LECTURE NOTES ON FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

OUR WORK IN THE DEPARTMENT OF EDUCATION

This section of the induction kit examines the frameworks under which we work as employees of the Department of
Education (DepEd) in the Republic of the Philippines.
Legislation, policies and guidelines
 All citizens of the Philippines are accountable under national laws.
 Key national legislation impacts on the work of DepEd employees.
 DepEd has an inclusive education policy which is underpinned by international agreements about human rights
and education.
 Additional frameworks expand on this legislation and make more explicit what provisions are to be made for
learners with disabilities.
 DepEd, as a government department, institutes policies that delineate how it plans to comply with legislation.
DepEd Orders announce specific application of policy elements. Policies and Orders are updated regularly on
the DepEd website:
www.deped.gov.ph.
 DepEd also develops and publishes guidelines and handbooks to assist schools with how they will put policies
into operation.
 At the Region, Division and school levels, policies and guidelines are translated into action plans that detail the
strategies that will be implemented. At school level, the learner is at the center of plans.

The Cycle of Legislations, Policies, Guidelines

National legislation impacts on educators’ work

All of these Acts have articles and sections that relate to working with learners with disabilities
 The Education Act 1982
  Constitution of the Republic of the Philippines 1987
 Child and Youth Welfare Code PD 603 1987
 Magna Carta for Disabled Persons 1992
 Code of Ethics for Professional Teachers 1997 (within Republic Act 4760)
 Governance of Basic Education Act 2001
National Policies and Guidelines make more explicit, what schools will do to comply with legislation
These policies and guidelines outline the objectives of DepEd for the education of learners with disabilities and provide a
framework from which regions, divisions and schools develop their education plans.
 Department of Education ‘Policies and Guidelines for Special Education(Revised Edition)’ 1997
 DECS Order no. 26 Institutionalization of SPED programs in all schools
 Handbook on Special Education’ 1997
 ‘Handbook on Inclusive Education’ 1999
DepEd lists the legal mandates underpinning inclusive education in the Philippines
Each of these international developments seeks to redress the disadvantage experienced by various groups and asserts
the right of every child to an education.
 Universal Declaration of the Rights of the Child 1959
 The World Declaration on Education for All 1990
 The Salamanca Statement 1994
 The Agenda for Action of Asian & Pacific Decade of Disabled Persons 1993-2002
 The Dakar Framework 2000
 Philippines also participated in these significant events and has culminated in the Philippine Education for All
2015 Plan (2005) accessible on the UNESCO website www.unescobkk.org
DepEd’s vision for Filipino children with special needs encompasses the vision of the family and community for a
discrimination free quality education that supports development of
 Potential
 Productivity
 Self- expression of rights
 National pride
 Love of God
The Legislation
Constitution of the Republic of the Philippines 1987 & Magna Carta for Disabled Persons 1992
The mandate for provision of education to all people including those with a disabilities is couched within the Constitution of
the Republic of the Philippines.
ARTICLE XIV: Education, science and technology, arts, culture and sports
EDUCATION
Section 1: The State shall protect and promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.’
The subsequent Act – ‘The Magna Carta for Disabled Persons’ – makes more explicit what provision is required specifically
in the area of education for learners with disabilities
The Act covers:
 increased opportunities through development of skills and potentials
 the rights and respect of persons with disabilities
 service provision
 collaborative support

o Section 12 describes requirements:

 access to quality education
 opportunities to develop skills
 it being unlawful for any learning institution to deny admission to courses on the grounds of handicap or disability.
 formulation of educational policies and programs taking special needs into account

o Section 14 addresses special education, requiring the State to establish, maintain and support in all regions
‘complete, adequate and integrated system of special education’ for those with
  vision impairment
 hearing impairment
 intellectual disabilities
 other types of exceptional children

The Education Act 1982

- The Education Act recognizes the right of all people to quality education ‘regardless of sex, age, breed, socio-
economic status, physical and mental condition, social and ethnic origin, political and other affiliations.’

The primary objective of the Act is the provision of

…A broad general education that will assist each individual …to
 attain his (sic) potentials as a human being
 enhance the range and quality of individual and group participation in the basic functions of society
 acquire the essential educational foundation of his (sic) development into a productive and versatile
citizen.’

The Act outlines the rights of learners

‘…to receive, primarily through competent instruction, relevant quality education in line with national goals and
conducive to their full development as person with human dignity.’

It further outlines the duties, obligations and functions of

 The Region/Division Office
Implement education laws, policies, plans, programs, rules and regulations.
 Administrators
the promotion and preservation of academic freedom and effective teaching and
learning
 Teachers
Accountability for the efficient and effective attainment of specified learning
objectives’

The Policies and Guidelines

Policies and Guidelines for Special Education (revised edition) 1997

The policy recognizes a variety of program and service options for learners with disabilities couched in a philosophy of
providing the least restrictive environment for the learner.

The policy reiterates the messages found in all of the legislation mentioned so far with a particular focus on learners
with:
 gifts and talents
 physical impairment
 intellectual impairment
 social impairment
 sensory impairment
 cultural differences

Learners with special needs have the right to:

 relevant quality education
 an educational program suited to the particular needs of the learner that maximizes
- potentials for learning
- values development
- equal opportunities for authentic inclusion in society
  Mainstreaming/Integration : regular school, regular classroom with negotiated levels of special education
support
 Itinerant teacher : These are the visiting specialist or trained teacher providing direct or consultative support in
regular schools
 Resource room : regular classroom with targeted individual or small group support from trained teacher
 Community-based delivery system : Instruction provided by a range of people to learners with special needs
in remote communities
 Special class : part time or full time inclusion in specialized program usually with specialist teachers
 Special education center : a school within a school; centers of expertise in regular schools providing a range of
special class options and a base for services ( resource room, itinerant teacher)
 Special day school : specialized programs for learners with significant needs. Access to other services –
medical, psychological, social.
 Residential school : a highly specialized school for identified learners who require comprehensive service
provision
 Hospital & homebound instruction: Programs provided by teachers for learners under clinical care.

DECS (DepEd) Order No 26 (1997) called for the institutionalization of Special Education (SPED) programs in all
schools. The Order directed
 all Divisions to organize at least one SPED center
 all districts to form SPED programs in schools where there are enrolments of these learners
 training in special education to be implemented at all levels

The Policy also provides an overview of

 roles and responsibilities of DepEd personnel and stakeholders
 curriculum for special education – based on the prescribed curriculum
 parent and wider community involvement
 program samples

Handbook on Special Education 1997 & Handbook on Inclusive Education 1999

These handbooks provide comprehensive information to support school heads and teachers with
 Legislation and policy
 Assessment and screening of learners with disabilities
  Modification of curriculum and instruction for learners with special needs
 Program samples and activities for teachers
 Individual education planning
 Parent involvement

OUR WORK IN SCHOOLS & COMMUNITIES

This section recognizes the collaborative nature of teachers’ work in the school and the community. Ideally teachers will not
only establish and maintain quality relationships with learners but will also form supportive partnerships with families and
make strong links with community groups and organizations that form part of school life.

Within the school, teachers, leaders and stakeholders will work together to meet the goals of the school.
The ability to work collaboratively is especially crucial in supporting learners with disabilities many of whom may have a
range of people contributing to their education.

WORKING IN SCHOOLS

Schools in the Philippines are mandated to build strong linkages with the community and stakeholders. As schools and
communities are complex social environments, skills in working together are crucial to maximizing positive learning. Dealing
with adults takes on special significance when we consider their particular characteristics.

Because of their life and work experiences over time, adults

 have valuable knowledge and experience to share
 respond to respectful approaches
 respond to acknowledgement of their capacities and experiences
 can experience a loss of confidence in new learning situations
Acknowledgement of the skills they bring to a situation, in general adults prefer
 when things are planned and the outcomes are explicit
 to be actively involvement with things that have a real purpose
 interaction in groups
 problem solving opportunities
 multi-modal methods – doing, seeing, hearing
 choice that their physical needs are catered for
o room temperature
o lighting
o furniture – comfortable chairs , tables
o refreshments
o appropriate facilities
Positive and productive interactions can be a feature of working relationships.
Respect for the skills of each team member, sets the scene for successful collaboration. This provides a foundation for
shared learning and problem solving rather than conflict. A diversity of ideas can result in creative solutions owned by
everyone.
School-Based Learning Groups (SBLG) are an example of a collaborative team among colleagues
Small groups of teachers and administrators form School-Based Learning Groups to
 Discuss
 Explore
 Reflect
 Share understandings
 Plan , Implement and Review educational ideas and practices
 Establish monitoring and evaluation
When leaders model understandings about adult learning, and they are incorporated into SBLGs, team members can
 Gain confidence in expressing and trialing new ideas
 Benefit from the collective wisdom of the group
 Give and receive and feedback in a supportive environment
 Support their own learning by developing self- reflection and self-assessment skills
Including the special education teacher in the SBLG can provide particular expertise in helping teachers build practice
inclusive of learners with disabilities.
COMMUNICATION

If meetings with stakeholders and school based learning teams are to be successful, then leaders and teachers will need to
communicate effectively interacting in ways that project to stakeholders that they are in a respectful and supportive
environment.
Communication is effective when there is congruence between the message the speaker expressed and what the
listener understands.
Members of school communities participate in a range of meetings:
 School-based learning groups
 Staff meetings
 Planning meetings with specialist teachers
 Parent ,Teachers and Community Association
 School Governing Council
 Parent-Teacher meetings
 Individual Education Plans
There are often additional meetings with a range of stakeholders in order to provide ongoing support to learners
with disabilities
But no matter what the context, an organized approach helps maximize participation and productivity.
It is important to establish agreement on
 the goals and purpose of the team/meeting
 the roles of participants
 norms and expectations
 meeting timelines and planning
Active listening is crucial to effective communication. It can build team cohesion and support positive relationships
with stakeholders by ensuring information sharing is a two way process
Active listening means
 focusing on the speaker
 using a range of senses to try and fully understand what the speaker is saying
 adopting body language that indicates interest and listening
 allowing people to speak without interruptions
Interruptions can be
- Verbal - saying “Yes” “I Agree” “That’s interesting” “Really?”
- Nonverbal – nodding , facial expressions , hand movements
Verbal and nonverbal interruptions can
 give a message to others that their input does not warrant dedicated listening
 allow dominant personalities to takeover proceedings
 take the conversation in directions governed by the interruption
 cause the potential of the information to be lost
 stop the conversation or stop some people from contributing
Responding in appropriate ways contributes to effective communication and can prevent conflict
This is very important when providing feedback or checking understanding.
Responding serves a number of purposes
 checking understanding
 continuing conversation
 clarifying perceptions
 making a point
 Responding is a positive experience when
 it focuses on strengths
 it has been organized for a dedicated time – a separate event or section in a meeting process
 confidentiality is observed and privacy respected
Tips for positive responding and giving feedback

