sped01 task sheets - ac malonzo

The National Teachers CollegeQuiapo, Manila

School of Advanced StudiesMaster of Arts in Education

Teaching Moderate to Severe ExceptionalitiesProfessor: Dr. Eddie Bulanadi

Reporter : Bien Carlo CarlosTopic : Inclusive EducationTASK SHEET # 2

1. Question: Which do you think is the best type of Inclusive education? Why?

Inclusive education brings all students together in one classroom and community,

regardless of their strengths or weaknesses in any area and seeks to maximize

potential of all students. In connection to this, I believe that a special needs individual

can best grow in a “Partial Inclusion” model wherein he/she is allowed to learn, play

and interact with their classmates/peers socially and academically and does not

require the student to stay in the regular classroom for all lessons.

In this way, the special needs individual may be able to be in his/her pace without

pressuring him/her. For example, an individual with learning difficulty or mental

retardation may benefit from inclusion in terms of social interaction. Since they have

difficulty with interacting with other people, gradually immersing them with the other

students will help them adapt accordingly. Therefore, constant interaction may lead to

better behavior with other people or environment.

2. What could be the advantage and disadvantages of inclusive education?

Inclusion of students with learning disability in a regular classroom may bring out

the best potentials of a child however, it may also deter his/her confidence towards

something. While this is true, a teacher or parent should think that even a regular

student in a regular classroom may also experience these advantages and

disadvantages at certain point of time, the only difference is the intensity of the

situation. One advantage is that it promotes a more stimulating environment versus

the traditional sped classroom. This environment often leads to enriched growing and

Submitted by: Andrea Claire C. Malonzo

learning and reveals students to be more engaged during instructional time and have

greater exposure to academic activities, thus leading to better academic success.

Second, being with regular students give them a better example of appropriate and

functional behavior with their regular classmates. This may lead also to friendship

and better understanding of emotions and development of concerns for others.

On the other hand, disadvantage can be seen evident to the other students around

the special needs child if not implemented appropriately. For example, the teacher

may inappropriately use the differentiated teaching that the focus is more on the

special needs student because the teacher wanted the student to feel welcomed or at

ease failing to consider the other regular students aptitude and concerns.





Reporter : Bien Carlo CarlosTopic : Assessment of Students with ASDTASK SHEET # 3

1. Explain the statement: “There is no specific curriculum to teach students with autism. Effective programs are developed to meet the unique needs and abilities of individual students.”

Curriculum is a set of course, coursework, and their content, offered at a

school or university. The contents and subjects are specific and time bound.

Considering the learning styles of students with autism, they simply cannot follow a

certain course content’s time allotment since they learn at their own special pace.

Since they have learning disability and autism is a wide spectrum, there are a lot of

factors to consider. To rule out the best possible learning path for a student, a teacher

must use observational tools to identify what lesson, strategy or method should be

used on a certain type of student. This is why Individualize Education Plan/Program

is utilized by teachers and this somehow serves as their individualized curriculum.

2. What do you think should be focused on when designing a curriculum for children with Autism?

When designing a curriculum for children with Autism, a teacher must focus

on functional behaviors. Why? Because functional behaviors will help them do things

on their own and this promotes independence and self-confidence in them. If they are

able to function like a normal child, they will think and feel like a normal child and

self-containment or isolation will be minimized. These functional skills are as simple

as tying their shoe lace, brushing their teeth, brushing their hair, how to sit properly,

how to use the spoon, fork, and other utensils, how to cross a street, how to buy

simple things at the store, how to put on clothes and shoes, how to cook simple meal,

and many more.


Focus should also be in their social interaction skills since this is their

weakness, as well. Activities and lessons that encourages students to participate with

other peers, regular students or special needs students, should be in their curriculum

so this difficulty could be minimized and behavior will be more appropriate.





