EXACTCOLLEGES OF ASIA

Suclayin, Arayat, Pampanga

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Course Module in Foundation of Special and Inclusive Education (Education 1)

NAME OF THE PROGRAM

Bachelor of Technical -Vocational Teacher
Education (BTVTED)
COURSE DESCRIPTIVE
TITLE Foundation of Special and Inclusive Education (Education 1)

III. COURSE DESCRIPTION This course is designed to obtain a better understanding about diversity.
and its various aspects that make one person different the other. The
discussion involves one’s identity, beliefs, practices, and behavior;
importance to recognize disability taking into consideration as a positive
component, contributes to progress and its productivity.

IV.MODULE CHAPTER 6 LEARNERS WITH ADDITIONAL NEEDS

TITLE/NUMBER I. Learners who are Gifted and Talented (PART 1)
II. Learners with Difficulty Seeing
III. Learners with Difficulty Hearing
IV. Learners with Difficulty Communicating (PART 2)
V. Learners with Difficulty Moving/Walking
VI. Learners with Difficulty Remembering and Focusing (PART 3)
VII. Leaners with Difficulty with Self-Care
V. INCLUSIVE WEEK/DATE 12-13 Weeks)
VI. SOURCES Foundations of Special and Inclusive Education, Cristina Nieves
Aligada-Halal, et al., 2020, pp. 87 - 126
Specific Objectives:

At the end of the chapter, students will be able to:

1. Identify the various additional needs leaners might have;
2. Differentiate the additional needs from one another;
3. Recognize the characteristics of learners with additional needs;
4. Discuss what marginalization means; and
5. Identify different marginalized groups.
Words to Know:
 Gifted – refers to students with extraordinary abilities in various academic areas
 Talent –focuses on students with extraordinary abilities in a specific area.
PART 1, A - LEARNERS WHO ARE GIFTED AND TALENTED;
PART 1, B - LEARNERS WITH DIFFICLUTY SEEING
 I. LEARNERS WHO ARE GIFTED AND II. LEARNERS WITH DIFFICULTY SEEING
TALENTED A. Definition
A. Definition Students in the classroom will exhibit different
levels of clarity of eyesight or visual acuity. There may
Learners who are gifted and talented are be some students with hampered or restricted vision.
students with higher abilities than average and Learners with difficulty seeing are those with issues
are often referred to as gifted students. This regarding sight that interfere with academics. The
group refers to students whose talents, abilities, definition from Individuals with Disabilities Education
and potentials are developmentally advanced. Act (IDEA) stated that “an impairment in vision that,
They require special provisions to meet their even with correction, adversely affects a child’s
educational needs, thus presenting a unique educational performance, which includes both
partial sight and blindness.” These students may need
challenge to teachers. They often finish tasks to have their eyesight corrected by wearing glasses or
ahead and might ask for more creative tasks or other optical devices.
exercises. Exciting and energizing activities
should be provided to continuously keep them B. Identification
motivated. They often have physical signs, such as crossed
According to Howard Garner, intelligence is eyes, squinting, and eyes that turn outwards. They may
multifaceted: - Multiple Intelligences - Bodily- also be clumsy, usually bumping into objects which
Kinesthetic, Interpersonal, Verbal-Linguistic, causes them to fall down. They like to sit near the
Logical-Mathematical, Naturalistic, instructional materials or at times would stand up and
Interpersonal, Visual-Spatial, Musical. go near the visual aids.

B. Identification They may have also show poor eye-hand

coordination. This can be seen in their handwriting or
To identify gifted and talented students, one poor performance s these stud0ents might have
difficulty reading as well as writing.
must do the following:
  Locate the student’s domain of giftedness C. Learning Characteristics
 Describe the student’s level of giftedness Good visual ability is crucial in learning. Most
 Describe the student’s fields of talent school lessons are done though blackboard writing,
presentations, or handouts, in most major subjects.
C. Learning Characteristics Visual impairments, whether mild, moderate or
severe, affect the student’s ability to participate in
Common Manifestations of Gifted and normal classroom activities. In the past, students who
Talented Learners are visually impaired are placed in special institutions.
 High level of intellectual curiosity Nowadays, most are enrolled with other children who
 Reads actively are not visually impaired.
 High degree These children have restricted ways to learn
 Gets bored easily incidentally from their surroundings since most of them
 Can retain and recall information learn through visual clues. Because of this, the other
 Excited about learning new concepts senses are used to acquire knowledge. Due to limited
ability to explore the environment, low motivation to
 Independence in learning discover is present.
 Good comprehension of complex contexts
 Strong, well-developed imagination D. General Educational Adaptations
 Looks for new ways to do things Modification in teaching is needed to accommodate
 Often gives uncommon responses to students with difficulty seeing.
common questions
D. General Educational Adaptations Strategies to be Considered:

 If the use of books is part f your lesson, students

Suggested Strategies for Teaching Gifted
with difficulty seeing should be informed ahead
Students of time so that they can be ordered in braille or
in an audio recorded format.
 Teachers may give enrichment exercises  Portion of text books and other printed materials
that will allow learners to study the same may be recorded so that visually-impaired
topic at a more students can listen instead of focusing on the
visual presentation.
advanced level.
 All words written on the board should be read
 Acceleration can let students who are clearly.
gifted and talented can move at their own  Students with difficulty seeing should be
pace thus resulting at times to in seated near the board so that they can
completing two grade levels in one school easily move close to the instructional
year. materials during the lesson.
 Open-ended activities with no right or  A buddy can be assigned to a student with
wrong answers can be provided, difficulty seeing as needed. This can be
emphasizing on divergent thinking crucial to assist in the mobility of the
wherein there are more possibilities than student such as going to other places in
pre-determined answers. school during the day.
 Leadership roles can be given to gifted  They might need more time to complete a
students since students have shown that task or homework. This might be on a
gifted students are often socially immature. case-to-case basis.
 Extensive reading on subjects of their own  Teachers should be aware of terminology
interest may be coordinated with the that would require visual acuity (such as
school librarian to further broaden their over there or like this one) which the
knowledge. impaired students may not possess.
 Long-term activities may be provided, that  Teachers should monitor the students-
will give the gifted students an opportunity closely to know who needs extra time in
to be engaged for an extended period of completing tasks.
 time.

PART 1, C LEARNERS WITH DIFFICLUTY HEARING

III.LEARNERS WITH DIFFICULTY HEARING

A. Definition

This refers to students with an issue regarding hearing that interferes with academics.
Individuals with Disabilities Education Act (IDEA) defines it as “an impairment in hearing,
whether permanent or fluctuating, that adversely affects a child’s educational performance but is
not included under the definition “deafness.” Deafness is considered when hearing loss is above
ninety (90) decibels. A hearing loss below 90 decibels is called impairment.
 The main challenge of hearing-impaired students is communication, since most of them have varying ways of
communicating. The factors affecting the development of communication skills include intelligence, personality,
the degree and nature of deafness and residual hearing, family environment and the age of onset. The latter
plays the most crucial role in the development of language as those who have hearing loss present at birth are more
functionally disabled than those who lose hearing after language speech development.
B. Identification
To identify learners with difficulty hearing, observe a student and see if he/she does the following items:
 Speak loudly
 Positioning ear toward the direction of the one speaking
 Asking for information to be repeated again and again
 Delayed development of speech
 Watching the face of the speaker intently
 Favoring one ear
 Not responding when called
 Has difficulty following directions
 Does not mind loud noises
 Leaning close to the source of sounds