Build in time for thinking before responding

PROBLEM SOLVING
Effective communication will go a long way towards creating a CONFLICT PREVENTION environment where problems are
opportunities for learning rather than threatening
From time to time however, even the best collaborative groups may experience challenges. Occasionally challenges
escalate into conflict situations.
Conflict can occur as a result of strongly held beliefs, misunderstandings and incomplete or absent communication.
Some common problems schools face could be related to:
 family concerns or involvement
 behaviour management
 teachers’ work
 student learning
 staff relationships
 WORKING WITH FAMILIES
The families of learners with disabilities are valuable partners for educators.
Family members are the first teachers of their children and so at the time their child commences school, parents and the
child themselves are the holders of the most information about what the child knows and can do. This is the right time to
organize an Individual Education Plan (IEP) meeting.
Parents are often anxious at points of transition in their children’s lives and this can be especially so when their child has a
disability.
A respectful and welcoming school environment can alleviate the anxiousness of parents and their children.
Everyone benefits when parents and teachers work together.
Strong partnerships and regular communication can
 support the learner
 build appreciation and support for each other’s roles
 help to develop consistency between home and school
 help keep everyone informed and up to date

Q. What needs to happen when parents come to school to enroll a child with a disability?
A. Education for All is mandated by DepEd. There is a ‘no rejection’ policy for learners with disabilities. Schools
need to enroll the learners.
Teachers are required to be alert for children with disabilities in the community, who are not attending school and encourage
families to enroll them.
Conducting an IEP meeting will:
 demonstrate to families that they are valued contributors
 give the school head and teacher information about the learners needs at school
 provide a foundation on which to prepare for how the needs of the learner will be met

Q. What communication should I undertake with families of learners with disabilities?

A. Regular contact keeps communication lines open and provides opportunities to give positive feedback about
the learner.
Teachers can:
 negotiate regular ‘catch up’ meetings
 arrange home visits
 use a diary between home and school
 design a specialized daily or weekly communication
Q. What about homework for learners with disabilities?
A. There are many questions about homework that need consideration.
 Is the homework necessary?
o Is all of it essential?
o What are the essential parts?
 Will the learner be able to do the tasks in the same time as expected for others or is it likely to take much
longer?
o Are there modifications that can be made to ensure the time is equitable?
o Are there tasks in the family context that are achievable and will support similar learning?
 Can the learner do what is being asked?
o independently?
o with support?
o how much support?
o is support available?
o How fatigued is the learner at the end of each day?
** Learners with disabilities often have to work harder to concentrate and achieve leaving them more tired at
the end of school
 What is the capacity of the family to support the task?
o What chores take priority in the home in the evening?
 o What time do they leave in the morning/get home?
o What other commitments do they have?
Some alternative ideas for homework for learners with disabilities
WORKING WITH THE COMMUNITY
The Code of Ethics recognizes the teaching profession in the community, especially the barangay, as leaders and advocates
active in the promotion of education for all.
The local community comprises organizations, networks and people that are a valuable resource for schools:
 Local Government Unit
 Parent Teacher Community Association
 School Governing Council
 Government and Non- Government Organizations (GOs and NGOs)
 Community members
 Families
Other specialist organizations may be involved with learners with disabilities.
 Special Education Centres
 Resources for the Blind Incorporated
 Deaf Ministries International
 Down Syndrome Association of the Philippines Incorporated
 Autism Society Philippines
Strong relationships facilitated by schools supports them to tap into the expertise, materials and resources both physical
and in kind, that exists in the community at large.
Q. How can schools work with communities to support learners with disabilities?
Communication and information sharing within the school and community can create advocacy for learners with
disabilities and their families.
The DepEd inclusive education mandate and no rejection policy is creating growing awareness about disability in the
community.
Schools, as the centers of expertise in this area have a role to play in supporting community members to embrace the
diversity within them.
Schools could work with their division personnel, special education center or special education teachers to develop a range
of activities.
Ways schools can work with communities

Canvas for volunteers to support in the school

Train volunteers to work with learners with a disability

Invite disability organizations to work with the school

 Develop, circulate community awareness brochures , fact sheets

nvolve the community in a disability awareness event/week

Start a community disability action group

HOLLISTIC APPROACHES & LEARNERS WITH DISABILITIES

‘If a child can’t learn the way we teach, maybe we should teach the way they learn.’ ( Ignacio Estrada)
DepEd mandates Education for All.
Republic Act 9155 (2001) states Schools shall have a single aim of providing the best possible basic education for all
learners…..translated into programs , projects and services developed, adapted and offered to fit local needs .
Q. How do different ways of learning impact on teachers work with learners?
A. Different ways of learning need different teaching approaches.
Teachers also have preferred ways of learning. Teachers need to be aware of their own preferences as well as those of
learners, in order to provide a variety of approaches and learning opportunities rather than preferred approaches.

Learning preferences and learning styles

Research suggests that regardless of culture, age, gender and ability, all learners have preferred ways of learning.
Learners with disabilities also show learning preferences.
Q. What are some preferred ways of learning?
A. We all have different ways of thinking, acting, processing and approaching learning
 HOW WE LEARN

The direction of eye gaze or head tilt can give clues about learning preferences.
As well as having preferences for which senses are engaged in approaches to learning.
McCarthy 1987 identified 4 learning styles.

Variety of approaches supports learners to access and participate in activities

If teachers understand their own learning style/s they can get insights into:

 the style they are teaching in

 the style of the activities and assessment they are planning for learners
Example:
A lecture style lesson, followed by research on the issues will be accessible to analytical, auditory learners. But dynamic
learners with visual strengths might prefer a group discussion followed by presenting a poster. They are less likely to
be engaged in the other style and may not process the information to the same level.
Teachers need to teach beyond their preferred styles and develop skills using a variety of pedagogies and
activities.
Multi -sensory teaching and learning - incorporates different ways of learning. This section provides additional information
about activities that support different ways of learning.

MULTIPLE INTELLEGENCES
Howard Gardner’s theory of Multiple Intelligences (MIs) names 8 human intelligences accounting for the range of
strengths and potentials in adults and children

THE EIGHT (8) HUMAN INTELLIGENCES OF GARDNER

 VERBAL /LINGUISTIC INTELLIGENCE – word smart
 LOGICAL MATHEMATICAL INTELLIGENCE – number & reasoning smart
 VISUAL/SPATIAL INTELLIGENCE – picture smart
 BODY / KINESTHETIC INTELLIGENCE – body smart
 MUSICAL / RHYTHMIC INTELLIGENCE - music smart
 INTERPERSONAL INTELLIGENCE – people smart
 INTRAPERSONAL INTELLIGENCE – self smart
 NATURALIST INTELLLIGENCE- nature smart

MULTIPLE INTELLIGENCES PROVIDE AN EXTRA DIMENSION TO HELP UNDERSTAND LEARNER DIVERSITY AND
DIFFERENT WAYS OF LEARNING.
Like learning preferences and learning styles, considering the MIs when designing curriculum can broaden learning
opportunities for learners.
Some possible benefits:

 All learners can be included

 A broader understanding and appreciation of intelligence may develop. Multiple ways of learning are valued.
 Learner motivation and engagement increase
 Learners experience the strengths of others and improve their ability to work in diverse groups
 As learners build their own strengths mutual recognition from others can build self -esteem and self- realization
 As learners understand their own multiple intelligences they may become more self- directed learners
 A variety of opportunities to enter the learning experience supports learning
DESIGNING LEARNING OPPORTUNITIES INCLUSIVE OF A RANGE OF INTELLIGENCES, IS LIKELY TO ALSO BE
INCLUSIVE OF DIFFERENT MODES OF LEARNING AND LEARNING STYLES AS WELL AS SUPPORT A RANGE OF
ABILITY LEVELS
 STRATEGY MIS LEARNING LEARNING
PREFERENCE STYLE
Story Maps  Verbal / Linguistic  Visual  Procedural
 Logical/Mathemat  Auditory  Analytic
ical
 Visual / Spatial
Dance  Body / Kinesthetic  Kinesthetic  Dynamic
Performance  Musical /  Auditory  Innovative
Rhythmic

Graphing  Naturalist  Kinesthetic  Procedural

Plant Growth  Logical/Mathemat  Tactile  Dynamic
ical
 Interpersonal
Experiments  Intrapersonal  Kinesthetic  Innovative
 Body/Kinesthetic  Tactile  Procedural
 Logical/Mathemat  Visual  Dynamic
ical
Journal  Intrapersonal  Auditory  Analytic
Sharing  Interpersonal  Kinesthetic  Innovative
 Verbal/Linguistic

LEARNERS WITH DISABILITIES

The inclusive education policy of DepEd aims for shared meaningful learning for all learners including those with disabilities.
As far as possible, learning experiences should occur within the same classroom for all learners and meet their individual
learning needs.
Research affirms that good teaching for learners with disabilities is good teaching for all learners and what constitutes quality
teaching and learning is the same for all.
‘Good teachers build on the individual strengths of each student and recognize that all students have something
valuable to contribute to the classroom community’ (Giangreco & Doyle 2000)
THE DISABILITY AREAS

Section 3 terminology DepEd policy terminology

Attention Deficit Disorder Attention Deficit Disorder
Autism Spectrum Disorder Children with autism
Intellectual disability Mentally retarded
Mentally handicapped
Learning disability Learning disabled
Physical and multiple disabilities Orthopedically handicapped
Cerebral palsy
Sensory impairment: Hearing Hard of hearing,
Deaf
Sensory impairment: Vision Low vision,
Totally blind
Social and emotional Behaviour problems
Speech and language Speech defective

INCLUSIVE CURRICULUM
‘ Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about
transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for
everyone.’ Diane Richler, President, Inclusion International
Inclusive Teaching
Inclusive teaching approaches enable all learners in the class to take part in learning opportunities
To have a successful plan for all learners in the class, teachers need to:
 Know about the learners in the group
Much can be learned from the learner themselves, their parents, their former teachers and from a teacher’s own
observations.
 strengths and interests
 skills and knowledge
 what is being learned
 concerns and areas for focus
 Know about the curriculum
Teachers need a comprehensive understanding of the BEC curriculum and a range of pedagogies (methods of
teaching) appropriate for learning. Skills are needed in developing a variety of
 ways to engage learners
 ways to presentation
 options for participation
 means of expression
 assessment methods

‘A competent, caring general education teacher who is effective with students without disabilities, already
possesses most of the critical skills necessary to successfully educate students with all kinds of learning
challenges, including various disabilities’ Giangreco, 1997

