uneven and can cause pain in the
back.
e. Cerebral Palsy
- It includes a number of chronic disorders that impair movement control. The early signs
normally appear by the time a child is 18 months of age and generally do not worsen. It
is caused by injury to parts of the brain that control the ability to use muscles.
f. Muscular Dystrophy
- Characterized by progressive rapid muscle weakness, defects in muscle proteins and the
death of muscle cells and tissue.
25
College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 7

Name: ______________________________________ Date: ______________________
Multiple Choices. Encircle the letter of the correct answer.
1. Which of the following is the main neurological birth syndrome caused by anoxia?
a. Down syndrome
b. Fragile X syndrome
c. Cerebral Palsy
d. Muscular Dystrophy
2. An orthopedic impairment s defined as _____________________________.
a. physical disability that occurs from congenital anomalies, diseases, or other causes that
adversely affect a child’s educational performance.
b. concomitant impairments that result in such severe educational needs that a students cannot
be accommodated in a special education program solely on the basis of one of the
impairments.
c. an acquired injury to the brain caused by an external fore that results in a disability or
psychosocial impairment that adversely affects educational performance
d. a chronic or acute health problem that results in limited strength, vitality, or alertness and
adversely affects educational performance.
3. A disability may be present in which of the following?
a. Continence, dexterity or physical coordination
b. Mobility, perception or memory
c. Speech, hearing or eyesight
d. All of these
4. The child study team can conclude that a need exists for special services if
a. distractibility is the result of lack of exposure to education
b. inattentive behaviors result from socioeconomic advantage
c. hyperactivity is caused by family stress
d. the ADHD symptoms interferes with learning
5. there are several side effects of medication, the most common side effect is
a. decreased learning ability
b. loss of appetite
c. stunted growth
d. mood changes
6. Constant monitoring of medication effects through behavioral rating scales completed by
parents and teachers is _______________.
a. Essential
b. not necessary
c. recommended
d. unlikely to demonstrate positive outcomes
7. Which of the following has not been suggested to be a cause of autism?
a. Overproduction of the neurotransmitter serotonin
b. The measles, mumps and rubella vaccine
c. Genetics
d. Metal metabolism disorder
8. Teachers may modify the educational environment by _________________.
a. repetitive activities
b. limiting visual stimuli
26
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ite
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.2
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v
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y
s
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a
c. varying activities
d. limiting choices for students
9. Effective teachers enhance instruction by all of the following practices EXCEPT
a. Incorporate student interests.
b. Take away recess if work is not completed on time.
c. Give frequent breaks or shorter assignments.
d. Alternate high and low-interest tasks.
10. Learning strategies combine cognition and _______________.
a. Behavior
b. Verbal responses
c. Thinking
d. Teacher directions
 What is Orthopedic impairment?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 How does orthopedic impairment interferes a student’s ability in his/her educational

performance?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Framing Concepts
Directions: Complete the graphic organizer below.
27
Prepared by:
Instructor

College Department
S. Y. 2020 – 2021
LEARNING ACTIVITY
IN
Activity No. 8
Activity Title: Learning Disabilities and Disorders

 identify the different types of learning disorders
 recognize the signs and symptoms of learning disabilities and disorders
References:
 https://www.ctdinstitute.org/sites/default/files/file_attachments/learning-disabilities-
and-disorders.pdf
Values: Respect, acceptance and Inclusion
I. Essential Ideas
Types of Learning Disorders and Their Signs
Does your child struggle with school? Does he or she dread reading out loud, writing an essay, or
tackling a math problem? While every kid has trouble with homework from time to time, if a
certain area of learning is consistently problematic, it might indicate a learning disorder. By
understanding all you can about learning disabilities, you can ensure your child gets the right help
to overcome classroom challenges and succeed in life.
What are learning disabilities?
Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning
problems. A learning disability is not a problem with intelligence or motivation. Kids with learning
disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are
simply wired differently. This difference affects how they receive and process information.
Simply put, children and adults with learning disabilities see, hear, and understand things
differently. This can lead to trouble with learning new information and skills, and putting them to
use. The most common types of learning disabilities involve problems with reading, writing, math,
reasoning, listening, and speaking.
Signs and symptoms of learning disabilities and disorders
Learning disabilities look very different from one child to another. One child may struggle with
reading and spelling, while another loves books but can’t understand math. Still another child may
have difficulty understanding what others are saying or
communicating out loud. The problems are very
different, but they are all learning disorders.
It’s not always easy to identify learning disabilities.