Reporter : Aries S. AguilaTopic : Families with ASDTASK SHEET # 4

1. Question: As a Special Education Advocate, (and with all the discussed stressors facing by special needs families) how would you aid parents with special needs children cope with these stress. Suggest a self-reflected stress reduction technique.

As an advocate and a teacher, I could help parents/families with special needs

children to cope with the stressors by at least making them feel that they are not

alone. Since I’m also a parent, I know how a parent would feel when his/her child is

diagnosed of a certain difficulty. I would talk to them, offer them a shoulder to cry on

if they need it. I may not be able to help them financially, but at least, in my own little

way, I could help them feel the help and support they need. Subsequently, I can give

them advices from my personal account as a parent. I could give them tips on how I

manage stress and depression. And since I’m a positive thinker, I could give them

insights on how to see the good things in bad situation.

Another factor that may develop stress to parents with special needs children is

stigma from how normal is viewed in our society. With this internal/external factor,

one can use “healthy selfishness”. This is very useful when the external factors are so

negative and all you want to do is to shut yourself out from these factors. A parent

can free himself/herself from needing outside approval. That one can control his own

destiny.

Families should also develop assertiveness. One should know that all things have

their limits, so as their child. With this, parents should be realistic about what their

child can accomplish.





Reporter : Deztine Marie C. MarañaTopic : Mental Retardation/Intellectual DisabilityTASK SHEET # 5

1. What is adaptive functioning, and why is it significant to understanding and helping children with Intellectual and Developmental Disabilities?

Adaptive functioning means how well a person handles common demands in life,

usually in specific domains such as communication, sociability, motor functioning

and, daily living skills, and how independent the are compared to others of a similar

age and background. It is significant in understanding and helping students with

Intellectual and Developmental Disabilities since knowing specific limitations in this

function can help a teacher, parent, and student in identifying what curriculum or

program the child should undergo to optimize his/her skills. And this is very

important since Special Education believes in the principle of normalization of the

students. Assessment in this area can be very crucial, so one should not only rely on

standardized test, observational reports can also be a good factor in identifying what

skill is greatly affected by the child’s disability. These three basic skill sets are

Conceptual skills which includes reading, numbers, money, time, and communication

skills; second skill set is social skills and these skills help us to get along well with

others which includes understanding and following social rules and customs; obeying

laws and detecting the motivations of others in order to avoid victimization; and

deception. The third skill set is practical life skills which are the skills needed to

perform the activities of daily living. This includes feeding, bathing, dressing,

occupational skills, and navigational skills.

2. As a teacher how do you help your intellectually disabled child handle bullying and bullies?


As a teacher, if I see a student being bullied by a classmate because of his/her

disability, I would talk to the both of them but not the same time at first. I will

accommodate both parties’ concerns. Why the students bullies his/her classmate. I

will make that student realize how it would feel if he/she is in the same position and

situation as his/her classmate being bullied, that it is not a nice thing but a very

degrading feeling. I would also ask what he would feel if his/her sibling is an

individual with special needs and others would be ashamed of him/her. After making

the student realize how bad it feels for the person being bullied the situation is, I’ll

suggest him/her to write a sorry letter to the other student involved and that the

situation will not happen again or better yet, make him/her apologize in from of the

student that he/she bullied. On the other hand, the one who was bullied should also be

asked of how he/she felt but make sure that the conversation will end on a positive

note, that the student doesn’t feel abused or bullied or ashamed of himself/herself

because of what happened. I would uplift his/her self-esteem and suggest to focus on

what he/she does best in or out of school. I will also remind the student that bullying

is not a good thing thus, does not give a positive result for both people involved.





Reporter : Angelique G. De VeraTopic : Educational Approaches with MR/IDTASK SHEET # 6

1. Question: What is the importance of using the Collaborative Teaming in a classroom? In what way can you use the Collaborative Teaming in terms of teaching in Mental Retardation?