Effective Teaching
Multi-grade teaching and learning
A multigrade class has two or more grades in one class with one teacher. These methods are also successful in regular
classes.
In the Philippines, many schools in remote and isolated areas have more than one grade per classroom.
Rather than treat each grade as a separate entity, learners are grouped in a variety of ways and taught using a variety of
methods inclusive of all learners in the class. This has application in regular classes where there are learners with disabilities.
Multigrade teaching and learning incorporates quality teaching and learning principles
The features of inclusive teaching are the same as those for teaching diverse groups

 knowledge of students
 knowledge of the curriculum
 having a good repertoire of teaching strategies and a variety of activities
 utilizing their own and the collective creativity of colleagues to plan and share teaching
 flexibility, openness, organization
QUALITY LEARNING PRINCIPLES
Supportive learning environment
Valued, safe, collaborative, positive challenge
Opportunity to learn
Engagement through observation, practice, development & application of knowledge
Connection & challenge
Building on existing knowledge to construct new knowledge
Action & reflection
Active learning and reflection on and incorporate new understandings
Motivation & purpose
Clear relevant outcomes
Inclusivity and difference
 Experiences that respect and reflect differences between other learners
Independence & collaboration
Working both together, and individually to gain collective and personal perspectives

Multi-grade teaching and learning have positive outcomes for both learners and teachers.
Multigrade classrooms cater for learners of different ability, personality and learning style, intelligences, culture, gender, age
and years at school.
Positive outcomes for learners

 Acceptance of diversity
 Learners are prepared for the diversity of society
 Social skills development through working with a variety of others in a variety of roles
 Increased independence as learners
 Increased options for learning – a range of groups to work wit
Positive outcomes for teachers

 Greater curriculum knowledge from working across levels

 Increased repertoire of methodologies and teaching flexibility
 Opportunities to use and develop the skills of learners

MULTI-SENSORY TEACHING
Multi-sensory teaching involves designing learning experiences so learners can engage more than one of the senses as
they explore and learn.
Visual learners may benefit from
 colour cues
 designing books, posters, charts, signs
 exciting stationery, pens
 graphic organizers
 flashcards, board work
 writing, and highlighting
 tables and graphs
 films, video, DVDs, art, pictures, images
Auditory learners may benefit from
 listening to stories
 debates and discussion
 talking and explaining, repeating back
 self -talk
 recording
 cooperative activities, team situations
 music
Kinesthetic, tactile learners may benefit from
 cooperative activities, interactive lessons
 writing, signing
 feelings, emotions
 making models, construction
 dressing up
 plays and performances
 painting and clay
 playing music, rhythms
 games, outdoor activities
 different writing mediums
Classroom organization plays a role in planning for multi-sensory teaching
Furniture arrangement can be altered to enable different types of engagement. Learners can be taught different
arrangements for different activities and become very quick at changing the room and suggesting plans

 Learning Centers
 Groups
 Individual Areas
Furniture arrangement ideas for different purposes

EXPLICIT TEACHING
The explicit teaching cycle provides a framework to help introduce new concepts. Learning success is more likely to be
recorded when the cycle is used alongside other effective strategies like

 multi-sensory teaching
 making appropriate adjustments
The cycle, below, is a relevant strategy for all learners and allows teachers to monitor learner progress at each
stage. Some learners with disabilities may need to repeat stages 3, 4 and 5.

Cited in Department of Education & Children’s Services. 1994-5, Cornerstone, Modules 6 & 7

Inclusive Planning: Higher Order Thinking Skills (HOTS)

HOTS are thinking strategies that help learners understand a concept or topic at a deeper level than when they began.
The intellectual challenge possible through use of HOTS:

 promotes learner engagement in tasks helping maintain attention & interest

 encourages links between what is already known and new information
 creates opportunities to use the old and the new to create new tasks/products/answers
The methodology benefits learners by supporting them to:

 develop thinking skills

 grow understandings while learning
 increase enjoyment of learning & the subject for both the learner and teacher
 Build and develop skills for life
 self-direction and responsibility
 creativity and originality
 intrinsic motivation through success
 a sense of increased competency
 confidence and independence
This happens because

 Connections are made between what is known & new learning

 Existing skills are built upon
 Problem solving, critical thinking and a sharing of knowledge are integral to the process
 These characteristics create scaffolds that support all learners to be successful
 Tasks are multi-modal and so cater for learning preferences
HOTS incorporates a 3-layered learning process
  Identifying and planning
 Processing
 Applying

INCLUSIVE PLANNING: ALL, MOST, SOME & BLOOM’S TAXONOMY

“Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!" (Theodor Seuss Geisel)
All, Most, Some is a curriculum planning model conceived by Schumm, Vaughn, and Leavell (1994) It is an inclusive
model because it is designed to cater for all learners in a class.
Bloom’s Taxonomy is a framework for thinking at different levels. The six levels are thought to be useful for development
of higher order thinking skills or HOTS. The levels are sometimes described as hierarchical.
Bloom’s taxonomy is a useful framework for planning using the All Most Some pyramid and also a useful tool for curriculum
modifications and adjustments.
This enables learners with disabilities to be included in a classroom program.

DESIGNING INCLUSIVE CURRICULUM USING ALL, MOST, SOME

How to use the model to plan inclusively?

The process

 Choose the BEC curriculum competency or competencies you will be addressing.

 Select a topic
 List what the learners need to know and demonstrate in order achieve the result
 List the pre-requisite skills and capacities learners will need in order to be successful
 Rationalize the list to reflect what All, Most & Some learners will do and learn
 Identify the adjustments , strategies an resources needed
 Select assessment methods

There are some things to consider when using these 2 models

 The pyramid does not mean that learners with disabilities can only be taught at the All level. Learners interests,
knowledge and capacities will vary depending on the topic, previous experience and strengths
 Learners need opportunities to learn in all domains
 Learning at the All level should include
 Hands on activity
 Discussion
 Group work
 Interesting recording and reporting
 Learning at the All level should NOT rely on
 Worksheets
 Repetitive exercises
 Fact finding
 Direct instruction may be needed at various points at all levels
The verbs the teacher uses when designing lessons help to tell the thinking level of each task

Use the chart to design activities at each level.

MODIFICATIONS AND ADJUSTMENTS

Teachers will plan for learners with disabilities in ways that

 Support the learner to achieve

 Require the least modification for success
 Adjust the learning contexts to ensure access and participation
MODIFICATIONS
Four levels of intervention can be considered
1. Same as for other learners with adjustments
2. Same activity/ different level
3. Same activity /embedded skill

INCLUDING LEARNERS WITH DISABILITIES

ATTENTION DEFICIT DISORDER
About Attention deficit (hyperactivity) disorder (ADD & ADHD)
Attention deficit (hyperactivity) disorder is referred to as a hyperkinetic disorder. It can occur with and without
hyperactivity.
Hyperactivity means overly active and is characterized by persistent inattention, hyperactivity or both outside
what would be expected at a similar developmental level.
More boys than girls present with the hyperactive form
 In very young children it is difficult to separate normal behaviour variations from disordered behaviour. The
American Psychiatric Association diagnostic manual focuses on children from 7 years.
Recognizing ADD & ADHD
ADD/ADHD requires a formal diagnosis by a qualified professional. First, the practitioner will rule out a range of
other problems and conditions that might be causing the behaviour. They should seek information from a
variety of sources to see if the behaviours are present in all the settings of the learner.

 Teachers
 Parents
 Others who know the learner well
They will look for the presence of characteristics/behaviours

 Before 7 years of age

 Occurring at least 6 months
 In multiple settings- school and home
 Affecting the learner’s functioning in various settings
There is no certain medical test that confirms or refutes a diagnosis and research indicates that
learners may have other learning difficulties or conditions as well as ADD/ADHD.

The following checklist is a guideline for observation only. Teachers should discuss information gathered about
any particular learner with parents and special education teachers.
 Adjustment

 Develop an IEP for the learner

 Find out about medication and set up recording measures to monitor this
 Create a routine environment
 Let the learner doodle or fiddle with an appropriate object to help keep focused and satisfy kinesthetic needs
 Use visual organisation techniques
o display timetables and refer to them
o label things
o put up cue questions
 Avoid components that are distractive
o minimize dangling display
o ensure line of sight to teacher/board is clear
o minimize interfering noise
o keep formal aspects of lessons shorter
 Arrange the learner’s seating for their needs
 Teach relaxation techniques
 Give templates for writing formats
 Support development of organization skills(see Autism Spectrum Disorder)

Teaching strategies
Learners with ADD/ADHD will be supported by good teaching practices.
Some things to do of particular benefit:-

 Keep learner involved by talking less and asking the learner more
 Talk with them in a direct way
 Explicitly teach attending behaviours and strategies
o Giving eye contact or focusing on a spot near the speakers eyes (ears?
o Using an acronym to help self-regulate – SAFE (see Ideas)
 Use group work approaches to allow interaction and activity
 Incorporate learning preferences and multiple intelligences – especially the kinesthetic
 Choose multi-sensory activities
 Be visible and accessible
 Teach routines, practice, role play
 Use buddies to help with routines
 Break tasks into smaller chunks & list on checklists-teach the learner to make lists
 Use rewards and reinforcements
 Develop an intervention plan for dealing with unexpected issues
 Be aware of the learner’s legitimate need to move and program for breaks:- a run, energizer, exercise, game
 Ideas

SAFE Make up a cue card/poster for the class that reminds learners about attending

AUTISM SPECTRUM DISORDER

About autism spectrum disorder

Autism spectrum disorder (ASD) is collective terminology encompassing Autism and Asperger syndrome. They
are pervasive developmental disorders (PDD). Other disorders in the group are:
 Rett’s Disorder
 Childhood Disintegrative Disorder
 Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).
The word spectrum describes the wide variations in behavior, communication, intellectual and social
functioning of those with Autism.
Autism is characterized by:

 impaired social interaction

 problems with communication both verbal and nonverbal
 repetitive, restricted activities and interests
 sensory difficulties
International diagnostic criteria, recognizes differences between high functioning autism and Asperger
syndrome, Both are part of the autistic spectrum, but those with autism show a delay in language and cognitive
development Although they may have disordered language development these delays are not seen in Asperger
syndrome.

People with Asperger syndrome generally show more interest in the social environment but still require social
skills to be taught explicitly.

Both show mixed overall development with higher verbal abilities in those with Asperger but often a higher
prevalence of motor difficulties.

