Republic of the Philippines

Pangasinan State University

Bayambang, Campus
COLLEGE OF TEACHER OF EDUCATION
Bayambang, Pangasinan

Written Report in
FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Topics:
 BEHAVIORAL/EMOTIONAL NEEDS
 SENSORY-IMPAIRED SEPCIAL NEEDS
Members:
Ballesteros, Rayvien Elix E.
Bayal, Jerson M.
Cadlaon, Sharla Nicole C.
Cariño, Jerome R.
Delos Reyes, Wilfred Geun
Vince Cruz, Lord Stephen L.
Policarpio, Noel Jr. A.
Pulido, Jimboy A.
Tuliao, Mark Joshua M.
Course, Yr. & Sec.: Bachelor of Physical Education II-1
Course Code & Title: BYPROF ED 103, Foundations of Special and Inclusive Education
Assoc. Prof.: Ms. Debbie Joyce Quimson

I. INTRODUCTION

Special needs can mean many things — from thriving with a condition that challenges a single
aspect of daily life to coping with something that forces you to learn a new normal. The term “special
needs” is used to describe a person with a physical or emotional difficulty or difference that requires
more assistance or specialized services.
A special need can enhance someone’s life in the same way it can cause challenges. Someone
with special needs may need help with vital activities ranging from movement or communication to
making important decisions and taking care of themselves, but teaching diversity from a young age and
overcoming adversity with the help of the ones you love can broaden horizons for everyone involved.

II. LEARNING OBJECTIVES

At the end of this lesson, pre-service teacher should be able to:

 Distinguish the different types, identifications, etiologies, causes, characteristics of
learners who have special needs;
 Demonstrate understanding of the special educational needs of learners in difficult cir-
cumstances.
 Demonstrate knowledge of teaching strategies that are inclusive of learners to students
with special needs.
 III. CONTENT

BEHAVIORAL/EMOTIONAL NEEDS

Special needs stemming from someone’s behavior or emotions can be difficult to diagnose and
almost always require the intervention of a trained professional. Geraldine Gomez, a licensed mental
health counselor in Maitland, Florida, specializes in identifying these needs and helps her clients learn
to live with the condition.
“As a counselor, I have to pay special attention to anyone with a history of combat, childhood
trauma and any significant traumatic event in their adult life because of the possibility of dissociation,”
Gomez says. “The level of dissociation can have an impact on their functioning at school, work and
home life.”
Anxiety and depression can be the special need itself, or they can be the symptom of another spe-
cial need. A licensed clinician or doctor can make that determination.
“For both adults and children, I assess their environmental stresses to make sure that they are no
longer being exposed to the traumatic event that caused the symptoms,” Gomez says. “Once I know
that they are safe in the present, then we can continue with treatment.”

Dissociation: This mental process can cause a lack of connection in someone’s thoughts, memory, or
sense of identity. There are varying levels of dissociation, with severe or chronic forms resulting in
multiple personality disorders or other dissociative disorders. Individuals with this special need often
mistrust authority and keep secrets, making it difficult to treat them.

Obsessive compulsive disorder: Those with OCD have obsessions or excessive thoughts that lead to
repetitive, compulsive behaviors. This mental health disorder affects people of all ages and results in
unwanted, intrusive thoughts and urges.

Attention-deficit (hyperactivity) disorder: About 5 percent of school-aged children are affected by

this challenging disorder. The earlier the diagnosis the better, as ADD and ADHD can adversely affect a
child’s educational experience. A strong partnership between teachers and parents can add to the suc-
cess of an individual with ADD/ADHD.

ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization,

and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seem-
ing not to listen, and losing materials, at levels that are inconsistent with age or developmental level.
Hyperactivity-impulsivity entails over-activity, fidgeting, inability to stay seated, intruding into other
people's activities, and inability to wait—symptoms that are excessive for age or developmental level.
ADHD often persists into adulthood, with resultant impairments of social, academic, and occupational
functioning.

Diagnostic Criteria

A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or

development, as characterized by (1) and/or (2):