There is a saying that two heads are better than one. Collaborative teaming is

very important if you are working toward a common goal in education. It helps

teachers and other support groups in setting team and individual goals to reach a

certain vision they have for a certain situation. It can be used in assessing students

with mental retardation most especially when you need to know how the student

reacts with a certain situation outside of your classroom. However, aside from having

common goals, people in this teaming should trust each other and clarify each other’s

roles. All should also be open to feedbacks and diversity in opinions.

2. How can you design your own teaching plan for persons with Moderate/Severe MR?

In teaching students with moderate/severe mental retardation, there is no

specific curriculum to follow. However, individualized instruction is necessary so

intervention can be executed. A teacher should have records of each student’s

strengths and weaknesses so one should know how a certain student’s full potential

can be shown during class discussion/activity. A Special Education teacher should

always consider their limitations to learning. Teach one concept or activity

component one step at a time to help support memorization and sequencing. Teach

students in small groups, or one-on-one if possible. Always provide multiple


opportunities to practice skills in a number of different settings. Use physical and

verbal prompting to guide correct responses, and provide specific verbal praise to

reinforce these responses.





Reporter : Kaye Gwyn R. LanuzoTopic : Deaf-BlindnessTASK SHEET # 8

1. Question: What traits do most people with deaf-blindness share? How do these traits make it difficult for persons with deaf-blindness to socialize and communicate? Discuss.

Individuals with deaf-blindness mostly have little sight or hearing that they can

use, few people are diagnosed as completely deaf and blind. Having little or no sight

and hearing, learning to communicate, to make yourself understood, or hear other

people speaking is very difficult and can cause isolation. Moreover, people with

partial sight may depend on their hearing. But with further hearing loss, hazards

increase. This also prevents them from living independently. Tactile communication

is a big help in communication if both senses are completely affected as well as

augmentative communication. However, even tactile communication can be

misinterpreted to something worst, such as sexual abuse and the like.

2. What can we do to help people who are deaf-blind live a normal life? List some possible accommodations.

As a teacher, I can make them feel that they are also normal like the others by

helping them realize that their disability is not a hindrance in communicating

whatever they want to communicate. Like for example, for a normal person,

understanding what the other person wants to tell is easy since sight and hearing is


existing however, for deafblind I could help them understand what I want to put

across with the use of touch cues or gestures. If it’s meal time a tap on their tummy to

tell them that it’s time to eat or likewise if they want to eat. If the student can slightly

see or hear, larger print of writing and louder reading can help them catch up with

those whose sight and hearing is functioning. Picture and object symbol can also be

used for this instance. By putting the objects they always use in the same place can

also help them live a much easier life. If canes are available, I can help the student be

familiar with his/her way home or way to some places that he/she might frequently

visits (e.g. toilet, kitchen, stores, etc.) until he/she becomes familiar with it that the

student can do it on his/her own.





Reporter : Carlota Czarina B. QuinajonTopic : Assistive Technology with Deaf-BlindTASK SHEET # 9

1. What is assistive technology? Explain how these technologies support students having deaf-blindness disabilities? Cite examples.

Assistive technology is a term used to generalize the different technologies such

as assistive, adaptive and rehabilitative devices for people with disabilities and also

include process used in selecting, locating and using them. These are used to increase,

maintain, or improve functional capabilities of individuals with disabilities.

Bearing in mind the common traits of deafblind, most of them have difficulty in

either partial sight and/or hearing or completely with no sight and/or hearing,

assistive technology can be a big help for them. It serves an extension or enhancer for

the things that prevents them from doing. In a situation where a student is completely

blind and has partial hearing loss, an assistive device such as BrailleNote that

transfers whatever a student types on a braille writer then information translated

through a computer can be useful at school so the teacher can understand what the

student is trying to say (since deaf usually affects speech as well). Hearing aid is also

a cheap and most accessible device there is for students with partial hearing loss.

