Llagas, Nerie Cris E.

ET-21

MODULE 3 - (Typology of Learners with Special Needs: Learning Characteristics and Inclusive
Strategies)
LESSON 1 - Typical and Atypical Development

Environment and culture may have a significant impact on how a child develops. It is crucial to keep in
mind that behavioral differences do not necessarily correspond to developmental differences. Behaviors
that are suitable in one setting may be inappropriate – even strange – in another. What can you say
about this?

This highlights the importance of considering the influence of environment and culture on a child’s
development. It emphasizes that behavioral differences observed in children should not be automatically
equated with developmental differences. In other words, just because a child behaves differently in one
setting compared to another does not necessarily mean that their development is affected.

The statement also emphasizes the contextual nature of behavior. It acknowledges that what may be
considered appropriate or normal behavior in one environment or culture may be seen as inappropriate
or strange in another. This highlights the significance of understanding and respecting cultural
differences when assessing and interpreting children’s behavior.

Overall, this statement reminds us to be mindful of the impact of environment and culture on child
development and to avoid making assumptions or judgments based solely on behavioral differences
observed in different settings.

Lesson 2 – 13 Categories of Disabilities (IDEA 2004)

From the identified 13 Categories of Disability Under IDEA, which do you think can easily be included in
the inclusive education program and which is impossible? Expand your answer and write it on the space
provided below.

It’s important to note that the success of inclusion depends on various factors, including the
severity of the disability, available resources, and the commitment of educators and administrators.

One category that can more easily be included in inclusive education programs is Specific Learning
Disability (SLD). Students with SLD often have difficulties with reading, writing, or mathematics but can
benefit from targeted interventions and support within a mainstream classroom. Inclusive practices,
such as differentiated instruction and individualized learning plans, can effectively address the needs of
students with SLD in a general education setting.

On the other hand, a category that may pose more challenges for inclusion is the category of Intellectual
Disability (ID). Students with ID typically have significant limitations in intellectual functioning and
adaptive behavior. Inclusive education for students with severe intellectual disabilities may require
specialized support services, resources, and highly individualized instruction. In some cases, a more
specialized setting might be deemed necessary to address the unique needs of students with severe
intellectual disabilities.
It's crucial to emphasize that the feasibility of inclusion varies for each individual and depends on a range
of factors. Inclusive education programs should aim to provide appropriate support and
accommodations for students across all categories of disabilities, promoting an environment that fosters
learning and development for everyone.

Lesson 3 – Learners who are Gifted and Talented

3.1 Visual Arts
3.2 Music
3.3 Intellectual Giftedness
3.4 Performing Arts

Discovering of giftedness pioneered from other countries. From the identified characteristic, Does our
country the Philippines, ready to cater these different groups of people? Kindly elaborate your answer
on the space provided below.

Here in the Philippines, it is important to note that the country has made significant progress in
recognizing and addressing the needs of gifted individuals in recent years. The Department of Education
(DepEd) has implemented programs and initiatives to support gifted students, such as the Special
Program for the Gifted (SPG) and the Science, Technology, Engineering, and Mathematics (STEM) strand
in senior high school.

However, there are still challenges that need to be addressed in order to fully cater to the different
groups of gifted individuals in the Philippines. Some of these challenges include:

1. Identification and Assessment: There is a need for more comprehensive and standardized
methods of identifying giftedness in the country. This includes the development of assessment
tools and procedures that can accurately identify gifted students from diverse backgrounds.
2. Teacher Training and Professional Development: Teachers play a crucial role in identifying and
supporting gifted students. Therefore, it is important to provide adequate training and
professional development opportunities for teachers to enhance their understanding of
giftedness and their ability to cater to the unique needs of gifted students.
3. Differentiated Instruction: Gifted students often require differentiated instruction to meet their
advanced learning needs. It is essential to promote the use of instructional strategies and
materials that challenge and engage gifted students, allowing them to reach their full potential.
4. Access to Enrichment Opportunities: Gifted students thrive when provided with opportunities
for enrichment and acceleration. It is important to ensure that gifted students have access to
extracurricular activities, competitions, mentorship programs, and other enrichment
opportunities that can further develop their talents and interests.

In conclusion, while the Philippines has taken steps to cater to the needs of gifted individuals, there is
still room for improvement. By addressing the challenges mentioned above and continuing to invest in
the development of programs and initiatives, the country can better support and nurture its gifted
population.
Lesson 4 – Learners with Chronic Illnesses
4.1 Asthma
4.2 Diabetes
4.3 Epilepsy
4.4 Allergy

As an aspirant teacher, what do you think are your capacity to address these issues knowing that we are
living
under a third world country? Explain your answer by writing it on the space provided below.

