Chapter-6_LearnersWithAdditionalNeeds.pptx

this talks about the special need of the learners.

1. MALIGAYANG ARAW! Group 6

2. Chapter 6: Learners with Additional Needs

3. Objectives: At the end of the chapter, students will be able to : i dentify the various additional needs learners might have; Differentiate the additional needs from one another; Recognize the characteristics of learners with additional needs;

4. LEARNERS WHO ARE GITED AND TALENTED Learners who are gifted and talented are students with higher abilities than average and are often referred to as gifted students. This group refers to students whose talents, abilities, and potentials are developmentally advanced.

5. LEARNERS WHO ARE GITED AND TALENTED They require special provisions to meet their educational needs, thus presenting a unique challenge to teachers. They often finish tasks ahead and might ask for more creative tasks or exercises. Exciting and energizing activities should be provided to continuously keep them motivated.

6. There is also another way to look into giftedness which is conceptualized by Gardner in 1993. According to him, intelligence is multifaceted.

7. Figure 6.1. G ardner’s Multiple Intelligences.

8. To identify gifted and talented students, one must do the following: Locate the student’s domain of giftedness Describe the student ’s level of gidtedness Describe the student’s field of talent  B. Identification

9.  Learning Characteristics Not all learners will exhibit the learning characteristics listed below. However, these are the common manifestations of gifted and talented learners. One might possess a combination of characteristics in varying degrees and amounts.

10.  Learning Characteristics High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       High level of intellectual curiosity Reads actively High degree of task commitment Keen power of observation Highly verbal Gets bored easily Can retain and recall information  

11.  Learning Characteristics High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Excited about learning new concepts Independence in learning Good comprehension of complex contexts Strong, well-developed imagination Looks for new ways to do things Often gives uncommon responses to common questions

12. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Some suggested strategies for teaching gifted students: Teachers may give enrichment exercise that will allow learners to study the same topic  ata more advanced level. Acceleration can let students who are gifted and talented can move at their own pace  thusresulting at times to in completing two grade levels in one school year. Open-ended activities with no right or wrong answers can be provided, emphasizing  ondivergent thinking wherein there are more possibilities that pre-determined answers.  

13. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Leadership roles can be given to gifted students since studies have shown that  giftedstudents are often socially immature. Extensive reading on subjects or their own interest may be coordinated with the school librarian to further broaden their knowledge. Long-term activities may be provided, that will give the gifted students an opportunity to be engaged for an extended period of time .

14. LEARNERS WITH DIFFICULTY SEEING Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics.

15. LEARNERS WITH DIFFICULTY SEEING The definition from Individuals with Disabilities Education Act (IDEA) states that “an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial sight and blindness.” These students may need to have their eyesight corrected by wearing glasses or other optical devices.

16. Learners with difficulty seeing often have physical signs, such as crossed eyes,  squinting,and eyes that turn outwards. They may also be clumsy, usually bumping into objects whichcauses them to fall down. They like to sit near the instructional materials or at times wouldstand up and go near the visual aids.  B. Identification

17.  B. Identification Learners with difficulty seeing may also show poor eye-hand coordination. This can be seen in their handwriting or poor performance in sporting activities. Another indication is poor academic performance as these students might have difficulty reading as well as writing.

18.  Learning Characteristics Good visual ability is critical in learning. Most school lessons are done through blackboard writing, presentations, or handouts, in most major subjects. Visual impairment, whether mild, moderate, or sever, affect the student’s ability to participate in normal classroom activities. In the past, students who are visually impaired are placed in special institutions. Nowadays, most are enrolled with other children who are not visually impaired.

19.  Learning Characteristics Learners with difficulty seeing have restricted ways to learn incidentally from their surroundings since most of the learn trough visual clues. Because of this, the other senses are used to acquire knowledge. Due to the limited ability to explore the environment, low motivation to discover is present.

20. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Modification in teaching is needed to accommodate students with difficulty seeing. The following strategies may be considered: If the use of books is part of your lesson, students with difficulty seeing should be informed ahead of time so that they can be ordered in braille or in an audio recorded format.    

21. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial        Portions of textbooks and other printed materials may be recorded so that visually-impaired students can listen instead of focusing on the visual presentation.  All words written on the board should be read clearly. Students with difficulty seeing should be seated near   the board so that they can easily move close to the instructional materials used during the lesson.

22. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       A buddy can be assigned to a student with difficulty seeing as needed. This can be crucial to assist in the mobility of the students such as going to the other places in school during the day.  Students with difficulty seeing might need more time to complete a tsk or homework. This might be on a case to case basis. Teachers should be aware of terminology that would require visual acuity (such as over there or like this one) which the impaired student may not possess. Teachers should monitor the students closely to know who need  extra time in completing tasks.

23. LEARNERS WITH DIFFICULTY HEARING This refers to students with an issue regarding hearing that interferes with academic. The definition from 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 of ‘deafness’.” Deafness is considered when hearing loss is above 90 decibels. A hearing below 90 decibels is called hearing impairment.

24. To identify learners with difficulty hearing, observe a student and see if he/she does the following items below. Speaking loudly Positioning ear toward the direction of the one  speaking  Asking for information to be repeated again and again  B. Identification

25. 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  B. Identification

26.  Learning Characteristics S tudents with hearing problems havedeficiencies in language and in their experiences. Since they may miss out on dailyconversations , they may miss crucial information that non-hearing-impaired students learnincidentally . Students may overcome these problems by investing time, energy, and combinedeffort by both parents and educators.

27.  Learning Characteristics 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 of 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.

28. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       There is an assumption that the only adjustment for hearing impaired students is to make all instructional material and techniques in written format. These are other ways to adapt to hearing-impaired students:    

29. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       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  whileensuring that the students with difficulty hearing sit near them.

30. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       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 of verbal directions may be given Steps to an activity may be physically acted out instead of verbally given.

31. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       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 form a hearing-impaired student which may take longer than usual.

32. 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.

33. LEARNERS WITH DIFFICULTY COMMUNICATING To have a clearer understanding of students who have difficulty communicating, we will begin with a definition of communication and its accompanying concepts; how leaners with communications difficulties are identified, their learning characteristics, and ways how to help them manage and become successful in an inclusive setting.

34. TYPES OF COMMUNICATION IMPAIRMANETS 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 ( mand ), and express feelings and opinions.

35. How is speech different from language? Speech is the expression of language with sounds, or oral production. Speech is producedthrough precise physiological and neuromuscular coordination: (1) respiration (act ofbreathing ), (2) phonation (production of sound by the larynx and vocal folds), and (3)articulation (use of lips, tonque , teeth, and hard and soft plates to speak).

36. 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. There are five dimension of language that describe its form (i.e., phonology, morphology, syntax, content, and use (pragmatics). Table 6.1 provide a description for each dimension.

37. Speech Impairments are communication disorders such as stuttering, impaired articulation, and language or voice impairments. Such disorders are significant enough that they can adversely affect a student’s academic performance. There are four basic types of speech impairments: articulation, phonological, fluency, and voice disorder (see Table 6.2).

38. Language Disorders involve problems in one or more of the five 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 in comprehension that include reduced vocabulary, limited sentence structure, and impairments in discourse, that limit a child’s functioning (American Psychiatric Association 2013).

39. There are different types of language disorder-expressive, receptive, and a combination of the two. An expressive language disorder interferes with the production skills or misuses words and phrases in sentence. In the other hand, a receptive language disorder interferes with the understanding of language. A child may have difficulty understanding spoken sentences or following the directions a teacher gives. Some children may be found to have a combination of receptive and expressive language disorder.

40.   At this point, 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 (Kirk et al. 2015). Students with ASD display a triad of impairments in social relationships, social communication, and social understanding. Other disorders that are subsumed under ASD 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.

41. How do specialist determine a speech and/or language problem? A comprehensive speech and language evaluation to determine the presence of a communication disorder involves several components ( Heward 2013).  B. Identification

42.   Case history and physical examination . Assessment always begins with the case history that provides the specialist the necessary background about the child’s birth and developmental history, health record, achievement test scores, and adjustment in school. Hearing. Hearing is tested to determine whether an organic hearing problem is the cause of the suspected communication disorder, as discussed in the previous section.

43. Articulation . A child’s articulation skills are assessed, which includes identifying speech errors. Phonological awareness and processing. Phonological awareness and processing skills provide the foundation for beginning to read in young children (Adams 2013). Overall language development and vocabulary. Formal tests may be used to measure a child’s overall language development and vocabulary as these affect how well a child is able to understand and use language in spontaneous speech and in academic settings.