Canes, wheelchair and the like are also considered assistive technology. Assistive

technology does not make the disability go away however, it can lessen the impact of

disability. It can increase independence among students and improve their outlook in

life since their limitations are being addressed.





Reporter : Mohaimah T. MutiTopic : Serious Emotional and Behavioral DisturbanceTASK SHEET # 10

1. As a teacher, how would you address your student if she/he is a victim of:

a. Depression

Because depression can have broad negative effects on students' academic

work and comfort in school, as a teacher, we need to provide a variety of

accommodations and instructional strategies to increase these students' success. First,

you may give the student frequent feedback on academic, social, and behavioral

performance. Second, teach the student how to set goals and self-monitor. Third, you

may develop modifications and accommodation to respond to the student’s

fluctuations in mood, ability to concentrate, or side effects of medication. You may

use peer tutoring to serve as a primary contact and coordinate interventions. Fourth,

since you see the student almost five hours a day, frequently monitor whether the

student has suicidal thoughts. And lastly, develop a home-school communication

system to share information on the student’s academic, social and, emotional

behavior and any developments concerning medication or side effect.

b. Anxiety

Anxiety may impact a child’s ability to learn. However, parents and teachers

can work together to help a child success in the classroom. If a student throw

tantrums upon the absence of the parent, you can think of creative ways how the

student can eventually learn how to be away from the familiar faces. For example,

you may ask the parent to stay at the back of the room, then after a few days or


weeks, outside the room, until such time that the student becomes comfortable with

his/her classmates, teachers and environment.





Reporter : Nerissa C. ArcillaTopic : Multiple DisabilitiesTASK SHEET # 11

1. Question: How to identify multiple disabilities/concominant impairments among learners? Discuss.

Multiple Disability is often misunderstood as a combination of multiple

disabilities, like deaf and blindness or intellectual difficulty with orthopedic

impairment. For an individual to be recognized with MD he/she must be diagnosed

with combination of intellectual disability and another impairment like orthopedic

impairment. And because of multiple disability, impairment in the following areas are

evident: 1) Intellectual functioning, 2) Adaptive skills, 3) motor development, 4)

Sensory functioning, 5) Communication skills and, 6) Social and Emotional

development.

2. Why is it difficult to identify the prevalence of multiple disabilities among learners? Discuss the reasons. How does it affect the Special Education Program?

The prevalence of multiple disabilities among learners is difficult to identify

because when a child is diagnosed of a certain disability, the primary disability is

often counted or regarded first. And because of this, lesser attention might be

provided to those students who are suffering from multiple disabilities. The focus

may be on the primary disability only or the other but not all at the same time. That is

why Individualized Education Program is very important so that all the disabilities of

the student can be considered to better his/her academic performance and skills

development.





Reporter : Erika Chevylle O. ArilesTopic : Inclusive Education for MDTASK SHEET # 12

1. What are premises of Inclusive Education according to Salamanca Statement of 1994? Explain.

The Salamanca Statement of 1994 calls on the international community to endorse

the approach of inclusive schools by implementing practical and strategic changes on

special education. The premises focused on the education of all disabled children that

called for inclusion to be a norm worldwide. The premises are:

1. Education for All – the necessity and urgency of providing education for all

children, young people and adults within the regular education system emphasizing on

students with special needs access to regular school.

2. The government should give highest policy and budgetary priority to improve

education services so that all children could be included, regardless of differences or

difficulties.

3. The government should adopt the principle of inclusive education and enroll all

children in ordinary school unless there were compelling reason for doing otherwise.

4. The government should ensure the organization of disabled people, along with the

parents and community bodies, are involved in planning decision-making.

5. The government should develop demonstration projects and encourage exchanges

with countries with inclusive schools.

6. The government should put greater effort into pre-school strategies as well as

vocational aspects of inclusive education.

7. The government should ensure that both initial and in-service teacher training

address the provision of inclusive education.


sped01 task sheets - ac malonzo

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