M1-L1 Principles of Growth and Development Teenagers’ stomachs and intestines increase in size, and

they need more energy, proteins, and minerals.

LESSON 1: TYPICAL DEVELOPMENT Sleep patterns change, and many children start to stay
-Typical Development refers to the normal developmental awake later at night and sleep until later in the day. Also, the
process that a child is following brain re-sets the body clock during puberty.
ATYPICAL DEVELOPMENT - does not follow the usual or Sweat A new type of sweat gland in the armpit and genital
normal pattern. Children with special needs usually have area develops during puberty. Skin bacteria feed on the
atypical development compared to other children. sweat this gland produces.
DEVELOPMENT-the way that people grow and change as Skin and Hair Glands in the skin on the face, shoulders and
they age. back start to become more active during puberty, producing
PRINCIPLES OF DEVELOPMENT more oil.
1. Development is relatively orderly. Teeth Children will get their second molars at around 13
2. Development varies among individuals years. Third molars – ‘wisdom teeth’ – might appear
3. Development takes place gradually. between 14 and 25 years.
4. Development is a complex process because it is a
byproduct of biological, cognitive, and socio-emotional LESSON 2: Theories of Development
processes.
GROWTH-the physical process of development, particularly The Psychosocial Theory
the process of becoming physically larger. -This theory focuses on how personality develops through
- It is quantifiable, meaning that it can be measured, and it early childhood stages.
is mostly influenced by genetics. -define how human personality develops from birth up to
MATURATION-the physical, intellectual, or emotional and including early adulthood.
process of development. ❑ Freud believed that children experience unconscious
-often not quantifiable, and it too is mostly influenced by sexual fixations as they grow older
genetics. ❑ Stages: Oral, Anal, Phallic, Latency, Genital
HUMAN DEVELOPMENT ➢ the pattern of movement or ❑ Without a proper resolution following each stage, we may
change that begins at conception and continues through experience faults in our personalities.
the life span SIGMUND FRUED a pioneer in psychoanalysis Discussed
➢ includes growth and decline the unconscious mind and conscious mind in human
➢ can be positive or negative. behavior.
FACTS Erogenous Zone- are parts of the body that have especially
✓ Our genes affect our totality. strong pleasure-giving qualities at particular stages of
✓ Our life as a fetus contributes to who we are today. development.
✓ Our health and well-being stem from the lifestyle choices FIXATION- is the psychoanalytic defense mechanism that
we make as adults. occurs when the individual remains locked in an earlier
developmental stage because needs are under or over-
FACTS ABOUT ADOLESCENCE gratified.
1. During adolescence, decision-making skills can be overly
influenced by emotions rather than rational thinking. Freud's Psychosexual Stages of Development
2. The development of the prefrontal cortex and the limbic Oral Stage (0-2 YRS OLD)
(emotional) system doesn’t occur until age 17 or 18. Erogenous Zone: Mouth
3. Teenagers are not fully capable of thinking about how Activities: Chewing, sucking, and biting are chief sources of
their actions will affect other people. pleasure and these actions reduce tension in the infant.
4. Having “common sense” requires a fully connected FIXATIONS: Too early -too dependent on others
frontal lobe and for some, this does not occur until their Too late -rejection of others -self starvation
twenties. Being unorganized is a part of the process of the Anal Stage 2-3 Y/O
connection of the frontal lobe. Erogenous Zone: Anus
5. The teenage brain will process short-term memories Activities: The child's greatest pleasure involves the anus or
while you sleep and store them. You will perform better on the eliminative functions associated with it.
tests if you study and then go to bed. Potential Fixations: Anal Retentive (organize &
perfectionism) Anal Expulsive (unorganized & distructive
PHYSICAL CHANGES IN PUBERTY: INSIDE AND OUT behaviors)
Brain Changes- in the teenage brain affect their behavior Too harshly anal-retentive sticking very rigidly to rules and
and social skills. They will begin to develop improved self- regulations.
control and skills in planning, problem-solving, and decision Too leniently carefree or free of trouble and worry and care
-making. This process will continue until mid-20s. marked by lack of attention or consideration.
Bones, organs, and body systems- Many of your body Phallic Stage (3-7) years old
organs will get bigger and stronger. Erogenous Zone: Genital Region
Clumsiness- Because children grow so fast during puberty, Activities: kids begin to identify and deal with emotions and
their centers of gravity change, and their brains might take gender identification
a while to adjust. This might affect the teenager’s balance. Oedipus Complex felt by the boy's rivalry with his father
Physical strength Muscles increase in strength and size Electra Complex felt by girl`s rivalry with her mother
during this period. The teenager’s hand-eye coordination Possible fixations: anxiety about sexual performance, the
will get better over time, along with motor skills like ball- need for reassurance and validation.
catching and throwing. Latency Stage (7-11)
Weight Teenagers gain weight and need more healthy food. (sexual feelings are dormant)
Activities: developing communication skills, social skills,  Virtue- a healthy balance between the positive and
and academic learning the negative disposition
Possible fixations: Obsessive competitiveness Fear of  Maladaptation- too much positive, too little
