Ed 4 Module 11 Learners With Additional Needs (Part 3)

Ed 4
FSIE
LEARNERS WITH
ADDITIONAL NEEDS
(PART 3)
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive
Education, Aligada-Hala, Cristina Nieves et.al,
Rex Book Store
MODULE 11
Objectives
At the end of the chapter you will be able to:
1. Identify the various additional needs
learners might have;
2. Differentiate the additional needs from
one another
3. Recognize the characteristics of learners
with additional needs
4. Identify different marginalized
Module 11 (FSIE) JSJA
VI. LEARNERS WITH
DIFFICULTY REMEMBERING
AND FOCUSING

A. Definition
⮚ The International Classification of Functioning,
Disability and Health of the World Health Organization (2001)
provides definitions of specific mental functions and focusing.
Memory functions
⮚Include short-term memory, long-term memory, and retrieval.
Attention functions
⮚Include sustaining, shifting, dividing and sharing attention.

A. Definition
⮚ Definition of Memory and Attention Functions
(Santrock (2011)
Memory Functions
-Involves encoding, storage, and retrieval of information
Short-term memory Mental resources that allow for storing information temporarily, for
only approximately 30 seconds, after which is lost if strategies are
not used to integrate them into long-term memory (e.g re-
remembering a 7-digit landline number for a moment to be able to
write it down)
Long-term memory Mental resources that allow for storing information for long period
of time
Retrieval Mental resources used to recall information stored in long-term
memory

A. Definition
⮚ Definition of Memory and Attention Functions
(Santrock (2011)
Attention Functions
-Involves focusing of mental resources on a stimulus for a required time period
Sustained attention Mental resources used to maintain attention for an extended
period also called vigilance (e.g staying focused while reading
a chapter in a classical novel without interruptions until it is
finished.)
Selective attention Mental resources that allow for focusing on a specific stimulus
that is important while ignoring others (e.g focusing on the voice
of lecturer amidst the noise of a group of used to refocus
concentration from one stimulus to another)
Dividing attention Mental resources that involves focusing on one or more activities
or tasks simultaneously (e.g. listening to music while driving)

A. Definition
1. Learning disability (LD)

⮚Students with learning disabilities as a
heterogenous mix of learners who all had
neurologically-based problems that affected
their learning in different ways (Kirk et al, 2015)

A. Definition
Components on the definitions of Learning

disability (LD) (Gargiulo 2012)
⮚ Intellectual functioning within normal range
⮚Significant gap or discrepancy between a student’s
assumed potential and actual achievement
⮚Inference that LD is not primarily caused by other disabilities or
extrinsic factors
⮚Difficulty in learning in one or more academic areas
⮚ Presumption of CNS disfunction

A. Definition
Definition of Learning disability (LD) (National Joint Commission on
Learning Disabilities 1990)
⮚ Learning disabilities is a general term that refers to a
heterogeneous group of disorders manifested by
significant difficulties in the acquisition and use of
listening, speaking, reading, writing, reasoning,
mathematical abilities.
⮚ These disorders are intrinsic to the individual,
presumed to be due to central nervous system
dysfunction, and may occur across the life span.
⮚ Problems in self-regulatory behaviors, social
perception and social interaction may exist with
learning disabilities but do not by themselves
constitute a learning disability

A. Definition
Specific Learning Disability

⮚Focuses on difficulties in “one or more basic psychological processes involved in
understanding or in using language, spoken, or written, which may manifest as
difficulties in the ability to listen, think, spark, read, write, spell or do
mathematical calculations (Individual with Disabilities Education Act, 1997 in
Hallahan, 2014)
⮚Thus, the term learning Disability is general term under which other
difficulties are subsumed.