Recognizing autism spectrum disorder

Learners with Autism may experience difficulties in the following areas
 Communication
 Social interaction
 Motor skills
 Sensory processing
 Organization
 Transitions
 Repetitive behaviours
The checklist provided is a guide only, to assist teachers to better understand the learner who is having
significant difficulties with learning. The information may then support referral to relevant specialists. Diagnosis
of autism spectrum disorders is confirmed by qualified professionals.
Adjustments
Communication
 Know about

 the learners communication method e.g. verbal, pictures, signing

 expressive and receptive language level
 the learner’s ‘nuances of language
 provide instructions at individual level and in multi modal way - verbally, written, chunked and check for
understanding
 level of questioning
Social skills

 provide clear expectations and be prepared to revisit often

 role model social situations
 teach flexibility and cooperation – allow time to incorporate – give cue cards of skills to learner
 provide positive strategies for reporting and dealing with harassment
 provide positive strategies for reporting and dealing with harassment
Motor skills

 provide prompts, cues for starting work

 involve in motor skills program
 provide larger sized pencils or special grip
 alter expectations of writing
 allow more time to write
Organization

 set up a personal work space for the learner

 clearly name personal items
 have visual lists of things in the learners work area or diary
 give a copy to parents
 workbook/folder
 place tray near student or attach a bag for books to student’s desk
 colour code folders, workbooks, worksheets
 provide student with a map which has classroom colour coded to corresponding subject
 to keep things consecutively fold back tip of page or number pages consecutively
 provide home with a time schedule
 picks up notices on specific day when she picks up her son/daughter
Transitions

 Get to know
o learners reaction to changes
o what works in preparing for change
o particular rituals and routines
 accommodate routines if possible and appropriate
 share information and strategies with other teachers
 provide family with a visual schedule for home
 engage in small changes rather than big changes
 provide adequate time for transition
 provide student with a map of the school

Repetitive behaviours
Learners with Autism Spectrum Disorders may engage in repetitive actions such as hand flapping, flicking
items, rocking. Sometimes these actions allow them to disengage from sensory overload in their environment.
Other times they could help the learner relax.
Behaviours can be more prevalent in times of stress or anxiety. Control of the behaviours is often more
achievable than trying to remove them completely

 Designate a particular time for the behaviour

 Replace inappropriate objects with appropriate objects – banging hands on a basketball rather than a table,
throwing a ball against a wall rather than stones

Sensory processing

 monitor after falls/accidents

 change the environment if possible
 tailor learner’s work area
 place leaner’s things out of main traffic zones
 allow movement at another time or different direction
 give lunch at an alternative time
 provide equipment that can be used e.g. ear plugs, walkman, rubber cushion, heavy blanket
 skill the student as to what he/she can do e.g. get a tissue and wipe paint off handle of brush
 provide sensory input
Teaching strategies
Communication

 use simple precise language avoiding idioms or sarcasm

 seat at the front of the class
 repeat/rephrase instructions and use visuals
 allow wait time to process information and give a response
 encourage eye contact but do not demand it – many learners with Autism have peripheral vision and have a
good view
 Prepare for attending by giving verbal cues:- Say their name and instruct ‘Flordy, look at me! Listen to this, it’s
important!’
 explicitly teach
o conversation skills
o how to ask for help
o class routines
 make a special time for talking about special interests
Social interaction

 teach rules
 use social stories (see Ideas)
 design and implement a social skills program
o feelings
o taking turns
o sharing
o play
o interpreting body language/facial expressions
o displaying facial expressions
Motor skills

 accept alternative assessment to writing- verbal, graphic organizers, scribing, dot points
 involve in sport lessons in interesting ways – time keeper, scorer, referee, equipment manager
 reward alternative roles as authentic components of sport
Organization

 have extra pencils and other equipment to avoid delays in getting started, or anxiousness
 break instructions into chunks and give visual back up
 use folder with divider pages, rather than a lot of separate books
 provide scaffolds to help organize writing – templates
 organize alternative ways to get information home to parents
 monitor recording in the diary
Transitions

 teach relaxation
 introduce change to the learner
 use visual schedules , timetables , calendars
 use social stories
 use pictures, photographs of student doing a variety of tasks and use them to forecast changes eg: - Show
picture of learner packing up and say ‘Sammy, in 5 minutes it’s time to pack up.’
Repetitive behaviours

 include on visual timetable, time for learner to engage in the behaviour

 minimize needs by providing opportunities for sensory input
Sensory processing

 get to know sensory stimuli affecting the learner

 make time for positive stimuli and use as a reinforce
 provide sensory activities as part of the program
 predict difficult stimuli times for the learner and prepare or reschedule
 make use of social stories
 provide visual cue cards
Adapted from Autism SA Factsheets www.autismsa.org.au

For learners who ask many questions in class, provide a designated number of question vouchers per
session. Role play how to use them. Teach using a social story.
SOCIAL STORIES
Social stories are short personalized stories explaining a social situation to the learner. They can be on any
topic where the learner is having difficulty working out the hidden social rules.
Social stories have 4 parts. Each part has one or two sentences

 Descriptive Sentence
 Directive Sentence
 Perspective Sentence
 Control Sentence
INTELLECTUAL DISABILITY (MENTAL RETARDATION)
About intellectual disability
Learners with an intellectual disability will have skills significantly lower than their peers of the same age. They
are likely to need significant support and curriculum adjustments in order to have success with learning.
They will have impaired skills in:

 Cognitive ability
 Learning
 Adaptive behavioural skills (skills needed for everyday living:
 communication, self-care, home living, social and/or interpersonal skills, use of community resources, self-
direction, functional academic skills, work (if appropriate), leisure, and health and safety
There is a range of intellectual disability; mild, moderate, severe and profound. The term intellectual disability is
now more commonly used than others such as mental retardation, mentally handicap, intellectual handicap.
Some common causes of intellectual disability are: Factors occurring before birth
 Rubella and other diseases
 Rhesus blood incompatibility
 Drug, alcohol abuse
 Injury to the mother
 Genetic or chromosomal syndromes (Down syndrome, Fragile X)
 Problems with the birth :for example Lack of oxygen, injury at birth
Factors following birth

 Diseases like meningitis, encephalitis, measles

 Accidents- electrocution, on the road, near drowning
 Several allergic reactions
 Malnutrition – iron and iodine deficiency
 Poisoning
Recognizing intellectual disability
Intellectual disability is determined by a standardized psychometric assessment and/or adaptive behaviour
assessment.
The checklist provided is a guide only for teachers in order to better understand the learner who is having
significant difficulties with learning. The information may then support referral to relevant specialists.
Learners with intellectual disability are likely to need support in the classroom in one or more of these areas

 Attention
 Engagement
 Behaviour management
 Relationship with other students
 Resources
 Curriculum planning
 Health & personal care
Intellectual Disability Checklist
Name: Grade: Date:
Teacher: School:

Early Difficulties significantly below age peers with

Development  Sitting up, crawling or walking
 Learning to talk
 Correction articulation (for age)
 Remembering things –eg safety rules
 Playing, singing
 Dressing and undressing
 Eating and drinking independently
 Learning personal information, to count
Social Significant difficulty with
Skills  Learning social rules
 Picking up social cues
 Displaying appropriate emotional range
 Playing with others (parallel rather than with)
 Seeing consequences of actions
 Solving problems independently
 Self- regulation of behaviour for example perseveration, waiting
 Thinking sequentially
 Obsessive or repetitive behaviours/actions
 Adherence to routines- find transitions hard
 Self -help for example personal hygiene
Curriculum Significant difficulty with
 Most/all curriculum areas
 Learning letters and words
 Understanding and responding to questions
 Oral expression – retelling events
  Learning a second language
 Following instructions, repeating
 Reading
 General knowledge
 Writing
 Counting, matching
 Other

Attention Significantly difficult with

 Listening
 Concentrating
 Attending
 Mental fatigue
 Physical restlessness
 Impulsiveness
Motor Significant difficulty with
Development  Pencil grip
 Drawing
 Letter formation
 Self-management in the physical movement for example : sitting
still
 Physical stamina
 Physical activity
 Coordination

Adjustments
One list will not necessarily meet the needs of all learners with intellectual disability.
In the first instance:

 Utilise the learner’s IEP for information about the best supports for them
 Liaise with others – the special education teacher, resource room teacher, services, colleagues, parents
 Seek out local resources – volunteers
 Think big and start small
 Negotiate with your principal for the support you need to plan effectively
In the classroom

 Remember to personalize curriculum

 Set learners up for continued effort and motivation 80% success, 20% challenge
 Negotiate homework
 Look for learning in smaller chunks
 Praise and encourage effort rather than outcomes
 Use learner strengths
Teaching Strategies
Find interesting irrelevant things to learn

 Use real things in the child’s experience to help connect learning

 Use favourite things for the same purpose
 Keep the child active in tasks rather than listening and answering
 Break tasks into smaller chunks
 Use prompts as needed
 Use backwards chaining
 Use a multi-sensory approach
o Gestures
o Actions
o Facial expressions
o Practical demonstrations & written examples
o Verbal explanation
 Use repetition

 Lots of active practice

 Say the same thing in a different way
 Say the same thing with gestures
 Say the same thing and show a visual cue
 One thing at a time
Model what to do

 Give practical demonstrations

 Talk as you show
 Let the learner copy alongside you, then repeat what you did with verbal coaching
 Stick to a routine of doing things, even use the same language
 Show what the finish product looks like
 Demonstrate how to deal with mistakes too!
 Teach and practice self- talk :
o Talk through routines as you go
o Repeat and practice internally the things that need to be learnt
o Demonstrate – multi sensory
o Prompt to help internalise
Give help when it is needed

 Set up for success

 Give a choice of two answers
 Quietly put a marker under/near needed text
 Start a sentence for the learner to finish
 Tell the answer as if you knew they were about to say it and re ask in a few moments, for example: “Yes Rhiza
was on her way home…where did you say she was going?
 Use guided moment

Ideas
Communicate regularly with the learner’s parent through a communication diary or note book.
VISUAL SUPPORTS
Put a range of visual supports in the class
 Labels and signs
 Tape a cross on the floor where the learner will sit for some activities
 Provide performances to help the learners organize work

PERSONAL ACTIVITY KIT

Set up a container or area with preferred activities and resources for the learner to access if a break is earned
or they are tired.
Books, games, sensory toys/equipment, tape

VISUAL SCHEDULES
Make visual schedules to help with routines and transitions. Send copies of the visual schedule home or make
a home specific one.
SAMMY’S SCHEDULE
 Unpack my Bag

Reading for 10 minutes

Writing for 10 minutes

Do my maths

Choose an Activity

ACTIVITIES FOR MOTOR SKILLS

 Play dough (make shapes, letters, numbers)
 Using pegs
 Cutting
 Packing up activities, bunching things with rubber bands
 Playing with puppets
 Typing
ACTIVITIES FOR INDEPENDENCE
Give responsibility and then record efforts
 Putting up the chairs at the end of the day
 Giving out equipment
 Taking message to another class
Make charts to show progress, achievement, earn rewards Try to instigate cooperative rewards – the learner
completing their schedule earns rewards towards the whole class total
Encourage social skills development and class team building by getting everyone to ‘catch’ the positive
behaviours of classmates. When someone reports ‘catching’ a classmate, a piece of paper with their name on it
is added to a container. At the end of the day/week a name is drawn at random from the container and that
learner chooses a class activity for everyone to do