Because of the wide variations, there is no single
28
symptom or profile that you can look to as proof of a problem. However, some warning signs are
more common than others at different ages. If you’re aware of what they are, you’ll be able to catch
a learning disorder early and quickly take steps to get your child help.
The following checklist lists some common red flags for learning disorders. Remember that
children who don’t have learning disabilities may still experience some of these difficulties at
various times. The time for concern is when there is a consistent unevenness in your child’s ability
to master certain skills.
Signs and symptoms of learning disabilities: Preschool age
 Problems pronouncing words

 Trouble finding the right word
 Difficulty rhyming
 Trouble learning the alphabet, numbers, colors, shapes, days of the week
 Difficulty following directions or learning routines
 Difficulty controlling crayons, pencils, and scissors, or coloring within the lines
 Trouble with buttons, zippers, snaps, learning to tie shoes
Signs and Symptoms of learning disabilities: Ages 5-9
 Trouble learning the connection between letters and sounds

 Unable to blend sounds to make words
 Confuses basic words when reading
 Slow to learn new skills
 Consistently misspells words and makes frequent errors
 Trouble learning basic math concepts
 Difficulty telling time and remembering sequences
Signs and Symptoms of learning disabilities: Ages 10-13
 Difficulty with reading comprehension or math skills

 Trouble with open-ended test questions and word problems
 Dislikes reading and writing; avoids reading aloud
 Poor handwriting
 Poor organizational skills (bedroom, homework, desk is messy and disorganized)
 Trouble following classroom discussions and expressing thoughts aloud
 Spells the same word differently in a single document
Problems with reading, writing, and math
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types
of learning disorders that are most conspicuous usually revolve around reading, writing, or math.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is
difficulty understanding the relationship between sounds, letters and words. Reading
comprehension problems occur when there is an inability to grasp the meaning of words, phrases,
and paragraphs.
Signs of reading difficulty include problems with:
- letter and word recognition

- understanding words and ideas
- reading speed and fluency
29
- general vocabulary skills
Learning disabilities in math (dyscalculia)
Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses.
A child’s ability to do math will be affected differently by a language learning disability, or a visual
disorder or a difficulty with sequencing, memory or organization.
A child with a math-based learning disorder may struggle with memorization and organization of
numbers, operation signs, and number “facts” (like 5+5=10 or 5x5=25). Children with math
learning disorders might also have trouble with counting principles (such as counting by twos or
counting by fives) or have difficulty telling time.
Learning disabilities in writing (dysgraphia)
Learning disabilities in writing can involve the physical act of writing or the mental activity of
comprehending and synthesizing information. Basic writing disorder refers to physical difficulty
forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on
paper. Symptoms of a written language learning disability revolve around the act of writing. They
include problems with:
- neatness and consistency of writing

- accurately copying letters and words
- spelling consistency
- writing organization and coherence
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of
learning disabilities involve difficulties with motor skills (movement and coordination),
understanding spoken language, distinguishing between sounds, and interpreting visual
information.
Learning disabilities in motor skills (dyspraxia)
Motor difficulty refers to problems with movement and coordination whether it is with fine motor
skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes
referred to as an “output” activity meaning that it relates to the output of information from the
brain. In order to run, jump, write or cut something, the brain must be able to communicate with the
necessary limbs to complete the action.
Signs that your child might have a motor coordination disability include problems with physical
abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.
Learning disabilities in language (aphasia/dysphasia)
Language and communication learning disabilities involve the ability to understand or produce
spoken language. Language is also considered an output activity because it requires organizing
thoughts in the brain and calling upon the right words to verbally explain something or
communicate with someone else.
Signs of a language-based learning disorder involve problems with verbal language skills, such as
the ability to retell a story and the fluency of speech, as well as the ability to understand the
meaning of words, parts of speech, directions, etc.
Auditory and visual processing problems: the importance of the ears and eyes
30
The eyes and the ears are the primary means of delivering information to the brain, a process
sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.
Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory
processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the
ability to read, write and spell. An inability to distinguish subtle differences in sound, or hearing
sounds at the wrong speed make it difficult to sound out words and understand the basic concepts
of reading and writing.
Visual processing disorder – Problems in visual perception include missing subtle differences in
shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or
distance, or having problems with eye–hand coordination. Professionals may refer to the work of
the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading
comprehension, and math.
Common types of learning disabilities
Dyslexia – Difficulty with reading
 Problems reading, writing, spelling, speaking
Dyscalculia – Difficulty with math
 Problems doing math problems, understanding time,