C. Learning Characteristics
 These students have deficiencies in language and their experiences. Since they may miss out on daily
conversations, they may miss crucial information that non-hearing-impaired students learn incidentally. Students
may overcome these problems by investing time, energy, and combined effort by both parents and educators.
Most learners with difficulty hearing use various methods of communication. The most common is the use
of hearing aids, combined with lip-reading. These students are referred to as “oral” since they can communicate
thru speech as opposed to sign language. They might have delayed communication skills since the development
off vocabulary is slower. They understand concepts when the sentence structure is simpler. Interacting with
students can be a challenge so they prefer to work on their own. Some hearing-impaired students use note-takers in
class since it is difficult to lip-read and take notes simultaneously.
D. General Educational Adaptations
There is an assumption that the only adjustment for hearing impaired students is to make all instructional
materials and techniques in written format. Other ways to adapt to hearing-impaired students:
 Teachers should help students with difficulty hearing to use the residual hearing they may have.
 Teachers should help students develop the ability for speech reading or watching others’ lips, mouth and
expressions.
 Teachers should be mindful to face the class at all times when presenting information while ensuring that the
students with difficulty hearing sit near them.
 Exaggerating the pronunciation of words should not be done for it just makes it difficult for the student with
difficulty hearing.
 Directions, as well as important parts of the lesson, should always be written on the board.
 Written or pictorial directions instead or verbal directions may be given.
 Steps in an activity may be physically acted out instead of verbally given.
 A variety of multi-sensory activities should be given to allow the students to focus on their learning
strengths.
  Teachers should be more patient when waiting to hear a response from a hearing-impaired student which
may take longer than usual.

PART 2. A – LEARNERS WITH DIFFUCLTY COMMUNICATING

IV. LEARNERS WITH DIFFICULTY COMMUNICATING

Some learners are observed to have difficulty communicating, either verbally expressing their ideas and
needs and/or in understanding what others are saying. Some may have had a clinical diagnosis of a disability
while others display developmental delays and difficulty in the speech and language domain (reading, writing,
listening, speaking, and comprehension). To have a clearer understanding of students who have difficulty
communicating, we will identify the difficulties, learning characteristics and ways to help them manage and
become successful in an inclusive setting.

A. Definition: Types of Communication Impairments and Disorders

Communication is the interactive exchange of information, ideas, feelings, needs, and desires between
and among people (Heward, 2013). Communication is used to serve several functions particularly to narrate,
explain, inform, request (command) and express feelings and opinions.

Difference of speech from language

Speech is the expression of language with sounds, or oral production. Speech is produced through precise
physiological and neuromuscular coordination:

 Respiration (act breathing)

 Phonation (production of sound by the larynx and vocal folds, and
 Articulation (use of lips, tongue, teeth, and hard and soft palate to speak).

Language is used for communication, a formalized code used by a group of people to communicate with one
another, that is primarily arbitrary (Heward, 2013). People decide on symbols, their corresponding meaning, and
rules that make up a language.

Five (5) Components of Language

Components Description
It refers to the sound system of a language. A phoneme is the smallest unit
of sound within a language. For instance, the word dog is made up of three
1. Phonology phonemes, namely /d/-/o/-/g/ while beans has four phonemes,
/b/-ea/-/n/-/s/.
 2. Morphology
Morphology of a language refers to the smallest unit of language that has
meaning and which are used to combine words. Sounds, syllables, or
whole words are examples of morphemes
3. Syntax Syntax is the system of rules governing the meaningful arrangement of
words, which also include grammar rules. For instance, the sentence,
Ready to get for the exam does not make sense until arranged in the right
sequence as Get ready for the exam.
4. Semantics Semantics refers to the meanings associated with words and combination
of words in a language. This also include vocabulary, concept
development, connotative meanings of words, and categories. For
instance, the word “crash” a car accident may leap to mind, however the
term, can also be used to discuss the sound that is created when a pair of
5. Pragmatics large symbols are brough together in a piece of music, or how waves break
against a rocky coast.

Pragmatics revolves around the social use of language, knowing what,

when, and how to communicate and use language in specific context.

Three (3) kinds of Pragmatic Skills

1. Using language for different purposes, like narrating, explaining,

requesting and others.
2. Changing language according to the context, like talking to a peer as
compared to speaking to a well-respected professor.
3. Following rules for conversations and story-telling, like taking
turns, rephrasing when unclear, how to use facial expressions and
eye contact, others.
 (American Speech-Language Hearing Association, 2011 cited in Heward,
2013).