As an aspirant teacher, I believe that I have the capacity to address the challenges faced in the
educational system. I can do this by being adaptable, resourceful, empathetic, culturally sensitive, and
collaborative. Being adaptable means being open to different teaching methods, resources, and
strategies that may be available in the local context. I can explore alternative teaching materials, utilize
technology if available, and engage in creative problem-solving to make the most of the limited
resources.

Resourcefulness is crucial in a resource-constrained environment. As a teacher, I can find ways to make

the most of the limited resources available to me. I can create my own teaching materials, use low-cost
resources, and engage in innovative teaching strategies. Empathy and cultural sensitivity are essential in
understanding the socio-economic conditions and cultural context of my students. By being empathetic
and culturally sensitive, I can create a supportive and inclusive learning environment that takes into
account the unique needs and backgrounds of my students. Collaboration with fellow teachers, school
administrators, parents, and the community can help address the challenges faced in a third world
country. By working together, sharing resources, and exchanging ideas, I can create a stronger support
system for my students.

Continuous professional development is also important. As an aspirant teacher, I can invest in my own
professional development by staying updated with the latest teaching methodologies, research, and best
practices. This will enable me to enhance my teaching skills and find innovative ways to address the
issues I faced

In conclusion, while teaching in a third world country may come with unique challenges, I believe that I
have the capacity to address these issues by being adaptable, resourceful, empathetic, culturally
sensitive, collaborative, and continuously developing my teaching skills. By doing so, I can create a
positive impact on the lives of my students and contribute to the improvement of the educational
system in my country.

Lesson 5 – Learners in Difficult Circumstances

5.1 Living in Remote Places
5.2 Victims of War
5.3 Products of Broken Family
5.4 Street Children/Children from Impoverished Family Victims of Abuse
Knowing that 80 % of our children are living under difficult circumstances, does the implementation of
our special and inclusive education be hindered by these enumerated problems? Explain your answer on
the space provided below.

The implementation of special and inclusive education may be hindered by the difficult
circumstances that 80% of children are living under. These difficult circumstances could include poverty,
lack of access to resources, unstable home environments, and other socio-economic challenges.
When children are facing such difficulties, it can impact their ability to fully participate in and benefit
from special and inclusive education programs. They may struggle with attendance, engagement, and
academic performance due to the challenges they face outside of the educational setting.

Additionally, the limited resources and support available to schools and educators in these circumstances
can further hinder the implementation of special and inclusive education. Schools may lack the
necessary funding, trained staff, and appropriate accommodations to effectively meet the diverse needs
of students with disabilities or other special needs.

However, it is important to note that while these challenges may hinder the implementation of special
and inclusive education, they do not make it impossible. In fact, it is even more crucial to prioritize and
invest in inclusive education in such circumstances. By addressing the underlying difficulties that children
face, providing targeted support, and creating inclusive learning environments, it is possible to overcome
these obstacles and ensure that all children have access to quality education.

Efforts should be made to address the root causes of the difficult circumstances children are living under,
such as poverty and inequality, in order to create a more conducive environment for inclusive education.
This may involve collaboration between government agencies, community organizations, and
educational institutions to provide comprehensive support systems for children and their families.

In conclusion, while the implementation of special and inclusive education may face challenges in the
presence of difficult circumstances, it is crucial to prioritize and invest in inclusive education to ensure
that all children have equal opportunities to learn and thrive. By addressing the underlying difficulties
and providing targeted support, it is possible to overcome these obstacles and create inclusive learning
environments for all students.

Lesson 6 – Learner from Indigenous Groups

What are some of the ways which you could use in relating comfortably with other groups outside your
culture ? Explain your answer on the space provided below.

In order to relate comfortably with other groups outside our own culture, there are several
approaches we can take. Firstly, it is important to approach interactions with an open mind and a
willingness to learn and understand different perspectives. This means being respectful and non-
judgmental towards others’ beliefs, customs, and traditions. Actively listening and asking questions to
gain insight into their culture can foster mutual understanding and appreciation. Additionally, being
aware of our own cultural biases and stereotypes can help us avoid making assumptions or
generalizations about others. Building relationships based on trust and empathy is crucial, as it allows for
meaningful connections to be formed. Engaging in activities or events that promote cultural exchange,
such as festivals or community gatherings, can also provide opportunities to connect with individuals
from different cultures. Ultimately, the key is to approach these interactions with an open heart and a
genuine desire to build bridges and foster inclusivity.