44. Assessment of language function . Language is used to serve several functions such as to request, name, imitate, ask, and converse among others. B. F. Skinner (Sundberg 2007cited in Heward 2013), emphasized how language is used rather than structure and formof language. Language samples and observation in natural setting. Language difficulties may also be identified through play-based, authentic assessment where a specialist plays with a child during which spontaneous speech and verbalizations can be elicited. 

45.  Learning Characteristics Children with communication disorders frequently struggle across social setting, whether at home, school, or in other places in the community some of the difficulties that characterize communication disorders are presented in Table 6.3

46.  Learning Characteristics

47. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Different strategies and accommodations may be used to provide a level playing field for children with communication difficulties or disorders. Universal Design for Learning  Use of UDL in the classroom allows children to learn information demonstrateunderstanding , and stay engaged in multiple ways (i.e., multiple means of presentation,expression , and engagement).

48. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Practical Tips for the Classroom In addition to using UDL, there are practical tips and techniques that teachers can use to provide students with communication difficulties the support they need in order to be successful.

49. LEARNERS WITH DIFFICULTY MOVING/WALKING When a child has difficulty moving and/or walking, the physical domain of development is affected. Examples of physical disabilities are developmental coordination disorder or dyspraxia, stereotypic movement disorder, tics and cerebral palsy.

50. LEARNERS WITH DIFFICULTY MOVING/WALKING Developmental coordination disorder  as described 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.

51. LEARNERS WITH DIFFICULTY MOVING/WALKING Dyspraxia, used synonymously with developmental coordination disorder, is a term often used by occupational therapists. Another type of motor problem, Stereotypic movement disorder , is characterized by repetitive, seemingly driven, and nonfunctional motor behavior (e.g., hand shaking or waving, body rocking, head banging, self-biting, hitting own body).

52. LEARNERS WITH DIFFICULTY MOVING/WALKING Cerebral Palsy refers to a disorder of movement and posture that results 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. There are different classification of cerebral palsy, depending on which parts of the body are affected and the nature of the effects on muscle tone and movement. The term plegia , from the Greek word meaning “to strike,” is used with a prefix that indicate the location of limb movement (Table 6.4).

53. Developmental 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 movement, 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, that is more than just typical difficulty in moving or walking, are presented in Table 6.5 (Nordqvist 2017).  B. Identification

54. In conducting an assessment, a specialist determines the child’s developmental history, intellectual ability, and gross and fine motor skills. To differentiate between the two, gross motor skills involve the use of large muscles in the body to coordinate body movement, which includes throwing, jumping, walking, running, and maintaining balance. On the other hand, fine motor skills involve the use of smaller muscles that are needed in activities like writing, cutting paper, tying shoelaces, and buttoning.  B. Identification

55. 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 stereotypies, between ages two and five as well as children with other neurological conditions such as Autism Spectrum Disorder and other neurological conditions such as Autism Spectrum Disorder and other developmental disabilities. Because of this, specialists classify SMD as “primary” when it occurs in an otherwise typically developing child, or “secondary” if it exist alongside other neurological disorders (Valente et al. 2019).  B. Identification

56.  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. Children with stereotypic movement disorder also tend to have low self-esteem and have been reported to be withdrawn (Valente et al. 2019).

57. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       C hildren with motor difficulties and disabilities need primary intervention with specialists such as physical and occupational therapist. Physical accessibility of a school and classroom to children with motor difficulty/disability is essential. The type of accommodations given will always be relative to the strengths, abilities, and difficulties of the child.

58. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

59. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

60. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

61. LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING The International Classification of Functioning, Disability, and Health of the Worlds Health Organization (2001) provides definitions of specific mental functions and focusing. Memory functions include short-term memory, long-term memory, and retrieval, while attention function include sustaining, shifting, dividing, and sharing attention. Santrock (2011) also provides a description of each of these functions.

62. Students with Learning Disability (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD)are characterized by having difficulties with memory and attention functions. The subsequent sections present the definition, identification, and learning characteristics for each disability.