A. Definition
Specific Learning Disability
⮚Dyslexia- difficulty in reading, spelling and oral
reading fluency.
⮚Dyscalculia- difficulty in math computation,
problem-solving and analysis
⮚Dysgraphia- difficulty in handwriting and written
expression

A. Definition
Type Definition
Dyslexia Characterized by difficulties with accurate and/or fluent
word recognition and by poor spelling and word reading
abilities that result from a deficit in phonological processing
abilities. The difficulties are often unexpected in relation to
other cognitive abilities and the provision of effective
classroom instruction (IDEA 2002). Limited vocabulary ad
background knowledge as well as problems in reading
comprehension may result as secondary consequences.
(Shaywitz 2003)

A. Definition
Type Definition
Dyscalculia A specific learning disability that affects how students acquire
and develop their arithmetic skills despite average intelligence
(Shalev 2011) and may manifest as difficulty in retrieval of
math facts and understanding number concepts or using
symbols or functions.

A. Definition
Type Definition
Dysgraphia A specific learning disability that affects the
development of writing abilities which may
display as spelling, hand-writing and
expressive writing difficulties resulting from
problemsin organizing and putting thoughts on
paper (NCLD 2007 cited in LD Online 2019)

A. Definition
2. Attention Deficit Hyperactivity Disorder (ADHD)

⮚Includes inattention, hyperactivity and impulsivity and
a combination of the two.
⮚For a child to be diagnosed with ADHD, the observed
behaviors should meet the following criteria:

A. Definition
2. Attention Deficit Hyperactivity Disorder (ADHD)
⮚Display a persistent pattern for at least 6 months that significantly
interferes with functioning or development.
⮚Observed in two or more setting (e.g at home, school, work; with friends
or relatives and in other activities)
⮚Several of the symptoms were present before the age of 12 years.
⮚The behaviors are not resulting from other disorders (e.g.
schizophrenia, anxiety disorder, personality disorder, etc)

A. Definition
Signs of ADHD
Inattention
▪ Does not pay attention to details and works in a haphazard manner
resulting in careless mistakes (e.g. school tasks, at work, in other
activities)
▪ Finds it difficult to sustain attention in tasks
▪ Easily distracted and sidetracked by extraneous stimuli
▪ Often does not follow through on instruction and fails to finish
schoolwork, chores, or duties in the workplace.

A. Definition
Signs of ADHD
Inattention
▪ Appears not to listen or distracted when spoken to directly
▪ Has difficulty following instructions resulting unfinished work
▪ Shows a tendency to be forgetful in daily tasks and routines
▪ Has problems in organizing tasks and activities
▪ Tends to lose things that are needed for schoolwork and other
activities

A. Definition
Signs of ADHD
Hyperactivity and Impulsivity
▪ Often restless and fidgety and cannot seem to stay still while sitting
down
▪ Often stands from seat to roam around the room
▪ Often runs around or climbs in situations when setting is required
▪ Often rather talkative, interrupts in conversations, and blurts
responses
▪ Finds it difficult to wait for one’s turn in tasks and activities
▪ Impulsive with words and actions
▪ May struggle in following instructions and rushes through tasks

B. Identification
1. Learning Disability
⮚Students with LD, a discrepancy between academic
achievement and intelligence needs
to be established using tests that measure intelligence
and standardized achievement tests.
⮚Children with LD sometimes display average to above
average intelligence but perform below
their grade placement in achievement tests of reading,
spelling, math, and written expression.

B. Identification
⮚ The use of clinical testing, teachers can provide essential
information about a student’s patterns of abilities and difficulties.
⮚ Conducting student observations, interviews, and error
analysis of schoolwork will provide the supplementary
information needed to determine ways to help a child
who may be at-risk and/or have signs of a learning disability.
⮚ A clinical/educational psychologist and/or special
education diagnostician use all available data from norm-
referenced tests, teachers’ observations, analysis of
learning difficulties may be attributed to the presence of a
achievement tests, and parent interview to determine if the
learning disability.