Knowing these terms is necessary to understand the different disabilities that are associated with
communication disorders, namely Speech Impairments and Language Disorders.
Speech Impairments are communication disorders such as stuttering, impaired articulation, and language or
voice impairment. Such disorders are significant enough that they can adversely affect a student’s academic
performance.
Four (4) Basic Types of Speech Impairments
Speech Impairment Description Examples
A child is unable to produce a given “I want a blue lollipop.”
sound physically. Severe
articulation disorder may render a “I want a boo wowipop.”
Articulation Disorder
child’s speech un-intelligible.
Examples are substitutions, “Can I get three bananas?”
omissions, distortions, and additions “An I et tee nanas?”
of speech sounds.
A child produces multiple patterns “That pie is good.”
of sound errors with obvious “Cat bye is tood.”
impairment of intelligibility. There
Phonological Disorder is also noted inconsistent
misarticulation of sounds, for
examples, sometimes a child is able
to articulate it but not in other
words.
 Difficulties with the rhythm and Blocks
timing of speech. Stuttering is an
example marked by rapid-fire “I want a …...bananas.”
repetitions of consonant or vowel (blocks)
sounds especially at the beginning
Fluency Disorder of words, prolongations, hesitations, Prolongations
interjections, and complete verbal “I wanaaaant a bbbanana.”
blocks (Ramig & Shames, 2006
cited in Gargiulo 2012). Repetitions

“I want a ba-ba-ba-
Banana.”
Problems with the quality or use of Phonation Disorder
one’s voice resulting from disorders
of the larynx. Voice may be (breathiness, hoarseness)
Voice Disorder
excessively hoarse, breathy, or too
high-pitched. Hypernasality

Hyponasality

Language Disorders involve problems in one or more of the five (5) components of language and are often
classified as expressive or receptive. Language disorders are characterized by persistent difficulties in acquiring
use of language that result from deficits n comprehension that include reduced vocabulary, limited sentence
structure, and impairments in discourse, that limit a child’s functioning (American Psychiatric Association 2013).
To receive a diagnosis of language disorders, the difficulties must not be due to an accompanying medical or
neurological condition and other developmental disability, like intellectual disability or global developmental
delay.
Three (3) Types of Language Disorder:
1. Expressive language disorder – interferes with the production of language. A child may have very limited
vocabulary that impacts communication skills or misuses words and phrases in sentences.

2. Receptive language disorder - interferes with the understanding of language. A child may have difficulty
understanding spoken sentences of following the directions a teacher gives. Some children may be found to
have a combination of the two.

It is also essential to mention that students with Autism Spectrum Disorder (ASD) also display speech and
language difficulties. ASD is an umbrella term for related disorders that affect social development and
communication (Kirt et.al. 2015). Students with ASD display a triad of impairments in social relationships, social
communication, and social understanding. Other disorders are subsumed under ASDA are Rett Syndrome,
Pervasive Developmental Disorder, and Asperger’s Syndrome. Oftentimes, students with ASD display deficits
in the pragmatic use of language that impact their social relationships.
B. Identification
Communication difficulty is oftentimes one of the most common red flags observed by family members,
daycare workers, and early childhood teachers. Noted absence, delays, and difficulties in speech and/or language
often prompt family members to consult their general pediatricians who then makes referrals to developmental
pediatricians and other specialists.

To screen children with communication difficulties, early childhood professionals use questionnaires and
developmental checklists to determine the severity of the delay as compared with typical language development.
Upon screening, a child may receive educational supports and accommodations to help address the delay. If the
difficulty is pronounced, referrals can be already be made to developmental pediatrician and a speech and language
pathologist. At times, referrals are also made to an occupational therapist if speech difficulty is resulting from
motor problems.

How do specialists determine a speech and/or language problem? This can be done with the use of the
following seven (7) components (Heward 2013):
Assessment always begins with the case history that provides the specialist the
necessary background about the child’s birth and developmental history,
Case History and Physical health record, achievement test scores, and adjustment in school. The
Examination specialist examines the child’s Oral-Peripheral Mechanism which includes
the mouth, noting irregularities in the tongue, lips, teeth, palate, or other
structures that may affect speech production.
Hearing is tested to determine whether an organic hearing problem is the cause
Hearing of the suspected communication disorders. Hearing impairment needs to be
treated to develop speech and language skills.
A child’s articulation skills are assessed, which includes identifying speech
Articulation errors. (Refer to Types of Speech Impairments)
Phonological awareness and processing skills provide the foundation for
beginning to read in young children (Adams 2013) Children with difficulties in
Phonological Awareness and processing sounds in language as well as in hearing, segmenting, and identifying
Processing phonemes in words may experience problems with expressive and receptive
spoken language as well as in learning how to read.
Overall language Formal tests may be used to measure a child’s overall language development
development and vocabulary and vocabulary as these affects how well a child is able to understand and use
language in spontaneous speech and in academic settings.
Language is used to serve several functions: request, name, imitate, ask, and
Assessment of language converse among others. B.F. Skinner (Sundberg 2007 cited in Heward 2013),
 function emphasized how language is used rather than the structure and form of
language.
Language difficulties may also be identified through play-based, authentic
Language samples and assessment where a specialist plays with a child during which spontaneous
observation in natural speech and verbalization can be elicited. Observations in natural settings:
settings child’s home or school, allows the specialists to sample the child’s language in
daily activities and observe parent and child interaction and communication as
part of holistic assessment.