1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree
that is inconsistent with developmental level and that negatively impacts directly on social and aca-
demic/occupational activities: Often fails to give close attention to details or makes careless mistakes in
schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).
a. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining
focused during lectures, conversations, or lengthy reading).
b. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the
absence of any obvious distraction).
c. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in
the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).
 d. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks;
difficulty keeping materials and belongings in order; messy, disorganized work; has poor time
management; fails to meet deadlines).
e. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing
forms, reviewing lengthy papers).
f. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools,
wallets, keys, paperwork, eyeglasses, mobile telephones).
g. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include
unrelated thoughts).
h. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents
and adults, returning calls, paying bills, keeping appointments).
2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6
months to a degree that is inconsistent with developmental level and that negatively impacts directly on
social and academic/occupational activities: For older adolescents and adults (age 17 and older), at
least five symptoms are required.
a. Often fidgets with or taps hands or feet or squirms in seat.
b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place
in the classroom, in the office or other workplace, or in other situations that require remaining
in place).
c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or
adults, may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly.
e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable be-
ing still for extended time, as in restaurants, meetings; may be experienced by others as being
restless or difficult to keep up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been completed (e.g., completes people’s sen-
tences; cannot wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g., while waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may
start using other people’s things without asking or receiving per mission; for adolescents and
adults, may intrude into or take over what others are doing).
j. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
k. Several inattentive or hyperactive impulsive symptoms are present in two or more settings (e.g.,
at home, school, or work; with friends or relatives; in other activities).
l. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, aca-
demic, or occupational functioning.
m. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic
disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety
disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal).

Eating disorders: Someone with abnormal eating habits — be they insufficient or excessive — can be
categorized as having an eating disorder. These disorders, like anorexia and bulimia, can affect some-
one’s physical and emotional health.
 SENSORY-IMPAIRED SPECIAL NEEDS

People with sensory disabilities or special needs can be aided in learning and communication through
technological and social advancements like auxiliary aids and adaptive equipment — a highly trained
service dog or a Type-N-Speak, for example. Accommodations at schools and workplaces across the
country are made for individuals with sensory impairments.

Sight-impaired: Blindness and loss of sight can be managed and diagnosed by an eye doctor. An assis-
tive technologist can develop a more thorough plan if impairment persists.

Hearing-impaired: Deafness and loss of hearing can affect the way an individual learns and processes.
An ear, nose and throat specialist and assistive technologist can help.

Sensory processing disorder: A person with this disorder has difficulty receiving and responding to
information from the senses: vision, hearing, touch, smell, and taste. They may have a heightened or
lower sensitivity to stimuli like tolerating light, being touched, maintaining eye contact and loud noises.
This can be a disorder on its own, or it may be a characteristic of another special need like autism, dys-
lexia, MS, or Tourette syndrome.

Teaching Strategies. How should we teach them?

 Provide an outline of what will be taught - highlight key concepts and provide opportunities to
practice new skills and concepts.
 Provide reading lists well before the start of a course so that reading can begin early.
 Whenever you are introducing procedures or processes or giving directions, for example in a
laboratory or computing exercise, ensure that stages or sequences are made clear and are ex-
plained in verbal as well as written form.
 Students may benefit from using assistive technology.
 Use clear, succinct, straightforward language.
 Reinforce learning by using real-life examples and environments.
 Use a variety of teaching methods so that students are not constrained by needing to acquire in-
formation by reading only. Where possible, present material diagrammatically - in lists, flow
charts, concept maps etc.
 Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.
 Wherever possible, ensure that key statements and instructions are repeated or highlighted in
some way.
 One-to-one tutoring in subjects may be important; this can include peer tutoring.
 Students may benefit from having oral rather than written feedback on their written assign-
ments.
 It may be helpful for students with intellectual disability to have an individual orientation to
laboratory equipment or computers to minimize anxiety.

TIPS FOR EDUCATORS

 Teach empathy.
 Teach responsibility by encouraging contributions.
 Teach decision-making and problem-solving skills that reinforce self-discipline.
 Offer encouragement and positive feedback.
 Help children learn to deal with mistakes.

GIFTED AND TALENTED LEARNERS

Who is Gifted and Talented?

Gifted – having extraordinary intellectual ability and creativity.
Talented – having exceptional skills and ability in a specific area.
THEORY OF MULTIPLE INTELLIGENCES
By: Dr. Howard Gardner
1.Musical – the skill in the performance, composition, and
appreciation of musical patterns.
2.Bodily-Kinesthetic – the potential of using one’s whole
body or parts of the body to solve problems or to fashion
products.
3.Interpersonal – the capacity to understand the intentions,
motivations, and desires of other people and conse-
quently to work effectively with others.
4.Verbal-linguistic – deals with sensitivity to the spoken
and written language, ability to learn languages, and ca-
pacity to use language to accomplish certain goals.
5.Logical-Mathematical – the capacity to analyze problems
logically, carry out mathematical operations, and investigate issues scientifically.
6.Naturalistic – expertise in the recognition and classification of the numerous species—the flora
and fauna—of his or her environment.
7.Intrapersonal – the capacity to understand oneself, to have an effective working model of one-
self-including own’s desires, fears, and capacities—and to use such information effectively in
regulating one’s own life.
8.Visual-Spatial – the potential to recognize and manipulate the patterns of wide space as well as
the patterns of more confined areas.