LEARNING DISABILITY
About learning disability
 Learners whose skills are below expectation for their age and ability may be identified by parents or teachers as
having learning difficulties. A small percentage of these may have learning disabilities.
Learning difficulties and learning disabilities are different. Research suggests that about 10-16% of learners
may have a learning difficulty which could develop as a result of one or more of the following:

 Development delay, for example speech and language difficulties

 Poor coordination, for example fine gross motor skills
 Emotional difficulties and/or trauma
 Limited environmental experiences
 Deficiencies in appropriate educational opportunities
 Interrupted or non attendance at school
 Illness
Learning disabilities is a term used for learners with average or above intelligence yet who show signs of
developmental and academic skills considerably below expectation for their age and general ability. Research
suggests around 2-4% of children and students may have a learning disability
A learning disability may include difficulties with the following:
1. Confusion with text
2. Working memory
3. Sensory processing
4. Communication
5. Motor skills
What are some different types of learning disability?
Several types of learning disability are well documented
Dyslexia – reading
- Decoding words,
- phonological skills,
- short- term auditory
- memory, recalling sight words
- finding the right word
- verbal memory span spelling
Dysphasia – oral language
- receptive language
- and or expressive language
Dysgraphia – written expression
- handwriting
- spelling
- written composition
Dyscalculia – mathematics
- quantitative thinking
- time and/or space
- calculations
- arithmetic
Nonverbal learning disorder
- coordination
- organisation
- concept formation
- cause and effect
- changes in routines or settings
- strong rote learning
- social skills – literal
- interpretation
- poor social judgement
- abstract problem- solving – mathematics
Recognizing learning disability
As soon as teachers recognize that a learner is experiencing difficulty they have an ethical and professional
responsibility to address these needs.
The following checklists will assist with identification of learners who are at risk of having a learning disability
Teachers can

 gain additional insights into the areas for intervention

 find out about specific areas to design interventions
 discuss with the school- based learning group
 provide a basis for discussion with the special education teacher
 identify learners who may require further assessment

LEARNING DISABILITY CHECKLIST

Name: Grade: Date:
Teacher: School:
Language Difficulties with
 phonological skills
 understanding and responding to questions
 oral expression
o sequencing words in sentences
o summarising information
o retelling stories, events
 learning a second language
 articulation
 reading comprehension
 reading
 decoding
 naming words
 written language
 spelling
Motor Difficulties with
Skills  pencil grip
 copying text
 handwriting legibility
 letter formation
 motivation to write
 writing speed
 self- managing of physical movement – e.g sitting still
 physical stamina
Attention Difficulties with
 listening
 concentrating
 attending
 mental fatigue
 physical restlessness
 impulsiveness
 self-management strategies
Memory Difficulties with
 recall of facts
 learning lists – ie alphabet
 remembering and following verbal instructions
 remembering sight words
 sound sequences
 trouble studying for tests

ADJUSTMENTS
Do
 Ask the learner about
 their strengths
 what things are helpful for them
 what things are not helpful
 how they can show what they know and can do
Highlight the correct things in the learners work
Provide scaffolds that help the learner

Don’t
 Correct every mistake in the learner’s work
 Ridicule or compare to other learners

Give the learner screeds of information to learn

Make the learner
 copy notes
 read aloud if not confident
 redo written work
 finish off everything no matter how long it takes
 change their writing style
Hand-outs

 use a supportive fonts when designing hand-outs

Arial, Comic Sans MS and Microsoft San Serif ***Fonts that have serifs like Times New Roman can make the
letters in words appear to run together
 use a larger font size – about size 14
 use note form in succinct dot points instead of prose
 instead of underlining important things, put them in bold
 start new sentences at the beginning of lines
 leave space between paragraphs
 provide the learner with a highlighter to mark important points or words
Teaching Strategies
** All leaners will benefit from these approaches
 Recognize and use the strengths and interests of the learner
 Reward learner efforts
 Focus on assessment of concepts rather than conventions
 Break instructions into chunks
 Provide clear, unambiguous, sequential instruction
 Teach prerequisite skills beforehand
 Build in practice opportunities to internalize new skills
 Use multi -sensory approaches
 Incorporate the explicit teaching cycle when teaching new concepts
Reading

 Spend 5-10 minutes previewing texts before reading and reviewing texts when resuming reading
o Look at the cover, title, pictures
o Discuss, predict, questions and relate to learners experience
o Teachers scans pictures/texts for difficult words and asks learner to find item and then the words
 Use paired reading to familiarize learner with new text and build fluency
 Writing
 Give more time for drafting & editing
 Select keys tasks to be undertaken rather than all
 Model –show a completed example of what is required
 Accept notes and drafts as the assignment
 Use cloze
 Use images, story boards, cartoons
 Teach editing strategies TOWER & WATCH
 Allow use of word processors if available
 Provide scribing (teacher or buddy )
 Provides notes to highlight and learn from
 Create use friendly hand outs
NOTE TAKING
Why is the learner taking notes?

 Write down the main points & terminology for learners

 Provide hand outs, summaries, copies of notes, OHT
 Avoid citation
 Provide guided, structured lectures – write key points on the board
 Indicate key points/changes in topics
 Allow students time to absorb and process information
 Teach use of graphic organizers to map key points

TESTS, ASSESSMENTS, REPORTS

 Prepare learners with what will be in tests
 Allow open book tests
 Give oral instead of written tests
 Allow test questions to be read out
 Provide opportunities for learner to clarify
 Provide a scribe
 Use cloze sentence completion
 Use multiple choice
 Allow highlighting, underlining or circling of answers
 Allow for tests to be taken home
 Prepare alternative tests
 State questions in the positive – which one is correct?
 Allow use of supports – calculator, dictionary
 Give a mark out of questions answered
 Don’t penalize for spelling or grammar errors – focus on the answer
 Allow extra time or no time limits if learner is keen to finish
 Allow to resit

IDEAS
1. Choose a text to read together.
2. The text should ideally be at an instructional level.
3. The learner holds the book and is instructed to follow the text while the adult reads a paragraph.
4. The adult reads at a reasonable rate and uses appropriate expression.
5. Next, the learner and adult reread the paragraph together. They do not stop for errors. The adult ‘pulls’ the
learner along reading expressively.
6. The adult asks the learner if they would like to reread it alone.
a. If no, the adult and learner read together with the adult fading in and out to let the learner take more control
b. If yes, the learner reads alone. The adult does not
intervene or correct during the reading process.

DICE WRITING & SPEAKING

 This simple strategy helps to extend ideas, structure story telling, reporting or writing, projects. Individuals or
groups can form writing
Cover the faces of the dice with the words
Who? What? When? Where? Why? How?
Learners roll the dice and add information as a result of the question that falls.

SENTENCE MAKE-OVERS
This strategy assists learners to extend vocabulary and build understanding of grammatical structures. It aids
learners in seeing how phrases and words in different positions in a sentence can preserve or change the
meaning. It can also be used to understand the components of individual words and to learn mathematical facts
1. Learner writes a sentence or teacher scribes sentence on a strip of paper. Writer sounds out as they write.
2. Learner cuts sentence into individual words and reforms.
3. Student arranges words in other orders and comments on meaning changes. Provide punctuation marks as
needed.
4. Teacher asks questions to elicit additional words to add into the sentence, writes the words on additional paper
and has the learner place them.
5. Continue asking questions using who, what, when, where, why, how
6. The teacher can change the beginnings of extended sentences by moving phrases. The learner completes the
sentence.

What is beautiful about Mt Apo?

Where is the scenery?
How beautiful is it?

SUPPORTING WRITING & EDITING

Teach these strategies to learners to help them maximize independence with their writing
 TOWER
T think about the topic
O organize the information
W write
E edit
R rework

WATCH
W write down the assignment, due date, any special requirements
A ask yourself if you understand. Ask for clarification
T Analyse the tasks of the assignment – how many parts, how many sessions available to do it. Schedule
tasks.

Ch Check each task as you do it with CAN

C completeness
A accuracy
N neatness
PHYSICAL & MULTIPLE DISABILITIES
About physical & multiple disabilities
A physical disability substantially limits one or more basic physical activities. Like other disabilities, physical
disability can be mild to severe.
At a mild level, a learner may successfully do most things that their peers can do. At a severe level they may
require significantly more assistance in such areas as personal care, movement, communication and social
inclusion. A learner with a physical disability could also be gifted.
Learners with multiple disabilities have more than one disability of varying severity, affecting

 Speech and language

 Physical mobility
 Learning
 Intellectual functioning
 Vision
 Hearing
Learners with physical /multiple disabilities can also present with behaviour and or social problems and may
have medical complications affecting their continuity at school, and the support they will need at school
Physical disability and multiple disabilities can occur for many reasons

 brain or other injuries before, during birth or close to birth

 brain and other injuries (eg spinal) through accidents, near drowning, electrocution, violence, abuse
 injury to the mother before birth
 premature birth
 syndromes
 genetic abnormalities
 disease
 malnutrition
 progressive condition
 Some known conditions which can result in physical disability and/or multiple disabilities are:
o cerebral palsy
o spina bifida & hydrocephalus
o muscular dystrophy
o rheumatoid arthritis
o arthritis
o ontogenesis imperfect
o congenital malformation of the limbs
o acquired brain injury
o cancer
o motor neuron disease
Three physical disabilities are discussed in more detail.
Cerebral palsy
Cerebral palsy is caused by damage to the developing brain either before birth, during birth or in the first few
years of life. The impairment depends on where in the brain the damage occurs. Often control of the muscles in
the body is affected and the learner can experience uncontrollable spasms. It is not a curable condition.
Cerebral palsy can impact on learning, but as with other disabilities, to varying degrees, depending on the
severity of their condition
The range could include

 severe multiple disability to mild physical disability

 profound intellectual disability to gifted
 any combination
Spina bifida & hydrocephalus
Spina bifida occurs in the first few weeks of pregnancy and is a condition in which the bones in the spinal
column do not completely develop and join. Children are born with a damaged spinal cord usually with part of it
exposed. Usually surgery is required to minimize further damage. The higher up the spinal column the exposure
occurs the more the person will be affected. Learners with spina bifida often have hydrocephalus which is
caused by an abnormality blocking the proper circulation of spinal fluid. A build up of fluid creates pressure on
the brain. A special tube called a shunt is placed in the head and the fluid can go to another part of the body. As
the learner grows new shunts need to be inserted.
Learners with spina bifida could also experience

 paralysis or loss of sensation to come parts of the body

 incontinence
 problems with learning (although the full range of capability exists)