Failure or Criticism Difficulty in Managing Emotional or negative.
Impulse Control  Malignancy- too much negative, too little positive
Genital Stage (11 yrs. old - adulthood)
Activities: Developing Romantic Relationships Building Brofenbrenner’s Ecological System Theory
Social Networks Establishing Career and Goals A Russian-American psychologist who studied how
environmental factors influence children’s development. He
ID is part of the biological component of a person. focused on the social environments children grow up in,
Pleasure Principle- is the idea that all of your needs should particularly during a time of great social change in the 20th
be met. century.
SUPEREGO contradicts the ID.
Ego Ideal- your view of what is right Microsystem (immediate environment) The microsystem is
Conscience- your view of what is considered wrong the innermost level, composed of an individual's immediate
EGO makes the decisions environment. It includes the people the person interacts
REALITY PRINCIPLE- is the idea that the desires of ID must with daily.
be satisfied in a method that is both socially approach and Mesosystem (connections between environments)
realistic -consists of the interactions between the different parts of
a person's microsystem. a person's individual
Cognitive Development Jean Piaget microsystems do not function independently, but are
-He proposed that humans progress through four interconnected and assert influence upon one another.
developmental stages: the sensorimotor, preoperational, Exo-system (indirect environments) refers to one or more
concrete operational, and formal operational period. settings that do not directly contain the developing person
but maintain an indirect influence on the person.
Sensorimotor 0-2 yrs old Macrosystem (social and cultural values) involves the
 Coordination of senses with motor responses. broader society and cultural forces that contribute to
 Sensory curiosity about the world. Language use individual development. 6 Important components of this
for demands and cataloging. level of Bronfenbrenner's theory include values, social
 Object permanence is developed norms, customs, traditions, ideology, and cultural beliefs.
Preoperational 2-7 yrs old Chronosystem (changes over time) is the dimension of
 Symbolic Thinking time about a person's development. Time can be relevant in
 Use of proper syntax and grammar to express different ways. One way time can be an influence is the
concepts. timing of an event during a person's development.
 Imagination and intuition are well-developed, but
grasping complex abstract concepts remains L3 Learners with Special Needs (LSEN)
challenging.
Concrete Operational 7-11 yrs old KEY TERMS:
 Concepts attached to concrete situations. EXEPTIONALITY -A child who has an exceptionality has
 Time, space, and quantity are understood and can some area of functioning in which he or she is significantly
be applied. But not as an independent concept. different from an established norm.
Formal Operational 11 yrs old and above Exceptional children- is an inclusive term that refers to
 Theoretical, hypothetical, and counterfactual children with learning and/or behavior problems, children
thinking. with physical disabilities or sensory impairments, and
 Abstract logic and reasoning. children with superior intellectual abilities and special
 Strategy and planning become possible. talents.
 Concepts learned in one context can be applied to AT RISK- This refers to children who, although not currently
another. identified as having a disability, are considered to have a
Stages of Psychosocial Development greater than usual chance of developing one.
DEVELOPMENTAL DELAYS- The condition of a child being
 Erik Erikson’s (1958, 1963) psychosocial
less developed mentally or physically than is normal for its
development theory proposes that our personality
age.
develops through eight stages, from infancy to old
DISORDER- A physical or mental condition that limits
age.
movements, senses, or activities.
 He argued that social experience was valuable
-A disorder is a problem or illness which affects someone’s
throughout life, with each stage recognizable by the
mind or body.
specific conflict we encounter between our
DISABILITY- Having a physical or mental condition that
psychological needs and the surrounding social
limits movements, senses, or activities.
environment.
-A disability exists when an impairment limits a person’s
 The term “psychosocial” is derived from
ability to perform certain tasks (e.g., walk, see, add a row of
psychological (or the root, “psycho” relates to mind,
numbers)
brain, and personality) and social (external
Impairment refers to the loss or reduced function of a
relationships and environment)
particular body part or organ
Terms associated with Erikson’s Theory
Handicapped- having a condition that markedly restricts
 Syntonic- positive disposition, Dystonic- negative
one's ability to function physically, mentally, or socially.
disposition
-not able to use part of your body or your mind because it
has been damaged or does not work normally. Linguistic, Musical, Spatial, Bodily-Kinesthetic,
Giftedness - when their ability is significantly above the Naturalist, Interpersonal, and Intrapersonal
norm for their age.  Gardner also suggests that there may be other
“candidate” intelligence—such as spiritual
CHARACTERISTICS WITH SPECIAL NEEDS intelligence, existential intelligence, and moral
IDEA: INDIVIDUALS WITH DISABILITY EDUCATION ACT OF intelligence—but does not believe these meet his
2000 original inclusion criteria.
-Requires schools to provide special education and related
services to eligible students. However, not every child with
learning or attention issues qualifies.
13 conditions under idea:

AUTISM- demonstrates disability significantly affecting

verbal and non-verbal communication and social interaction.
MENTAL RETARDATION-students with mental retardation
are those who demonstrate “significantly sub-average
general intellectual functioning, existing concurrently with
deficits in adaptive behavior and manifested during the
developmental period
-labeled as “mentally retarded”/ slow
DIFFERENCE BETWEEN TALENTED AND GIFTED
SPECIFIC LEARNING DISABILITY-having a learning GIFTED- Having extraordinary intellectual ability and
disability creativity
begins after it has been determined that the student’s TALENTED- Having exceptional skills and ability in a
educational performance in the specified areas (for specific area such as art, music, science and language
example, basic reading skills) falls outside the normal
range and various attempts to remedy the educational THE 6 TYPES OF GIFTEDNESS
problems have failed.
EMOTIONAL DISTURBANCE - inability to build or maintain THE SUCCESSFUL
satisfactory interpersonal relationships with peers or family.
TRAUMATIC BRAIN INJURY-also known as an intracranial
injury is an injury to the brain caused by an external force.
LANGUAGE IMPAIRMENT-Language disorders or language
impairments are disorders that involve the processing of
linguistic information
VISUAL IMPAIRMENT- is a term experts use to describe
any kind of vision loss, whether it's someone who cannot THE CHALLENGING
see at all or someone who has partial vision loss.
DEAFNESS & HEARING IMPAIRMENT-A student with a
hearing impairment has an impairment in hearing, whether
permanent or fluctuating
"Deafness" usually refers to a hearing loss so severe that
there is very little or no functional hearing.
OTHER HEALTH IMPAIRMENT physical disability, such as
paralysis, poor muscle control, difficulty with speech
production, or the loss of a limb, which limits one's ability to THE UNDERGROUND
perform daily living activities.
-means having limited strength, vitality, or alertness,
ORTHOPEDIC IMPAIRMENT refers to anyone who
experiences limited strength, energy, or attentiveness that
negatively impacts learning.
DEAF BLINDNESS- who are both deaf and blind rely on
observations as well as interviews
-means concomitant hearing and visual impairments.
MULTIPLE DISABILITIES-means concomitant impairments
such as mental retardation blindness or mental THE DROPOUTS
retardation–orthopedic impairment which needs that they
cannot be accommodated in special education programs
solely for one of the impairments.