63. LD It was Samuel Kirk who coined the term, “learning disability” in 1962 when he met with parents and families as they discussed about students who encountered pronounced difficulties in school despite having average to above-average intelligence. He further described students with learning disabilities as a heterogeneous mix of learners who all had neurologically-based problems that affected their learning in different ways (Kirk et al., 2015)

64. To better understand learning disabilities, Gargiulo (2012) provided common components on the definitions of a LD: 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 more academic areas Presumption of CNS dysfunction.

65. The term Learning Disability is differentiated from Specific Learning Disability Which 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” (Individuals with Disabilities Education Act, 1997 in Hallahan, 2014, p. 168). Thus, the term Learning Disability is a general term under which other difficulties are subsumed.

66. There are different types of specific learning disabilities for each type of difficulty namely, Dyslexia for difficulties with reading, spelling, and oral reading fluency; Dyscalculia for difficulties in math computation, problem-solving, and analysis; and Dysgraphia for difficulties with handwriting and written expression.

67. ADHD DSM-5 (American psychiatric Association 2013) provides the diagnostic criteria for ADHD, which include inattention, hyperactivity and impulsivity, and a combination of the two. For a child tobe diagnosed with ADHD, the observed behaviors should meet the following criteria: Display a persistent pattern for at least 6 months that significantly interferes with functioning or development

68. Observed in two or more settings (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.)

69. LD In identifying student with LD, a discrepancy between academic achievement and intelligence needs to be established using test that measure intelligence and standardized achievement test. Children with LD oftentimes display average to above average intelligence but perform below their grade placement in achievement tests of reading, spelling, math, and written expression. The problem, however, in identifying children with LD is establishing the discrepancy as there is no clear description or level of discrepancy to occur for a student to be diagnosed to have LD (Gargiulo 2013).  B. Identification

70. 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, and (4) behavioral observations (Hallahan et al. 2014).   B. Identification

71. ADHD Medical examination are needed to rule out the presence of sensory impairment or middle ear infections 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  B. Identification

72. ADHD Clinical interview with the parent/s provides the specialist 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

73. 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. Standardized rating scales, such as the Conners Rating Scales (Conners 2007 cited in Hallahan et al. 2014), are used by clinical psychologist and special education diagnosticians to identify the presence of ADHD in a student.  B. Identification

74.  Learning Characteristics In 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. In terms of reading skills , students with dyslexia display delays and difficulties in phonological processing, word reading/decoding, spelling, and oral reading fluency.

75.  Learning Characteristics

76.  Learning Characteristics

77.  Learning Characteristics In term of written language , student with LD have tendencies to reverse letter 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). As for math skills , the difficulties manifest in relation to students’ age and grade (Shalev 2004).

78.  Learning Characteristics In term of written language , student with LD have tendencies to reverse letter 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). As for math skills , the difficulties manifest in relation to students’ age and grade (Shalev 2004).

79. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       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 student with LD, SLD, and ADHD. Through a variety of approaches, student with difficulty remembering and focusing are given opportunities to compensate for their weaknesses and use their strengths to learn as much as their typically developing peers.

80. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

81. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

82. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

83. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       One intervention that has been reported to be effective in helping students with ADHD is the use of the Daily Report Card (DRC), which is an individualized intervention to manage target behaviors of a child (Moore 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.

84. LEARNERS WITH DIFFICULTY WITH SELF-CARE Self-care often refers to a person’s capacity to perform daily living activities or specific to body care such as the following skills: washing oneself, brushing teeth, combing, trimming nails, toileting, dressing, eating, drinking, and looking after one’s health. Self -care skills are gradually learned by very young typically developing children through adult modeling and direct instruction within developmental expectations.

85. LEARNERS WITH DIFFICULTY WITH SELF-CARE Intellectual disability is a developmental disorder that include deficits in intellectual and adaptive functioning across domains of conceptual, social, and practical that occur during the developmental period. To be diagnosed with ID/IDD, a student must have deficits in both the cognitive and adaptive domains (Kirk 2015). Children with Down’s syndrome with moderate to severe disability may also have problems with self-care.