Assessments in speech, language, and communication must take into consideration the student’s cultural and
context, particularly for growing up in bilingual environments. It is essential to differentiate English Language
Learners (ELL) from children with diagnosed communication disorder. ELLs are proficient in their mother
tongue or first language in both expressive and receptive language tasks; on the other hand, they display
difficulties in understanding and speaking the second language such as English. In a multi-cultural setting,
knowing the child’s first and second language aids teachers and language specialists to determine the possible
sources of communication difficulties and plan for needed supports and interventions. An English language learner
is put at a disadvantage when his/her first language (example, mother tongue) is not identified and assessed solely
in the second language.

C. Learning Characteristics

Children with communication disorders frequently struggle across social settings, whether at home, school
or in other places in the community.
Language Difficulties
 Expressive Language Difficulties Receptive Language Difficulties
Limited vocabulary Following oral directions
Incorrect grammar or syntax Understanding humor or figurative language
Expressive repetitions of information Comprehending compound and complex sentences
Difficulty in formulating questions Responding to questions appropriately
Difficulty constructing sentences

Children with communication disorders may also experience behavioral difficulties. Because they struggle
in expressing their needs and ideas, some children resort to inappropriate behaviors out of frustration or to get the
attention of significant others. For example, a five-year old child with expressive language disorder may resort to
grabbing toys and hitting his peers who try to take the toy he was playing with the day before. While typically
developing children will be able to say, “May I please borrow?” or “It’s my turn now,” a child with communication
difficulties may not be able to utter these accurately and instead resort to suing actions resulting to physical
aggression. Such feelings of frustration may even become worse when peers or adults are unable to understand
them (Gregg 2016).
Despite these language difficulties, children with communication disorders are known to have their own
strengths and abilities. This can be best understood using the theory of multiple intelligences (Garner 1983 cited in
Armstrong 2012). Children with communication disorders may have limitations in the linguistic and interpersonal
areas but may possess good spatial, musical, and bodily-kinesthetic abilities.
D. General Educational Adaptations
Universal Design for Learning (UDL) and Practical Tips to be used in the Classroom
1. Universal Design for Learning
Use of UDL in the classroom allows children to learn information, demonstrate understanding, and stay
engaged in multiple ways, for example, multiple means of presentation, expression, and engagement. Because of
weaknesses resulting from communication difficulties or disorders, teaching and learning practices as well as
assessment should be presented in different modalities: visual, auditory, and kinesthetic-motor or tactile, for
example, using pictures and/or videos and hands-on experiential learning, so children can use their strengths and
stronger modalities to compensate for their weaknesses and a chance to be successful in an inclusive classroom.
2. Practical Tips for the Classroom In addition to using UDL, there are practical tips and techniques.
 Allow the child to sit near the teacher and the blackboard, away from auditory and visual distractions as
the window and the door.
 Get the child’s attention before giving directions. Call the child’s name or use a pre-arranged signal like
tap on the table or hand on the shoulder to help the child focus and listen to the directions.
 Use pictures, charts, and other visual aids when explaining content to supplement auditory information.
 Speak slowly and clearly without exaggerating speech.
 Simplify directions into short steps. Break down multi-step directions and give each one at a time instead
of just repeating each one.
 Provide a written copy of directions for a task so the child can refer back to it at his/her own pace.
 Use gestures to clarify information.
 Use peer-mediated instruction so that peers without difficulties can serve as language models and learning
buddies.
 Provide extra time to prepare for oral language activities. Do not call children with communication