Muscular dystrophy
Muscular dystrophy is an inherited disorder characterised by gradual weakening of the voluntary muscles of the
body. The most common type of muscular dystrophy is Duchenne muscular dystrophy (DMD) an incurable,
degenerative condition which only affects males and is inherited from a gene carried by females. Life
expectancy is severely shortened. The condition is often diagnosed when children are toddlers. They may have
problems attaining physical milestones, be excessively clumsy, have an unusual gait, and or lack physical
stamina. As the condition progresses, symptoms become more pronounced, until the affected person becomes
dependant on others for their care.
Recognizing physical and multiple disability
A learner with multiple disabilities is unlikely to escape notice in a regular school. However the characteristics
particular to the individual learner will need to be ascertained. It is essential to seek specific information from
parents and if possible, other specialists/therapists involved.
An IEP needs to be developed to assist the school to plan for the needs of the learner
The effect of physical disability on learning will vary from those who may have a relatively mild disability to more
severe disability. The development of a learner with physical disability may be affected in one or more of the
following areas:
 muscle tone, strength
 gross/fine motor skills
 mobility
 communication skills
 social skills
 personal health
This could affect the way a learner participates in the classroom. They may experience difficulties with

 self – esteem
 social inclusion
 information processing
 receptive language
 expressive language
 problem solving
 motor planning
 memory, attention
 learning new skills and concepts
 access and participation in learning
 stamina
 continuity of attendance at school owing to health issues
The learner with multiple disabilities is highly likely to have significant difficulties in more than one of the areas
above
A learner with multiple disabilities enrolling at or attending a school is likely to be easily identifiable. Depending
on the severity, it may also be obvious that a learner has a physical disability.
The checklist provided is a guide only, intended for use by leaders or teachers to

 gather general information about the learner from parents, the student themselves
 guide discussion with other specialists
 form the basis of initial planning for support and modifications

Physical & Multiple Disability Checklist

Name: Grade: Dat e:
Teacher: School:

Cause of  brain injuries

disability  before birth
 during birth
 close to birth
 other injuries
 before birth
 during birth
 close to birth
 brain injuries through
 accidents
 near drowning
 electrocution
 violence/trauma
 abuse
 other injuries (eg spinal)
 accident
 near drowning
 electrocution
 violence/trauma
 abuse
 injury to the mother before birth
 premature birth
 syndromes
 genetic abnormalities
  disease
 malnutrition
 progressive conditions
 other

Diagnosed  cerebral palsy

conditions  spina bifida
 rheumatoid arthritis
 muscular dystrophy
 arthritis
 ontogenesis imperfect
 congenital malformation of the limbs
 acquired brain injury
 cancer
 motor neuron disease
 other
Areas of  muscle tone
development  muscle strength
affected  gross motor skills
 fine motor skills
 mobility
 communication skills
 social skills
 health
 other
Impact at  self esteem
school  social inclusion
 information processing
 receptive language
 expressive language
 problem solving
 motor planning
 memory, attention
 learning new skills and concepts
 access and participation in learning
 stamina
 continuity of attendance at school owing to health issues
 self help skills
 other
ADJUSTMENTS
Most learners with physical disabilities will be included in the same curriculum as others in their class. They
may or may not need adjustments to better access and participate. Adjustments may be required in the four
areas profiled in the section on adjustments
Learners with multiple disabilities will usually need significant adjustments and curriculum differentiation to
maximize inclusion in the classroom program. A range of people may be involved and a team approach is
recommended.
The IEP can be used to document what needs to be done differently to support individual learners. Where the
learner has multiple disabilities or a significant physical disability the IEP is crucial in identifying how they will
access the learning environment as well as what learning outcomes will be the focus. Particular attention may
need to be given to physical access.
Physical environment & class setting

 Ramps and pathways may need construction

 Classroom location may need negotiated :- one classroom may
o Already have a ramp
o Be larger and have room for special equipment to be used and stored
o Be close to the office or comfort room
o Be downstairs
 A comfort room may need modification
 The classroom furniture may need special arrangement to make space for the learner and easier access
 The school yard may be needed to be vetted for success
Equipment
Learners with high support needs may require a range of special equipment to help them access and
participate in curriculum.

 augmentative communication devices

 adjustable tables, chairs or wheelchair table
 frames/hoists to assist with repositioning for different tasks

Respect for the learner with physical disabilities and multiple disabilities is paramount.
 Work with the learner, not on the learner.
 Check with the learner to find out what help they would like/need
 Involve the learner in discussion about them or talk about them somewhere else rather than in front of them.
 Give learners the opportunity to solve their own problems
 As for learners with other disabilities ask first and/or explain what you are doing or are about to do ie if you are
going to reposition the learner explain and involve the learner throughout the process

Repositioning
Teachers and other staff involved in repositioning learners with physical disability need to lift and move learners
in ways that are safe for themselves as well as the learner. Good movement takes practice and concentration.
Two people may need to work together to move a learner.

Professional advice may be available. Ask your principal to find this out. Some general principles to follow are
 Plan the move before attempting it
 Minimize the range of movements
 Protect your back
 Minimize repeated stress on the spine:-twisting, height of the load
 Move in a considered and smooth way – informing the learner will help them to contribute to the lift as much as
they can
Teaching strategies
Having made adjustments to enable the learner to access the learning environment, the next stage is
modification to curriculum to ensure participation in learning that maximizes independence for the learner.
Social skills

 Encourage peer interaction and teach how to interact

 Provide disability awareness information for class members. Teach them to ask the learner first to see if they
want help
 Award wheelchair buddy licences to other learners who want to support their classmate. Train them in safe
wheelchair pushing.
 Be aware of the impact of health and personal care and mobility on social time with peers Count the lost time
each week to get a picture of this

Communication
Learners will have a range of communication abilities depending on the level of disability. Severe physical
disability and inability to communicate does not indicate an intellectual impairment. The less opportunity for
practice given, the longer it will take for skills to develop.
 It is very important to ensure the learner has opportunities to communicate. Utllize the communication system
that has been designed.
 Get to know the communication nuances of the learner eg poking out the tongue may be the learners way of
indicating ‘no’, a kissing noise may mean ‘yes’. A grimace may mean ‘stop’.
 Wait for the learner to process the incoming information, motor plan and perform a response. Do not speak for
the learner.
 Ensure the learner is positioned for optimum participation.
 Position yourself for optimum communication/interaction.
 Encourage others to speak directly to the learner.
 Social and emotional needs
 Teachers can take the lead in advocacy for
o the learner, their strengths, their value as a contributor in the class
o building positive attitudes in the community
o setting a positive environment for the learner with a newly acquired disability, as they return to school
o sensitive and supportive approaches for learners, aware of their limitations in comparison to peers and, of their
declining condition
 Learners in secondary schools may need additional support and consideration as they encounter the issues
associated with adolescence. This can be a particularly difficult time for the self- esteem of learners with
physical disabilities
Learning program strategies

 providing larger work sheets to allow for motor skills

 provide handouts to remove the need for notetaking.
 simpler work sheets/posters/wall displays- not text dense
 providing larger items to assist with grasp texts, foam around pencils
 modify sport to include the learner
 volunteers to assist in the class
 use the equipment and programs assigned to the learner through the local consultants
 use different assessment methods – see section on Modifications and adjustment
 for learners with multiple disabilities or severe physical disability a higher level of curriculum differentiation is
likely to be needed: same activity/embedded skill or different activity/different skill
Ideas
Strategies which may assist students to learn include:
SENSORY ACTIVITIES

 Provide a range of sensory opportunities for learners. Set up noisemakers, shiny objects, textures objects and
toys, moving objects, different smells.
 Suspend objects in front of the learner
 Use guided movement to let the learner experience textures, noises so building knowledge of cause and effect
relationships
BALL GAMES
Many mainstream ball games can be modified into table top games. Most learners are at a similar level – or
equalizer’ restrictions for able-bodied learners can be introduced. Keep scores and as an added surprise, to
decide winners roll dice and decide if team A(odds) wins or team B (evens) A range of games can be provided
in a circuit as a tournament.

 Table bowling: Set up objects on a table top and roll a ball to knock them down. Able bodied learners replace
them. Scores are kept. Able bodied learners can have restricted bowling – eg no hands
 Table basketball: Teams of learners roll balls off the table into a large bucket or bin. Keep scores. Time quarters
and change ends at half time
 Table ‘tennis’: table tennis balls are blown across the table top into ‘nets made of paper’. Blowing activities are
excellent for respiratory health of learners with limited mobility.

GROUP ACTIVITIES
 Tailored relays or obstacle races’: get the class to help identify what could be in a race that includes everyone
 Freeze: the learner with a disability can be responsible for ‘releasing’ classmates who are ‘frozen’ because they
were caught in a game of tag.
 Time keeper: The learner times sporting matches and blows the time whistle. The learner throws the ball back
to the referee after a goal is scored.

MUSIC
 Design in-chair aerobics lessons for fitness, energizers during the day. Learners have wonderful imaginations
for thinking up activities
 Use the collective wisdom of the class to workout how to include the learner in folk dances and music
performances. A learner with a significant disability may be able to beat a drum or blow a whistle or shake a
maraca.
 SENSORY IMPAIRMENT: HEARING
About hearing impairment
Hearing loss occurs when there is a problem with or damage to one or more parts of the ear or ears. Some
people are born with hearing impairment and some can lose their hearing for many reasons like:

 physical trauma
 prenatal infections
 disease or illness
 upper respiratory tract infections
 heredity
 malnutrition
 blood incompatibility of parents
 medications
 long term exposure to excessive noise
Hearing impairments can range from
 mild to moderate
 moderate to severe
 severe to profound

People with hearing loss are sometimes referred to as “hard of hearing” or deaf.

People who are hard of hearing can hear speech tones when wearing hearing aids.

People who are deaf do not benefit from these.

Recognizing hearing impairment

An audiogram shows the results of a formal hearing assessment

Page 153 of DECS 2004 Early intervention learning difficulties: Working collaboratively : Improving outcomes
for learners
 The checklist provided is a guide only for teachers in order to better understand the learner who is having
significant difficulties with hearing. The information may then support referral to relevant specialists.