GIFTED AND TALENTED

 Howard Gardner's theory of multiple intelligences
proposes that people are not born with all of the
intelligence they will ever have.
 Gardner introduced eight different types of
intelligence consisting of: Logical/Mathematical,
THE DOUBLE-LABELED - started 2013
- Aside from helping address access issues, the IPED
Program primarily seeks to support IPs' right to culturally-
rooted education in a manner that promotes self –
determination

MADRASAH EDUCATION- MAY 19, 2011 DO 40, S. 2011 –

AMENDMENT TO DEPED ORDER NO. 51, S. 2004
(STANDARD CURRICULUM FOR ELEMENTARY PUBLIC
SCHOOLS AND PRIVATE MADARIS)

DO 51, S. 2004 – STANDARDS CURRICULUM FOR

THE AUTONOMOUS LEARNER ELEMENTARY PUBLIC SCHOOLS AND PRIVATE MADARIS
AMENDED BY DO 40, S. 2011 – AMENDMENT TO DEPED
ORDER NO. 51, S. 2004 (STANDARD CURRICULUM FOR
ELEMENTARY PUBLIC SCHOOLS AND PRIVATE MADARIS)

MODULE 2: Policies and Guidelines for Special Education

VISION FOR CHILDREN WITH SPECIAL NEEDS
 He/she could be adequately provided with this
basic education.
 This education should fully realize his/her own
potentials for development and productivity as well
as being capable of self-expression of his/her
rights in society.
 he/she is God-loving and proud of being a Filipino.
M1-L4 INDIGENOUS PEOPLE
POLICY- Inclusive Education for All is adopted in the
The Philippines is home to around Philippines to accelerate access to education among
110 Indigenous people communities children and youth with special needs.
Approx. 15 to 20 million in population
More than 60% in Mindanao, 30% in Luzon, and 10% in GOAL-Special education programs of Department of
Visayas Education all over the country is to provide children with
While varying in ways of life and cultural heritage, they special needs appropriate educational services within the
share similar experiences of discrimination and mainstream of basic education
marginalization. OBJECTIVES- provide a flexible and individualized support
1997 - The Philippine government passed the Indigenous system for children and youth with special needs in a
Peoples Rights Act or Republic Act 8371 which recognizes regular class environment in schools nearest the students’
and protects the rights of indigenous communities. home.
1980’s The various forms of interventions done by IPAs and
religious congregations were the following: THE LEGAL BASIS OF SPECIAL EDUCATION
basic literacy livelihood education support to enter  Articles 356 and 259 of Commonwealth Act No.
school buildings 3203 asserted “the right of every child to live in an
The reasons for education intervention are the following: atmosphere conducive to his physical, moral and
The need to understand the system of transacting intellectual development” and the concomitant duty
business in the marketplace of the government “to promote the full growth of
They need to read street signs, newspapers, and legal the faculties of every child”.
documents, and to vote and participate in activities outside  Republic Act No. 3562, “An Act To Promote the
their communities. Educational of the Blind in the Philippines” on June
Own System 21, 1963, provided for the formal training of special
1. The community decides that their school’s overall education teachers of blind children
management concerns should be part of the curriculum.  Republic Act No. 5250, “An Act Establishing a Ten-
2. Financial resources usually come from benefactors Year Teacher Training Program for Teachers of
and/or funding agencies. Special and Exceptional Children” was signed into
Teaching and learning processes law in 1968. The Law provided for the formal
❖ Revealed knowledge, ancestral domain, and elders as training of teachers for deaf, hard-of-hearing,
teachers ❖ Tribal language speech-handicapped, socially and emotionally
❖ Community teaching-learning processes complemented disturbed, mentally retarded, and mentally gifted
by mainstream ones. children.
National IPED Policy Framework (DepEd Order No.62, s.  The 1973 Constitution of the Philippines, the
2011 or “DO62”) fundamental law of the land, explicitly stated in