difficulties/disorders to recite first in class. Call other typically developing children first to serve as
language models.
 Model correct language forms and use appropriate wait time (3-5 seconds or more) to give the child time
to think and respond.
 Explicitly teach vocabulary that is needed in the learning context to promote better comprehension.
 Universal Design for Learning, alongside different accommodations: presentation, response, setting, and
timing that are appropriate to the child, and collaboration between the general education teacher and special
education professional, will all help ensure that children with communication difficulties/disorders have a chance
to be successful in an inclusive classroom.
V. PART 2. B - EARNERS WITH DIFFICULTY MOVING/WALKING
This section focuses on physical and motor disabilities, and the support they need in an inclusive
classroom.
A. Definition. When a child has difficulty moving and/or walking, the physical domain of development is
affected. Examples pf physical disability are developmental coordination disorder or dyspraxia, stereotypic
movement disorder, tics and cerebral palsy.
Developmental coordination disorder as describe in the DSM-5 (American Psychiatric Association 2013),
refers to significant and persistent deficits in coordinated motor skills that are significantly below expected typical
development. Difficulties are manifested as clumsiness, for example dropping, or bumping into objects, slowness
and inaccuracy of motor skills, for example catching and object, using scissors or cutlery, handwriting, riding a
bike or participating in sports. These observed deficits impact academic performance and other activities of daily
living, which do not result from intellectual disability, visual impairment, or any neurological conditions affected
movement, for example cerebral palsy. Dyspraxia, used synonymously with developmental coordination disorder,
is a term often used by occupational therapists.
Stereotypic movement disorder, is characterized by repetitive, seemingly driven, and nonfunctional motor
behavior, for example hand shaking or waving, body rocking, head banging, self-biting, hitting own body. These
behaviors interfere with social, academic or other activities and may result in self-harm or injury (American
Psychiatric Association 2013). Such motor behavior does not result from any other neurodevelopmental or mental
disorder.
 Cerebral Palsy refers to a disorder of movement and posture that result from damage to the areas of the
brain that control motor movement (Kirk et al. 2015). This damage to the brain can occur before, during, or after
birth due to an accident or injury. Muscle tone (tension in the muscles) affects voluntary movement and full control
of the muscle that results in delays in the child’s gross and fine motor development. There are different
classifications of cerebral palsy, depending on which parts of the body are affected and the nature of the effects on
tone and movement. The term plegia, from the Greek word meaning “to strike,” that indicate the location of limb
movement.
Classifications of Cerebral Palsy
Classification Description
Monoplegia Only one (1) limb is affected (upper or lower)
Hemiplegia Two limbs on the same side of the body affected
Triplegia Three limbs are affected
Quadriplegia All four limbs, both arms and legs, are affected; movement on the
trunk and face may also be impaired
Diplegia Leas are affected, less severe involvement of the arms
Double hemiplegia Impairment primarily involves the arms, less severe involvement of
the legs

B. Identification
Developmental and Coordination Disorder. Identifying children with motor difficulties begins with
family members and early childhood practitioners. Upon noticing that their child is showing difficulties and delays
in fine and/or gross motor movements, parents oftentimes consult their general pediatrician who in turn may refer
them to other specialists such as a developmental pediatrician, a physical therapist, or an occupational therapist.
some signs that a child may have developmental coordination disorder, there is more than just typical difficulty in
moving or walking
 Signs of Developmental Coordination Disorder
Developmental Stage Signs
Difficulty in tying shoelaces, buttoning, using spoon and fork, and getting
Early Childhood dressed; problems in jumping, skipping, catching, and kicking a ball; a higher
tendency to bump into things, to fall over, or to drop things
The difficulties in early childhood become more pronounced; tries to avoid
School Age sports; works on writing tasks for a longer period of time in comparison to
typically developing peers