HEARING IMPAIRMENT CHECKLIST

Name: Grade: Date:
Teacher: School:
Observations of one or more
 shows strained expression when listening
 be less responsive to noise, voice or music
 moves closer to speaker when talked to
 watches faces especially the mouth and the lips of the speaker
 often asks for repetition when talked to
 delayed or no responses to questions
 makes use of natural gestures, signs and movements
 has limited speech
 uses limited vocabulary
 speaks in words rather in sentences
 talks with poor rhythm
Non-formal auditory screening tests

 Complete observation checklist

 Whisper test – stand or sit the learner 1-2 metres away, back facing the teacher. The teacher says
numbers/words familiar to the learner and asks them to repeat.
 Coin-click test / noisemakers test – The learner sits or stands 2-3 metres away, back facing the teacher. The
teacher tosses the coin/noisemaker and instructs the learner to raise their hand every time the clicking of the
coin or sound of the noisemaker is heard.
Teaching strategies

Communicating with learners who are hard of hearing

 Put the learner close to the teacher for better sound reception and visual cues
 Be sure the light, natural or artificial, falls on the teacher’s face rather than behind
 Reduce classroom noise levels with wall hangings, mats, curtains
 Get the learner’s attention before commencing talking
 Make use of the residual hearing by using amplification
 Speak slowly, clearly and face to face with the learner
 Rephrase - especially if the learner does not understand what was said
 Write key words or outlines when shifting to a new topic
 Seat or place the learner in a position with full visual access to the teacher
Communicating with learners who are profoundly/totally deaf

 Enunciate clearly to support lip reading

 Utilise sign language – teach signs to the whole class
 Finger spelling
 Back up verbal communication with writing/typing
 Provide the learner with copies of instructions assignments, summaries of discussions and key points
 Use body language, pantomime and natural gestures
 Prepare visual aids to supplement the lesson
 Use multi-sensory approaches
 Break up long sentences and instructions
 Choose simple words
 Repeat new words numerous times
 Assign a buddy for note sharing and discussion
 Have learners work in groups
 Use concrete aids

Ideas
“Talk to them not about them.”
 READING
While reading a story to the class, show the book or prepare visual aids. After the story, group the class into 5.
Give each group strips of paper with the important details of the story. After 5 minutes or so, let them arrange
the strips according to the sequence of the story. Each member of the group will stand while holding the strip.
The first group to finish the sequence correctly will be declared the winner.

MUSIC
Let the hearing impaired hold a stick or drum. While the other students are singing a song, the child can beat
the drum every four counts. The teacher has to count showing his fingers for the child to follow. This way, the
child knows that when the teacher shows four fingers, he has to beat the drum. After a week, the teacher may
let the child beat the drum at the second and fourth beats.

Survival Tips
 Be patient
 Stay positive and relaxed.
 Plan, plan, plan
 Be flexible
 Congratulate yourself for a job well done
 Use the leaners strength
SENSORY IMPAIRMENT: VISION
About vision impairment

When one or more parts of the eye or brain used for processing images becomes diseased or damaged, a loss
of vision can occur. Loss can be mild to severe. Treatment will depend on the severity and range from medical
treatment and/or surgery to prescribing corrective lenses.

Vision impairment is a term used to describe any kind of vision loss, whether total or partial vision loss. Vision
impairment can interfere with acquiring information or interaction with the environment to the extent that special
education instruction and related services may be needed.

Some terminology
 Visual acuity: clearness of vision
 Partially sighted: visual acuity between 6/18 – 6/24 either eye, with more than perception of light
 Low vision: generally a severe visual impairment, not limited to distance vision. Low vision applies to all
individuals with sight, unable to read the newspaper at a normal viewing distance, with the aid of eyeglasses or
contact lenses. A combination of vision and other senses are used to learn, adaptations in lighting or the size of
print or Braille may be needed. Other descriptions of low vision include:
o Myopic - near-sighted or short-sighted, impairment seeing distant objects
o Hyperopic - far-sighted or long-sighted impairment seeing close objects
 Legally blind: person has less than 6/60 vision in the better eye or a very limited field of vision
 Totally blind: no vision. Learners use BRAILLE other non-visual media

Visual Acuity measures

One way of understanding vision loss is to compare measures on a visual acuity scale.

A visual acuity of 6/6 could be explained in this way.

Detail from 6 metres away is what a learner with normal eyesight would see from 6 metres. If the visual acuity is
6/18, this person would need to be 6 metres away from an object that a person with normal eyesight could see
from 18 metres away.
Recognizing vision impairment

The checklist provided is a guide only for teachers in order to better understand the learner who is having
significant difficulties with vision. The information may then support referral to relevant specialists.

EYESIGHT CHECKLIST

Name: Grade: Date:

Teacher: School:
Comment Behaviour
 Limited attention span in reading or writing activities
 Makes excessive head movements or tilts when looking at
print or reading
 Reluctant to commence reading, writing or close work
 Makes errors when copying, missing letters, words, lines
 Squints or frowns when looking at things- near or far
 Has problems tracking print- Loses place when reading,
skips lines
 Holds book very close
 Omits words or makes errors when reading or copying
 Closes or covers one eye when reading or doing near work
 Confuses similar words
 Has unusual sitting posture when reading
 Tilts head excessively to one side, up or down
 Holds head forward to look at a distance
 Rubs or pokes eyes
 Turns head to apparently favor one eye
 Is nervous, irritable, tense or restless after maintaining
visual
 Concentration is slow
 Misses some nonverbal cues
 Misinterprets social cues

Comment Appearance of eyes

 Turned eye/eyes- in or out
 Frequent eye movements, quivering
 Frequent blinking
 Red eyes
  Frequent eye infections
 Watering eyes
 Light sensitivity

Comment Physical issues

 Headaches
 Sore eyes
 Feeling of pressure in, near, behind eyes
 Difficulty seeing clearly at distance
 Blurring of vision while reading or writing
 Print moves while reading or writing
 Seeing double
 Burning or itching eyes especially during or after close
work
Additional
information:

Follow up When:

ADJUSTMENTS

Respect the learner and build independence. Ask them what they need.

Classroom environment
 Learners may need mobility training in their environment.
 Arrange class in an open plan, at least one wider aisle with easy access/egress
 Remove clutter
 Only change the environment if the learner has had prior warning
 Arrange space for special equipment
 Seat the learner in the most optimum position for their available vision (ask experts about this)
 Assign sighted buddies

Curriculum materials
 Increase the size of the font on printed materials or enlarge photocopies to the recommended size
 Use concrete materials
 Use dark lined paper
 Investigate supportive colors and textures for the learner and use these on the board, posters, flashcards,
printed materials, embossed print
Equipment
There are many devices to help the learner with vision impairment. Equipment plus residual vision and other
senses help with reading, writing and participation.

 Low vision aids include:

o computers –voice-activated software
o magnifiers
o special lighting
o large print materials
Aids for learners who are blind
 voice activated computers, talking clock and calculator
 cane
 guide dog
 slighted guide
 Brailler – a system where print is converted to Braille
 Teaching strategies
 Multi-sensory teaching will ensure there are multiple entry points for learners. The kinesthetic, tactile and
auditory domains are crucial for learners with vision impairment.
 Use the time to describe where objects are placed eg ‘Your pencil is at 3:00 o'clock.’
 Use sighted classmates to dictate homework or other important tasks or ideas
 Give explicit instructions and oral presentations ie If you are showing the class something, think of the exact
language that describes – ‘on the top left corner of the page put ..’ rather than ‘up here put..’
 Face the learner when you are speaking.
 Avoid commentating between instructions.
 Use local examples and teaching materials.
 Program in additional time for the learner to complete tasks or adjust tasks to make this equitable. Seek advice
about this.
 Use alternative assessments (other than writing) to allow the learner opportunities to demonstrate the potentials
of their skill and knowledge.
 Seek advice from experts to assist you with modifications

Ideas

 Support the appreciation of classmates by making posters of inspirational statements of people the class
admire.
“The greatest tragedy in life is for people who have sight, but no vision.” - Helen Keller
 Profile the diversity in the class to build understanding that adjustments are made for everyone from time to
time.
 Include all learners in the class in learning about Braille. Classmates will enjoy writing their spelling words or
tables in Braille.
 Engage volunteers to make Braille resources using the Braille alphabet and a pen or pencil
 Make all flashcards, posters, resources with a tactile component. Other learners will also benefit. eg glue sand
on letters
 Think of inventive ways to ‘write’ Learners write new words/key words on each other’s backs.
 Find inspirational material to build self-esteem.

A CREED FOR SUPPORT

I am a person, just like you It is not necessary to shout when you talk to me Ask me what I want, not my
companion I would like to know who is in the room with me Please identify yourself and the other people around
Please tell me when you are leaving Show me the rail and some obstacles along the way Don't help me, ask
me if I need help
 SOCIAL AND EMOTIONAL PROBLEMS

About social and emotional problems

There are many types and causes of social and emotional problems. Two areas will be covered in this section.
 Mental health
 Child abuse

Mental health and mental illness are different.

Mental health refers to the balance between all aspects of life - social, physical, spiritual and emotional. Mental
health can affect how the various aspects of life are managed. It is an integral part of overall health.
Mental illness refers to variety of diagnosed disorders and conditions, some are better known than others.

 Depression
 Schizophrenia
 Manic depression
International research suggests that 1:5 people will experience a mental health problem some time in their lives.

Mental Health is concerned with how a person:

 Feels about themselves
 Feels about others
 Manages the ups and downs of daily life
The most common forms of mental health problems in children and young people are

 emotional disorders, such as anxiety, phobias and depression

 hyperkinetic disorders, such as attention deficit (hyperactivity) disorder
 habit disorders, such as tics, sleeping problems, soiling
 post-traumatic syndromes after traumatic events like disaster, abuse

Depression is the most likely medical disorder seen in school aged children. It affects thoughts, feelings,
physical health and behaviours. Depression may be caused by family history, other general medical illnesses,
some medicines, drugs and/or alcohol, other psychiatric conditions.

Child abuse refers to ill-treatment of children. Abuse can be

 physical
 sexual
 emotional
 neglect
Child protection in the Philippines is mandated in law: Republic Act No. 7610, "The Special Protection of
Children Against Child Abuse". Other decrees make it more explicit what actions will be undertaken. Some
targeted areas are child labor and prostitution. Details are available through the Department of Justice,
Philippines
http://www.doj.gov.ph/children1.html.

Resources and support are available through the Child Protection in the Philippines resource network at
http://www.childprotection.org.ph/

Recognizing social and emotional problems

Risk factors for developing mental health problems
Learners could be at risk of developing mental health problems when one or more of the following risk factors
apply
 disability- learners with some disabilities are overrepresented in mental health prevalence data (autism, learning
disability)
 family history of mental health problems
 family trauma- death, divorce, new marriage/family
 other health or development problems, such as physical illness
 communication difficulties
 low self -esteem ,self- concept
 having no friends
 bullying
 low school performance
 abuse, neglect inconsistent or unclear discipline
 low socio-economic circumstances

Protective factors for prevention of mental health problems

Learners may be less at risk of developing mental health problems, when one or more of the following
preventative or resilience factors apply
 higher intelligence
 calm and positive temperament
 good communication skills
 at least one positive parent-child relationship
 a range of significant other people in the learners network
 secure attachments to and affection from others
 supervision and consistency from careers and teachers
 positive school experiences:-learning achievement, friendships, recognition
 positive home environment

The checklist below is a guide for discussion only and cannot diagnose mental health problems or mental
illness. It is important for teachers to discuss concerns with parents.