using money
Dysgraphia – Difficulty with writing
 Problems with handwriting, spelling, organizing ideas
Dyspraxia (Sensory Integration Disorder) – Difficulty with

fine motor skills
 Problems with hand-eye coordination, balance, manual dexterity
Dysphasia/Aphasia – Difficulty with language
 Problems understanding spoken language, poor reading comprehension
Auditory Processing Disorder – Difficulty hearing differences between sounds
 Problems with reaiding, comprehension, language
Visual Processing Disorder – Difficulty interpreting visual information
 Problems with reading, math, maps, charts, symbols, pictures
Other disorders that make learning difficult
Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful
events, emotional trauma, and other conditions affecting concentration make learning more of a
challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning
disabilities.
ADHD – Attention deficit hyperactivity disorder (ADHD) (/articles/add-adhd/attentiondeficit-

disorder-adhd-in-children.htm), while not considered a learning disability, can certainly disrupt
learning. Children with ADHD often have problems sitting still, staying focused, following
instructions, staying organized, and completing homework.
31
Autism – Difficulty mastering certain academic skills can stem from pervasive developmental
disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders
(/articles/autism/autism-spectrum-disorders.htm) may have trouble communicating, reading body
language, learning basic skills, making friends, and making eye contact.

College Department
S. Y. 2020 – 2021
ANSWER SHEET NO. 8

Name: ______________________________________ Date: ______________________
Encircle the letter of the correct answer.
1. Which of the following is the most common cause of learning difficulties?
a. Deprived upbringing
b. Postnatal trauma (e.g. encephalitis)
c. Genetics (e.g. Down’s syndrome)
d. Perinatal infection (e.g. rubella)
2. Which of the following is NOT a physical cause often associated with Phonological disorder?
a. A hearing impairment
b. Cleft palate
c. Small frontal lobes
d. Cerebral Palsy
3. Stuttering is a disturbance in the normal fluency and time patterning of speech that is
inappropriate for the individual’s age. It involves which of the following?
a. Frequently repetitions or prolongations of sounds
b. Pauses within words
c. Filled or unfilled pauses in speech
d. All of the above
4. Students with attention deficit/hyperactivity disorder (ADHD) are eligible for special education
services under the __________ category of IDEA.
a. other health impaired
b. learning disabilities
c. emotional disturbance
d. orthopedic impairment
5. Most professionals agree that ADHD is a ____________ based condition.
a. academically
b. chemically
c. neurobiologically
d. congenitally
6. Which of the following is an example of a Specific Learning Disability?
a. Mental Retardation
b. Dyslexia
c. ADHD
d. Autistic spectrum disorders
7. Which of the following is an example of an intellectual disability?
a. Dyslexia
b. ADHD
c. Mental Retardation
d. Autistic spectrum disorders
8. In learning disabilities, the name for mathematical disorder is:
a. Dyspraxia
b. Dyslexia
c. Dyscalculia
d. Dysphasia
32
9. Reading Disorder is a developmental disorder and is characterized by reading achievement (e.g.
accuracy, speed and comprehension) being significantly below standards expected for which of the
following
a. Chronological age
b. IQ
c. Schooling experience
d. all of the above
10. A child with dyslexia but with no other difficulties would be classified as having:
a. Autism
b. Attention deficit/hyperactivity disorder
c. A learning difficulty
d. A specific learning difficulty
 What is a learning disorder?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 When can you say that a child has a sign of a learning disorder?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
C. Lifelong Learning
Directions: Write your two (2) important ideas/ details that you have learned from the activity.
Prepared by:
Instructor
33
REFERENCES
Online Sources:
Creating an Inclusive School
 http://nbacl.nb.ca/wp-content/uploads/2015/02/
Creating_An_Inclusive_School_Tool_-_Web.pdf
Why is creating an Inclusive school important?
 https://xqsuperschool.org/rethinktogether/tips-on-creating-an-inclusive-school-and-
why-it-matters/
Barriers to Inclusive Education
 https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive
%20SCUK.pdf
Strategies for effective teaching and learning
 https://szahid47.wordpress.com/steps-towards-creating-an-inclusive-classroom/
Inclusive Practices
 http://www.charterarts.org/wp-content/uploads/2014/09/Inclusive-Practices.pdf
Definition of Disabilities and Impairments
 https://www.slideshare.net/drmadhurverma/disability-and-impairment-41950057
 HTTPS://WWW.RCPS.US/SITE/DEFAULT.ASPX?
PAGETYPE=3&DOMAINID=170&MODULEINSTANCEID=468&VIEWID=644
6EE88-D30C-497E-9316-
3F8874B3E108&RENDERLOC=0&FLEXDATAID=3494&PAGEID=425
Children with Special Needs: Special Education & Inclusive Education
 https://www.slideshare.net/sonaljain5030/orthopedic-impairment-131290172
Learning Disabilities and Disorders
 https://www.ctdinstitute.org/sites/default/files/file_attachments/learning-disabilities-
and-disorders.pdf
34