B. Identification
⮚ Specific learning disabilities
⮚What is measured is the discrepancy between the
current level of skills (i.e reading, spelling, math,
written expression) and the expected grade level
performance in achievement tests in reading,
spelling, or oral reading fluency, and math.

B. Identification
1. ADHD
⮚There are four components that are needed in
identifying students with ADHD
1. Medical examination
2. Clinic interviews
3. Use of teacher and parent rating scales
4. Behavioral observations (Hallahan et. Al 2014)

B. Identification
1. ADHD
⮚ Medical Examinations
⮚ Are needed to rule out the presence of sensory
impairment or middle ear infection that can cause hearing problems.
⮚Other medical conditions such as seizure disorders, brain tumors,
and thyroid problems that may be the underlying cause of the
inattentive
and/or hyperactive behaviors also need to be
ruled out (Barkley & Edwards 2006 cited in Hallahan et al.
2014)

B. Identification
1.ADHD
⮚ Clinical interview
⮚ With the parents/provides the specialists with a
holistic perspective of the child and essential
information about the student’s physical and
psychological characteristics, family and cultural
background, and peer relationships.
⮚ An ecological approach in assessment is necessary
to rule out other contributing factors, like drastic
changes in family dynamics such as separation of
parents, unexpected deaths, and others that may be
causing the observed behaviors of inattention and/or
hyperactivity.

B. Identification
1. ADHD
⮚ Teacher and parent rating scales
⮚ Are used as additional tools to provide evidence
of the student’s inattention, hyperactivity and/or
combination of the two.
⮚ Conners Rating Scales (Conners 2007)- a
standardized rating scale, are used by clinical psychologist
and special education
diagnosticians to identify the presence of ADHD in a
student.
B. Identification
1.ADHD
⮚ Conners Rating Scales (Conners 2007)-
⮚The rating scale measures the following behaviors: hyperactivity,
aggressive behavior, violent tendencies,
compulsive behaviors, perfectionism, difficulty in class, extra trouble
with math, difficulty with language,
social issues, emotional distress and separation anxiety
(Johnson 2018)
⮚ The teachers’ and parents’ responses to the rating
scales are based on tehri daily observations of the
student for the past six months in their respective settings
(home, school, or workplace)
C. Learning Characteristics
Language development
⮚They often display delays in learning how to speak have difficulties in
naming objects and retrieving
words from memory, and have limited vocabulary in comparison to
typically developing peers.
⮚ Students with LD oftentimes struggle with having
to organize their thoughts that they are unable to use precise words
to express their ideas.
⮚On the other hand, there are students with LD are better at oral
expression in relation to their reading and writing skills.

Reading skills
⮚Students with dyslexia display delays and difficulties in phonological
processing, word reading/decoding, spelling, and oral reading
fluency.
⮚ Individuals with dyslexia have poor phonological
awareness that subsequently impedes word reading ability, fluency,
and accuracy.
⮚It is expected that the student will not be able to understand the
passage well because of all the
substitution errors unless he/she uses his/her prior knowledge and
experience revolving around the story.
Sample oral reading and spelling of a student
with dyslexia
Original Text Student’s Oral Reading
▪ A man go out of the car ▪ In a man got out of the car
▪ He had a pretty boxy under his arm ▪ He had a pet pate on his arm
▪ A little girl ran from the house to ▪ A let girl run form… farm the house
meet the man. to meet him
▪ “Hello, Father” she said ▪ “Hello, Father” she said
▪ “Do you have a surprise for me?” ▪ Father said, "I have some
▪ Father said, “I have something for a good ▪ “Do you have a sharp for me? Thing for
girl” you got girl”
▪ The girl laughed, “I am very good” ▪ The girl let her. “I have give good”