- recognizes the right of IPs to culturally rooted basic Section 8, Article XV the provisions of “a complete,
education adequate and integrated system of educational
- provides a framework on DepEd engagement and relevant to the goals of national development.”
approach to IPED  In 1975, Presidential Decree No. 603, otherwise
National IPED Program known as the Child and Youth Welfare Code was
 enacted. Article 3 on the Rights of the Child primary, secondary, tertiary, post-tertiary as well as
provides among others that “the emotionally vocational or technical education
disturbed or socially maladjusted child shall be Republic Act No. 10070-The Magna Carta for Disabled
treated with sympathy and understanding and shall Persons was further amended, which provides for the
be given the education and care required by his establishment of institutional mechanisms to ensure the
particular condition.” implementation of the programs and services for persons
 In 1978, Presidential Decree No. 1509 created the with disabilities in every province, city, and municipality
National Commission Concerning Disabled Person through the creation of Persons with Disability Affairs
(NCCDP). It was renamed as National Council for Office (PDAO).
the Welfare of Disabled Persons (NCWDP). The Republic Act No. 7610 provides for special protection to
Education Act of 1982 or Batas Pambansa Bilang children from all forms of abuse, neglect, cruelty
232 states that “the state shall promote the right of exploitation, and discrimination
every individual to relevant quality education Republic Act No. 10372-Amended section 184 of the
regardless of sex, age, breed, socioeconomic Intellectual Property of Code of the Philippines (Republic
status, physical and mental condition, social and Act No. 8293).
ethnic origin, political and other affiliations.
 Section 24 “Special Education Service” of the same
law affirms that “the State further recognizes its
responsibility to provide, within the context of the
formal education system services to meet special
needs of certain clientele.
 In 1983, Batas Pambansa Bilang 344 was enacted.
The Accessibility Law, “An Act to Enhance the
Mobility of Disabled Persons” requires cars,
buildings, institutions, establishments and public
utilities to install facilities and other devices for
persons with disabilities
 The 1987 Constitution of the Philippines cites the
rights of exceptional children to education in Article
XIV. Section 1 declares that the State shall protect
and promote the right of all citizens to quality
education accessible to all.
 Section 2 emphasizes that “the State shall provide
adult citizens, the disabled and out-of-school youth
with training in civics, vocational efficiency and
other skills.”

 In 1989, R.A. No. 6759 was enacted. The law

declared August 1 of each year as “White Cane
Safety Day in the Philippines.” Blind persons use a
cane in traveling.
 In 1992, R.A. No. 7610 was enacted. The law is “An
Act Providing for Strong Deterrence and Special
Protection Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for Its Violation
and Other Purposes.”
 In the year 2000, Presidential Proclamation No. 361
set new dates for the National Disabilities
Prevention and Rehabilitation Week Celebration on
the third week of July every year which shall
culminate on the birth date of the Sublime Paralytic
Apolinario Mabini.
 The year 2004 ushered in a landmark legislation
spearheaded by the Department of Health. Republic
Act No. 9288 otherwise known as “The Newborn
Screening Act of 2004” is based on the premise
that a retarded child could have been normal
LAWS
-Republic Act No. 7277, otherwise known as the Magna
Carta for Disabled Persons, is an act providing for
rehabilitation, self-development, and self-reliance of
disabled persons and their integration into the mainstream
of society and for other purposes.
-Republic Act No. 9442- Provided additional privileges and
incentives to disabled persons. This includes educational
assistance to persons with disability, for their pursuit of