The checklist does not confirm child abuse and is a guide only to raise awareness of teachers of the possibility
of child abuse.
Teacher need to discuss suspected child abuse with the principal. Reporting of suspected child abuse is made
to Bantay Bata 163.

Further information is available at the Bantay Bata 163 website

http://www.bantaybata163.com/
There is a higher incidence of ment al illness and abuse in people with disabilities.

CHECKLIST FOR SOCIAL AND EMOTIONAL PROBLEMS

Name: Grade: Date:
Teacher: School:
Mental health Feelings about the self
indicators  enthusiasm
 coping with stress
 coping with disappointment
 tolerance of others
 happy with self

Feelings about others

 consideration of others
 strong friendships
 positive connections to family
 trust of others
 empathy

Managing day to day life

 sets and achieves goals
 takes responsibility
 works through problems
 flexible approach to life
 involves in new experience
Depression One or more symptoms will be present for an extended period
of time. It is suggested that 2 weeks of continuous feelings
requires further investigation
 loss of interest in previously
 feelings of panic
 feeling sad, upset
 feeling lethargic or tired all the time
 feeling anxious
 feeling restless
 feeling worthless or guilty
 indigestion, constipation, diarrhoea
 loss of appetite
 weight loss
 thoughts of self- harm
 forgetting things
 difficulty concentrating
 trouble making decisions
 sleeplessness or too much sleepiness
 headaches
 unexplained pain

Child Abuse Although these signs do not necessarily indicate that a child
has been abused, they may help adults recognize that
something is wrong. The possibility of abuse needs to be
investigated if a child shows a number of these symptoms, or
any of them to a marked degree:

Sexual Abuse
 inappropriate affection or sexual knowledge for age
 complaints of pain in genital area
 extreme behaviours
 personality changes, mood swings
 regression in behaviour, wetting
 changes to eating behaviour
 social withdrawal
 limited concentration, attention in school
 fear of known person/s
 nightmares
 becomes worried about clothing being removed
 drawing sexually explicit pictures
 trying to be 'good' or perfectly behaved’

Physical Abuse
 unexplained injuries
 covering of injuries
 running away
 fear of physical contact
 self harm
 aggression
 excessive punishment disclosed
 afraid of perpetrator finding out of disclosure

Emotional Abuse
 underweight, failure to thrive
 onset of speech disorders
 self denigration
 fear of making mistakes
 fear of new situations
 rocking, hair twisting, head banging
 extreme passivity or aggression
 extreme reaction to raised voices
 reports being frequently yelled, screamed or shouted at
 Neglect
 unusually hungry or signs of malnutrition
 lack of cleanliness and personal care
 fatigue, extreme tiredness
 often ill
 untreated medical problems
 poor social relationships
 scavenging
 lack of care for belongings/property
 frequent unexplained absences from school

Adapted from the Kidscape website 2007

http://www.kidscape.org.uk/professionals/childabuse.sht
ml
Risk/Protectiv The lists earlier in this section can be used as a framework to
e factors guide further discussion.

Follow up: Who/ What? When?

ADJUSTMENTS
Learners with mental health problems, may not recognize that they are experiencing problems and so do not
get the help they need.
They might

 have trouble asking for help

 blame themselves
 not be aware that treatment is available or can help
The teacher has an important role because they are often the first to notice problems.

They can
 actively listen to the learner (if they choose to disclose to the teacher)
 advise of others the learner might prefer to talk with: friends, special relatives, a priest, imam or other spiritual
advisor, another teacher or the principal
 use the checklist to guide discussion with the learner
 reassure them that they are not to blame for the difficulties they are experiencing and that help is available
 communicate with parents following discussion with the learner (a crucial step in getting the help that is needed)

If there is a learner in the class experiencing problems in this area

 set up a support network for them at school
 create a ‘safe’ place for the learner to go if they are feeling anxious, overwhelmed, emotional
 work with families to manage medication, monitor the wellbeing of the learner, communicate
 Teachers are crucial in recognizing suspected child abuse
If you suspect abuse and/or a learner discloses:
 reassure them
 find a quiet place to talk
 believe them- even if the events did not occur the learner still needs help
 actively listen
 express respect that the learner has told someone
 Affirm that you will do your best to protect and support them
 Follow the procedures outlined in DepEd child protection policies
 Put support mechanisms in place to support the learner (see Depression)
 Stress that the learner is not to blame

Adapted from the Kidscape website 2007

http://www.kidscape.org.uk/professionals/childabuse.shtml

Teaching strategies

It is important to raise awareness about mental health, wellbeing and child protection with the whole class,
especially that help is available.

When you notice some changes in behaviour or mood

 Start by saying you have noticed some changes and ask how things are going?
 Actively listen to the learner and tell them you will not judge them
 Recognize the point at which the problem needs to be referred to others

After the diagnosis or report

 Take an interest in the treatment and how the learner is going
 Encouraged exercise, healthy eating and involvement in class and social activities
 Keep in touch with families or careers
 Develop support mechanisms to help the learner when problems arise at school
 Be flexible: Modify and adjust learning programs and expectations to cater for fluctuations in the learner’s
wellness and emotional state

It is NOT helpful to
 blame family circumstances
 tell the learner to get over their problems
 tell the learner they are lazy or need to try harder
 avoid the learner
 hope the problem will disappear

SPEECH AND LANGUAGE IMPAIRMENT

About speech and language impairment

Speech and language impairment occurs when problems occur with the parts of the brain and/or body used to
process and produce speech and language. This results in a communication disability. Speech and language
delays may influenced by many factors, including environmental factors.

Speech refers to talking. Language refers to the whole system of communication

Other impairments may not cause speech and language impairment but could coexist with speech and
language impairment. For example:- A student with a hearing impairment, could also have a communication
disability. Five areas commonly affected by speech and language impairment are
 speech processing :-what happens in the brain after we hear speech or other noises
 speech production :-sequenced and coordinated movement of all the body parts needed for speech
 language processing :-understanding the communication message- whether written, oral, non-verbal
 language production :- planning and sending a message in the brain, using a conventional language system –
written, oral, non-verbal
 language use :- choosing the right type of language for the context
 A learner with a speech and language impairment will have problems in at least one of these areas and as with
other disabilities, each learner will be unique.

Some learners may have severe communication disabilities that require augmentative communication devices
or alternative language systems (signing)

Recognizing speech and language impairment

Speech and language impairments may occur in one or more of these five areas and be across the range mild
to severe.

The list below outlines some speech and language milestones that could reasonably be expected of most
learners of about 5 years old – in their first language.

 Understanding of spatial concepts such as behind, next to, in front of

 Command of speech with some difficulties with long words eg sgabetti instead of spaghetti
 Spoken vocabulary of around 300 words
 Descriptions of simple processes and events- how to get to school
 Categorization of some words:- animals, fruit
 Understanding and answering complex questions eg using why?, why not?

The following checklist is a guide only and cannot diagnose speech and language disorders and disabilities.
The components are useful for teachers as a tool to
 better understand learners whose speech and language skills are of concern
 form the basis of discussion with families and educators with expertise in this area
SPEECH AND LANGUAGE IMPAIRMENT CHECKLIST
Name: Grade: Date:
Teacher: School:
Speech Difficulties will be experienced with one or more of the
processing following
 distinguishing differences between sounds
 following instructions
 completing all of a task
 tiring during talk sessions
 responding to questions
Speech  articulation
production  substitution of sounds
 omission of sounds
 distortion of sounds
 stuttering or lack of fluency
 hoarseness
 voice volume control
 vocabulary development
Language  understanding sounds and their connections to pictures
processing  interests in stories(lacking)
 understanding and asking questions
 understanding instructions
 attention and concentration
 word finding
 comprehension
Language  asking questions and responding to questions
production  responding to instructions
 summarizing and retelling
 sequencing
 reading, decoding
 finding the right word
 earning a second language
 Language  cocktail language- retelling lacks substance or detail.
use eg We went there on the weekend and we saw them
and they were good
 written language
 spelling

Other  depends on others to get started with tasks

 looks around when instructions are given or questions
asked
 may do only part of a task
 answers to questions may be inappropriate
 may respond literally- ‘It’s a heavenly day!’- ‘No, it’s not
it’s Monday

ADJUSTMENTS
 provide written back up of instructions, tasks on the board or copied
 display charts and posters
o class routines
o checklist for starting a task
o independently finding out what to do
o getting ready in the morning/afternoon
o with question starters
 teach self help skills
 teach routines

TEACHING STRATEGIES
 Rule out the presence of vision and hearing problems
 Use a multi-sensory approach to ensure learners have a range of modalities through which to understand
 Do introductory activities for new lessons to get learners tuned in to what is happening
 Pre-teach the vocabulary needed for the lesson- all learners will benefit from this
 Allow time for the learner to process language and formulate responses
 Questioning
o Teach levels of questioning ( see Ideas) and ask the learner questions at their level of skill and to develop skills
o Use a hierarchy of supports
Repeat
Repeat with different words
Simplify
Reframe as a statement
Add visual cues
Say the sentence and leave a gap where the right word or phrase will go
Say the answer as if the learner was about to say it, re-ask the question for the learner to repeat the answer

IDEAS

ARTICULATION
 Speech games that target the focus sounds
 Rhyming games
 Tongue twisters
 Songs
 Nonsense words
 Have fun specifically teaching idioms and metaphors
 CUE CARDS/POSTERS
An example of a visual cue to help learners with a routine remembering the routine of things to do in the
morning A hand is ideal for a list of up to 5 things

QUESTIONS
 Play cooperative card games in which learners need to ask for cards, match
 Use the who/what/when/where/why/how dice to frame stories, telling news, recounting events

Use the Blank, Rose and Berlin levels of questioning to help plan the questions asked of learners at different
levels. Level one questions equate closely to the Remember level of BLOOM’S TAXONOMY

Level 1 Level 2 Level 3 Level 4

Show me what you What is s/he Which one is not …? What could we use
touched. doing? Find one that is … … (to fix…)? What
Show me what you Find one that is … and … Find one that could you do if …?
heard. Tell me it’s … is not… Tell the story. How can we tell …?
Show me a …. (color, size…) What happened to all Why will…? Why
What’s this called? How are these two of these? Tell how …? wouldn’t you….?
What did you touch? different? (e.g. we made cakes) What will happen
What did you hear? Finish this … (e.g. How are these the if…?
Can you find one like ‘I like to…’) same? What could
this? Say this … What Where? Who? s/he say? What else
 did you see? What is What things … … (e.g. flies)? What
this? (e.g. fly) Find one will happen next?
that can … (e.g. What is a … (e.g.
cut) What is car)?
happening?

Blank, M, Rose, S A, & Berlin, L, 1978, The preschool language assessment instrument, Pro Ed, Australia