Sample oral reading and spelling of a
student with dyslexia
Words Student’s spelling
▪ Will ▪ Wel
▪ Arm ▪ Urm
▪ Dress ▪ Bres
▪ Train ▪ Tran
▪ shout ▪ Saot
▪ Watch ▪ Wuch
▪ Grown ▪ Gom
Written Language
⮚Students with LD have tendencies to reverse letters
or words, have poor spelling skills and display
difficulties in the quality, organization, sentence
fluency, and application of writing conventions,
including handwriting, spelling, and grammar, as
well as motivation to write
(Graham 2017)

⮚Students with LD also display problems with short-term
and working memory (i.e. mental resources used to retain
information while
simultaneously engaged in another activity), deficits in
metacognition, display attention problems, and
hyperactivity.
⮚As a result, they often have trouble focusing on tasks,
exhibits excess movement,
restlessness and fidgety behaviors that are
characteristics of students with ADHD.
⮚Because of difficulties in executive functioning, students
with LD and ADHD are known to be forgetful of daily
activities and
routines, can be disorganized with their personal
belongings and even schedules, and have problems
monitoring comprehension.
⮚Due to impulsivity, students with ADHD exhibit academic
underachievement as well as
disruptive behavior that impact on family and peer
relationships (DuPaul nd Stoner 2003 cited in Dupaul et al. 2012)

⮚LD and ADHD also have their strengths and abilities
amidst such difficulties and limitations.
⮚Students with LD are known to have strong artistic
abilities and visual-spatial skills.
⮚As a result, they oftentimes display unusual skills in
drawing, doing mechanical puzzles, as well as in building
models.
⮚They are known to be creative, divergent thinkers,
imaginative, and highly curious.

D. General Educational
Adaptations
⮚The use of Universal Design for Learning
(UDL) principles, such as providing multiple
means of representation, expression, and
engagement are effective for all types of
learners and provide a level playing field for
students with LD, SLD and ADHD.

D. General Educational Adaptations
⮚ Application UDL in an inclusive classroom
UDL Principle Examples
Multiple means of ▪ Audio books alongside real books
representation ▪ Multimedia presentations and videos to
supplement textbooks
▪ Math-manipulative materials and illustrations to
reinforce lessons
▪ Hands-on experiences, use of multisensorial
activities in addition to teacher-talk
▪ Use reading materials that include rich visual
representation in the form of photos, graphic
organizers, diagrams, etc.

Multiple means of In addition to traditional measures of assessment, provide variety
of ways to demonstrate understanding of concepts/lessons:
expression ▪ Debates
▪ Build models
▪ Experimentation
▪ Digital audio presentations
▪ Writing activities
▪ Portfolio assessment
▪ Photographs/pictures
▪ Blogs
▪ Draw pictures/use graphic organizers to illustrate concept or
content
Module 11 (FSIE)
JSJA
Multiple means of Provide varied activities to support student
engagement engagement through:
▪ Hands-on, kinesthetic activities
▪ Plays/drama/dance
▪ Simulation games
▪ Role playing
▪ Discussion and debars
▪ Give opportunity for student choice (e.g.range of
reading materials, activities)
▪ Use inquiry-based learning and project-based approach
Module 11 (FSIE)
JSJA
⮚ Another approach that has been proven to be
effective for students with memory and focusing
difficulties is the use of explicit instruction of
literacy skills, comprehension, and writing
strategies.
⮚ Such approach uses a step-by-step instruction
that includes modeling, providing guided practice,
as well as independent practice while giving
immediate corrective feedback so students will
understand what and how to improve.
⮚ Part of this approach is the use of think-aloud to
model concrete steps in problem-solving, such as
how to attack an unfamiliar word, etc.

⮚Another meta-analysis conducted by Galuschka et. Al

(2014) found that phonics instruction is the most
intensively investigated treatment approach and the only
one that has been found to be effective and statistically
confirmed in improving the reading and spelling
performance of children and adolescents with reading
disabilities.

⮚Class rules and norms, agreements, routines as well as

schedules need to be written and accompanied by clear
and simple images.
⮚These needs to be explained, displayed and implemented
consistently to make the classroom environment structured
and safe for all children.