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SAINT JOSEPH COLLEGE OF

FOUNDATION OF SPECIAL &

Learning Target/s: At the end of the lesson the students CAN:

Values: Love of fellowmen, Respecting Differences

An Overview of the Indicators of Success

Creating a Sense of Belonging

Student Learning Experiences are Inclusive

Supports are Available and Properly Utilized

Fostering appropriate Behaviour

Fostering appropriate behaviour is a complex issue that is critical to creating an inclusive

Proactive School management and Leadership

Inclusion and Students with Exceptionalities

Innovative and Creative Environment

ANSWER SHEET NO. 1

 Why there is a need to create an inclusive school?

What I learned I will use what I learned to…

I will tell others to…

Learning Target/s: At the end of the lesson the students CAN:

Values: Appreciate Differences, Love of fellowmen

Why Is Creating an Inclusive School Important?

 All students (and teachers) benefit from a great support system.

ANSWER SHEET NO. 2

Creating Inclusive Education

Today, I learned that

Learning Target/s: At the end of the lesson the students CAN:

Values: Respect and value inclusion in a classroom

Figure 1.1 The child is the problem

Does not respond,

Adapted from: Inclusion in Action, Atlas Alliance, 2007, p

Teachers and schools

Adapted from: Inclusion in Action, Atlas Alliance, 2007, p 7

ANSWER SHEET NO. 3

 How can we help overcome the barriers of Inclusive Education?

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

Learning Target/s: At the end of the lesson the students CAN:

Values: Understanding, Tolerance and Inclusion

Steps towards creating an

As we have mentioned, a key way of

Classroom organisation and orientation

ANSWER SHEET NO. 4

Values: Respect and value others

Benefits of Inclusive Practices

When using technology be sure to:

Permit and encourage the use of assistive technology:

Good teaching tips:

SAINT JOSEPH COLLEGE OF SINDANGAN INCORPORATED

ANSWER SHEET NO. 5

Learning Target/s: At the end of the lesson the students CAN:

Values: Respecting Differences, Love of Fellowmen

The World Health Organization

 Impairment – is any loss or

"Deaf-blindness" means simultaneous hearing and visual impairments, the combination of which

"Emotional disability" means a condition exhibiting one or more of the following characteristics

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors;

"Hearing impairment" means an impairment in hearing in one or both ears, with or without

"Multiple disabilities" means simultaneous impairments (such as intellectual disability

"Orthopedic impairment" means a severe orthopedic impairment that adversely affects a child's

"Other health impairment" means having limited strength, vitality or alertness, including a