In conducting an assessment, a specialist determines the child’s developmental history, intellectual ability,
and gross and fine more skills.
Gross motor skills – involve the use of large muscles in the body to coordinate body movement like throwing,
jumping, walking, running, and maintaining balance.
Fine motor skills – involve the use of smaller muscles that are needed in activities like writing, cutting paper,
tying shoelaces, and buttoning.
Assessment is conducted to check the child’s balance, sensitivity to touch, and performance in other gross and fine
motor activities (Nordqvist 2017).
Oral motor coordination in doing activities like blowing kisses or blowing out bi8rthday candles may also be
reported.
Evaluators will also check for the following:
1. Strength and flexibility by palpating muscle bulk and texture, assessing flexibility of joints and the quality
and intensity of grasp and
 2. Motor planning which includes observing functional fine and gross motor skills and determining hand
dominance or lack thereof (Harris et al. 2015).
Stereotypic Movement Disorder. Similar steps are followed in the identification of the presence of
stereotypic Movement Disorder (SMD) among children. Typically developing children may display stereotypic
movements, or behaviors, often referred to as stereotyped, between ages two and five as well as children with other
neurological conditions such as Autism Spectrum Disorder (ASD) and other developmental disabilities.
Specialists classify SMD as “primary” when it occurs in an otherwise typically developing child, or “secondary”
if it exists alongside other neurological disorders (Valente et al. 2019).
C. Learning Characteristics
Motor difficulties and disabilities are known to significantly affect a child’s ability to perform daily
activities, which include memory, perception and processing, planning, carrying out coordinated movements.
Speech may also be affected as motor control is needed in articulation and production.
Developmental coordination disorder also affects psychosocial functioning as children report to have lower
levels of self-efficacy and competence in physical and social domains, experience more symptoms of being
depressed and anxious, as well as display externalizing behaviors (Harris et al. 2015). Children with stereotypic
movement disorder also tend to have low self-esteem and have been reported to be withdrawn (Valente et al.
2019).
A “range of strengths” of needs to be acknowledged in every child with a disability (Armstrong 2012).
Students with motor/movement disorders may excel in other area of intelligences that are not controlled by motor
functions. They have adequate intelligence, creativity, and language skills, depending on the severity of the
disorder and the presence of a supporting adult.
Some children and adults who are physically handicapped or have cerebral palsy have learned to paint
with their mouths or feet to compensate for their rigid limbs and have done successfully.
 Some children may do well in logical thinking and comprehension and even in writing using assistive
technology.
For children with motor difficulties and disabilities, support systems are needed to ensure that they are given
equal opportunities to access learning experiences in school alongside their typically developing peers.
D. General Educational Adaptations
Children with motor difficulties and disabilities need primary intervention with specialists such as
physical and occupational therapists. They set goals in motor development, planning, and mobility. They also
provide teachers and others with information about the child’s physical conditions, limitations, and abilities (Kirk
et al. 2015).
It is essential to the children with motor difficulty/disability to have physical accessibility in the school
and their classrooms; Ramps and elevators for schools with multiple levels of buildings are also necessary as well
as the provision of wheelchairs. These structures and supports ensure that children with motor difficulty/disability
would be able to access and they can move around the classroom safely.
Some recommendations for a child with such a profile may include the following:
1. Assigning an adult or a peer to be a scribe when accomplishing written tasks may be an option
2. Being given a pencil or pen grip and different size/diameter for a pencil for those with poor fine-motor
control
Practical classroom accommodations for children with developmental coordination/movement disorder
(Pollock & Missiuna 2007; Beech 2010).

Classroom accommodations for children DCD/SMD

 Type of Accommodations Description
 Assign a peer/adult as scribe for note-taking
 Use different sizes of paper and graph paper to
align numbers
 Try different writing tools and pencil grips
Response  Use a word processor/computer
 Use text-to-speech programs
 Allow for oral recitation/test-taking to
supplement written tests
 Provide alternative assessment methods
 Allow for preferential seating near the teacher
 Adjust chair and/or desk height to maximize
Setting
posture and stability
 Place a non-skid mat on the chair
 Provide opportunities for movement breaks
 Allow for extra time to complete tests and
writing assignments
Schedule
 Provide extra time to change for physical
education classes
VI. LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING

A. Definition
 The International Classification of functioning, Disability and Health of the World Organization (2001)
provides definition of specific