⮚ The use of Daily Report Card (DRC) has been
reported to be effective, which is an individualized
intervention to manage target behaviors of a child
(Moor et. Al 2016)
⮚ It begins with an assessment through observation
and teacher/parent interviews to determine
specific behaviors that need to be managed
and/or developed in a student.
⮚ Once identified, the target behaviors are framed
positively, and teachers monitor the student’s
progress on the DRC throughout the day by
recording whether the targets have been met.

⮚A system of reinforcements and consequences is developed

with the child.
⮚ Reinforcements can be in the form of tangible
rewards such as stickers, stamps, puzzle, etc. but they can also be
opportunities to do
certain activities in school, such as having
extra time in the classroom or library, having an extra book to
borrow, being the leader for
the day, being the teacher’s lunch buddy and
other activities.

⮚Parents are also included in the planning and

implementation to promote home-school
communication and collaboration.
⮚In this manner, generalization of behaviors is
targeted to the home setting or vice-versa.

Sample daily
report card for
students with
ADHD
Module 11 (FSIE)
JSJA
⮚Types of accommodations to provide support for
students with difficulty remembering and focusing.
Type of Accommodation Accommodations/Supports
Presentation Provide the following:
▪ Audio files to supplement a slide presentation
▪ Bigger font sizes in reading materials and worksheets
▪ Leveled books that match student’s reading level
▪ Audio books and/or have a peer read aloud selection
▪ Digital text that provides word meanings
▪ Advance organizers to serve as guide during lectures
▪ Preview of vocabulary or key points to provide the big picture
▪ Active involvement in class
▪ Use graphic organizers and mind mapping techniques for note-
taking during class
▪ Explain and write directions step-by-step while making sure student
is attentive and listening.

⮚ Types of accommodations to provide support for students with
difficulty remembering and focusing.

Response Allow students to use the following:
▪ Use text-to-speech software to facilitate writing
▪ Use word processor with spelling and grammar check
▪ Waive incorrect spelling in specific subjects (do not mark
misspellings as incorrect provided content is accurate)
▪ Graphic organizers as a pre-writing tasks
▪ Math supports:
▪ Calculation devices (calculator)
▪ Concrete material and manipulatives
▪ Chart of math facts and formula
▪ Special paper with grids for computation


Setting ▪ Preferential seating (away from sources of
distraction)
▪ Play appropriate background music through
individual earphones while studying
▪ Allow students to move or run around a few times
before class or in between classes


Scheduling ▪ Provide extended time
▪ Break tasks into sections
▪ Time limits for assignment and countdown
▪ Allow for quick brain breaks to move around and
stretch in between activities


Behavior ▪ Teach self-talk skills
Management ▪ Teach physical relaxation techniques such as
mindful breathing
▪ Use squeeze balls to release tensions
▪ Allow students to doodle while listening to lecture
(Andrade 2010 in Armstrong 2012)

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Ed 4

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

1. Learning disability (LD)

Module 11 (FSIE) JSJA

Components on the definitions of Learning

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Specific Learning Disability

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

2. Attention Deficit Hyperactivity Disorder (ADHD)

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

⮚Another meta-analysis conducted by Galuschka et. Al

Module 11 (FSIE) JSJA

⮚Class rules and norms, agreements, routines as well as

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

⮚A system of reinforcements and consequences is developed

Module 11 (FSIE) JSJA

⮚Parents are also included in the planning and

Module 11 (FSIE) JSJA

Module 11 (FSIE) JSJA

Type of Accommodation Accommodations/Supports

Module 11 (FSIE) JSJA

Type of Accommodation Accommodations/Supports

Module 11 (FSIE) JSJA

Type of Accommodation Accommodations/Supports

Module 11 (FSIE) JSJA

Type of Accommodation Accommodations/Supports

Module 11 (FSIE) JSJA

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