QUALITIES OF THE GIFTED AND TALENTED

Acceleration
 involves either a child’s skipping a grade, or else the teacher’s redesigning the curriculum
within a particular grade or classroom so that more material is covered faster •believes that chil-
dren who have skipped a grade usually function well in the higher grade, both academically and
socially

Limitations
 skipping grades cannot happen repeatedly unless teacher, parents, and the students themselves
are prepared to live with large age and maturity differences within single classrooms.
 there is no guarantee that instruction in the new, higher-grade classroom will be any more stim-
ulating than it was in the former, lower-grade classroom.
 redesigning the curriculum is also beneficial to the student, but impractical to do on a wide-
spread basis; even if teachers had the time to redesign their programs, many non-gifted students
would be left behind as a result.

Enrichment
 involves providing additional or different instruction added on to the usual curriculum goals and
activities.
 instead of moving ahead to more difficult kinds of math programs, the student might work on
unusual logic problems not assigned to the rest of the class.
 exists to help classroom teachers working with gifted students (and save teachers the time and
work of creating enrichment materials themselves).

Limitation
 since enrichment is not part of the normal, officially sanctioned curriculum, however, there is a
risk that it will be perceived as busy work rather than as intellectual stimulation, particularly if
the teacher herself is not familiar with the enrichment material or is otherwise unable to involve
herself in the material fully.
Supporting Students Who are Gifted and Talented
 Supporting the gifted and talented usually involves a mixture of acceleration and enrichment of
the usual curriculum (Silver & Maker, 2003).
 ACCELERATION involves either a child skipping a grade, or else teacher redesigning the cur-
riculum within a particular grade or classroom so that more material is covered faster.

Types of Gifted Children

 The Successful
– Up to 90% of identified gifted students in school programs are this type.
 The Challenging
– Divergently gifted, often not identified in schools.
 The Underground
– Want to hide their giftedness to better fit in with their peers. (ex. Middle school girls)
 The Dropouts
– Angry, feel rejected, needs have not been met or have been ignored. May act out
and/or be defensive or may be depressed and withdrawn.
 The Double-Labeled
– Typically, either ignored because perceived as average or referred for remedial assis-
tance.
 The Autonomous Learner
– Use the system to create new opportunities.

What Causes Giftedness?

 Biological Factors
 Social/Environmental Factors

Biological Factors
 regardless of where the child raised, a gifted child will demonstrate the gifts at some point.
 For example, there are accounts of children with extraordinary gifts that could have an innate
basis, such as the musically gifted. No particular environment appears to have stimulated the
gift.
 Psychologically, giftedness is believed to be a gift that has a genetic origin and is at least partly
innate which may not be clear at an early stage but rather an inclination that the child may pos-
sess the gift.
 Studies have indicated that individuals with extremely high mathematical abilities have frontal
lobes of the brain which are more differentiated compared to average students.
 Neuropsychological studies claim that in information processing, gifted individuals have en-
hanced brain activity localized in the right hemisphere.

Social/Environmental Factors
External variables are defined as factors that influence a person’s decision-making process. In
particular, the influences of:
 Peers
 Family
 School environment

How can Gifted and Talented Students be Identified?

  Classroom environments which encourage creative, divergent and higher-level thinking and an
open open-ended approach to learning will foster the emergence of gifts and talents.
 Identification process should be inclusive to ensure gifted and talented students are not disad-
vantaged on the basis of gender, racial, cultural or socioeconomic backgrounds, physical or sen-
sory disability or geographic location.
 Identification process should be a flexible, continuous process to allow for the recognition of
gifts and talents that may not be apparent at first.

Keep in Mind
 A child gifted in one area does not mean gifted in all.
 Giftedness can lead to the masking and misunderstanding of problem signs.
 Not all gifted children are alike, including their own unique social-emotional profile.
 There is no single, definitive recipe for maintaining a child’s emotional equilibrium.
 Parents need to model balance and set the tone to reduce stress/anxiety in the gifted child’s life.
 We can teach our children strategies and provide tools for dealing with the ebb and flow of life.

Teaching Strategies
 Differentiate instructions.
 Bloom’s taxonomy
 Independent projects
 Challenge learning
 Collaborate with parents.

IV. SUMMARY

Loving someone with special needs — or going through life with a special need yourself — can
come with some unexpected gifts. Families of children with Down syndrome know the boundless love
and affection that accompanies the condition, allowing them to step back and enjoy life in the moment.
People with autism experience life from a different perspective and oftentimes have more intense hon-
esty and curiosity for the world around them. A person living with a sensory processing disorder may
find that their body naturally enhances other senses to make everything that much more vibrant. It’s all
about understanding these needs and knowing that you can get through it or help someone through it by
being well-informed and surrounded by a support system of love.

V. References:
https://teachmag.com/wp-content/uploads/2018/10/giftedstudents.jpg
https://en.wikipedia.org/wiki/File:Multiple-intelligence.jpg
http://w3.lisd.org/Assets/uploads/images/GTfile.jpg
https://myteacherhandbook.weebly.com/gifted-and-talented-students.html
https://www.simplypsychology.org/multiple-intelligences.html
https://www.scribd.com/presentation/449132318/profed-2-gifted-and-talented
 VI. EXERCISES

I. MULTIPLE CHOICE. Directions: Read and analyze each item carefully. Encircle the letter
of the correct answer.

1. Used to describe a person with a physical or emotional difficulty or difference that requires
more assistance or specialized services.
a. Disability
b. Anxiety
c. Special Education
d. Special needs

2. This mental process can cause a lack of connection in someone’s thoughts, memory or sense of
identity.
a. Association
b. Depression
c. Obsession
d. Dissociation

3. This mental health disorder affects people of all ages and results in unwanted, intrusive
thoughts and urges.
a. Special needs
b. Obsessive compulsive disorder
c. Dissociation
d. Ability

4. A neurodevelopmental disorder defined by impairing levels of inattention, disorganization,

and/or hyperactivity-impulsivity.
a. Disorder
b. Compulsive
c. Attention-deficit (hyperactivity) disorder.
d. Disability

5. Often persists into adulthood, with resultant impairments of social, academic and occupational
functioning.
a. ABCD
b. DSWD
c. ADHD
d. HIV

6. Someone with abnormal eating habits. These disorders, like anorexia and bulimia, can affect
someone’s physical and emotional health.
a. Obsessive compulsive disorder
b. Dissociation
c. Eating disorder
d. ADHD

7. Blindness and loss of sight can be managed and diagnosed by an eye doctor. An assistive tech-
nologist can develop a more thorough plan if impairment persists.
a. Sight-impaired
b. Hearing-impaired
c. Touch-impaired
 d. Taste-impaired

8. Deafness and loss of hearing can affect the way an individual learns and processes. An ear,
nose and throat specialist and assistive technologist can help.
a. Sight-impaired
b. Hearing-impaired
c. Touch-impaired
d. Taste-impaired

9. A person with this disorder has difficulty receiving and responding to information from the
senses: vision, hearing, touch, smell and taste.
a. Multiple Disability
b. All-in-one Disorder
c. Sensory processing disorder
d. None of the above

10. People with _____________or special needs can be aided in learning and communication
through technological and social advancements like auxiliary aids and adaptive equipment — a
highly trained service dog or a Type-N-Speak.
a. Down Syndrome
b. Trisomy 21
c. Disability
d. Sensory disabilities

11. Having extraordinary intellectual ability and creativity.

a. Flexible
b. Gifted
c. Impossible
d. Talented

12. Having exceptional skills and ability in a specific area.

a. Talented
b. Flexible
c. Gifted
d. Impossible

13. involves either a child’s skipping a grade, or else the teacher’s redesigning the curriculum
within a particular grade or classroom so that more material is covered faster. Believes that children
who have skipped a grade usually function well in the higher grade, both academically and socially.
a. Acceleration
b. Limitation
c. Enrichment
d. Excellence

14. Involves providing additional or different instruction added on to the usual curriculum goals
and activities.
a. Enrichment
b. Limitation
c. Support system
d. Acceleration
15. There is a risk that it will be perceived as busy work rather than as intellectual stimulation, par-
ticularly if the teacher herself is not familiar with the enrichment material or is otherwise unable to
involve herself in the material fully.
a. Limitation
b. Step by step
c. Qualities
d. Enrichment

16. What Causes Giftedness?

a. Biological factors
b. Social factors
c. Both a and b
d. None of the above

17. The skill in the performance, composition, and appreciation of musical patterns.
a. Musical
b. Interpersonal
c. Naturalistic
d. Intrapersonal

18. The capacity to understand the intentions, motivations, and desires of other people and conse-
quently to work effectively with others.
a. Bodily-kinetic
b. Interpersonal
c. Logical-mathematical
d. Visual-spatial

19. The potential to recognize and manipulate the patterns of wide space as well as the patterns of
more confined areas.
a. Naturalistic
b. Intrapersonal
c. Visual-spatial
d. Musical

20. expertise in the recognition and classification of the numerous species—the flora and fauna—
of his or her environment.
a. Musical
b. Theater
c. Environmental
d. Naturalistic

ANSWER KEY

1. D 9. C
2. D 10. D
3. B 11. B
4. C 12. A
5. C 13. A
6. C 14. A
7. A 15. A
8. B 16. C
17. A 19. C
18. B 20. D

VII. DOCUMENTATION