86. Young children suspected to have cognitive deficits which manifest as difficulties with self-care can be identified at a very young age. The traditional approach to measuring levels of severity of ID was determined through the use of intellectual tests:  B. Identification Mild level IQ  50-70 Severe IQ  20-35 Moderate IQ  35-50 Profound IQ below  20

87. The presence of ID or IDD is measured by direct observation, structured interviews, and standardized scales such as the AAMR Adaptive Behavior Scale (Lamber et al. 1993 in Heward2013) and Vineland Adaptive Behavior Scales (Sparrow et al. 2016). Some of the domains measured by the AAMR Adaptive Behavior Scale include personal self-sufficiency, community self-sufficiency, and social adjustment. On the other hand, the Vineland Adaptive Behavior Scales cover communication, daily living skills, socialization, and motor skills.  B. Identification

88.  Learning Characteristics Students who have difficulty with self-care oftentimes reach developmental milestones at a later age are compared to typically developing peers. They learn to sit up, crawl, walk, and talk later than other children and may have trouble remembering and understanding consequences of actions. Due to cognitive difficulties, children with ID may also have deficits in the areas of reasoning, planning, judgment, and abstract thinking.

89.  Learning Characteristics Youths with intellectual disabilities are known to be friendly, sociable, and are reported to have positive coping skills. A study conducted by Carter et al. (2015) investigated the strengths and positive traits of transition age youth with intellectual disability and/or autism, as reported by their parents. 

90.  Learning Characteristics Using quantitative and qualitative measures, the study yielded the following positive traits of the youths: (1 they have a positive outlook in life, (2) shows positive relations with others, (3) have active coping skills, and (4) have acceptance coping skills. In this study, they found that the youths were rated highest in items pertaining to the positive outlook factor.

91. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Task analysis is a behavioral approach that breaks down a complex behavior or task into step-by-step procedures, thereby providing modeling and ample practice for the student with difficulties. Gargiulo (2012) provided working guidelines on how to do analysis.  Define the target behavior or task. Identify the required skills needed to successfully complete the task. Identify the necessary materials to perform the task. Observe an able and competent person perform the task. List the needed steps in sequential order to complete the task.

92. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       In an inclusive classroom, self-care skills such as washing hands and brushing teeth can be tasks analyzed into the simplest steps and presented in a poster accompanied by pictures. Using direct instructions, the teacher models how each step is done then allows the student to try the steps with guidance and prompts until he/she is able to do the task independently. Hence, direct instruction and support from the environment in the form of prompts and as well as routines that are simplified are essential for students to eventually become independent in using self-care skills ( Heward , 2013).

93. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial      

94. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Forward and backward chaining is used alongside task analysis. In forward chaining, the program begins with the first step in the sequence, such as getting the toothbrush and toothpaste, then providing the needed hand-over-hand assistance, and then gradually fading vernal and then gestural prompts. 

95. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       Forward and backward chaining is used alongside task analysis. I n backward chaining, the teacher models all the steps from the beginning and then allows the child to do last steps of the behavior chain with assistance and prompts.

96. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       The use of video-based intervention including video modeling and video prompting forteaching daily living skills, such as brushing teeth, setting a table, washing dishes, etc. has been found effective for learners with intellectual and learning difficulties (Rayner 2011, Bellini & Akullian20017 cited in Heward 2013).

97. General Educational Adaptations High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       In summary, this chapter has presented important definitions, identification and assessment, learning characteristics, and general educational adaptations for learners with additional needs namely:

98. High level of intellectual curiosity   Reads actively   High degree of task commitment   Keen power of observation   Highly verbal   Gets bored easily   Can retain and recall information   Excited about learning new concepts   Independence in learning   Good comprehension of complex contexts   Strong, well-developed imagination   Looks for new ways to do things   Often gives uncommon responses to common questions D. General Educational Adaptations   Learners who are gifted and talented usually get bored since they have mastered theconcepts taught in classes. One thing that is common among gifted students is that they arevery inquisitive. Fulfilling their instructional needs may be a challenging task. These are somesuggested strategies for teaching gifted students:   Teachers may give enrichment exercise that will allow learners to study the same topic ata more advanced level.   Acceleration can let students who are gifted and talented can move at their own pace thusresulting at times to in completing two grade levels in one school year.   Open-ended activities with no right or wrong answers can be provided, emphasizing ondivergent thinking wherein there are more possibilities that pre-determined answers.   Leadership roles can be given to gifted students since studies have shown that giftedstudents are often socially immature.   Extensive reading on subjects or their own interest may be coordinated with the schoollibrarian to further broaden their knowledge.   Long-term activities may be provided, that will give the gifted students an opportunity tobe engaged for an extended period of time. II. LEARNERS WHO ARE GIFTED AND TALENTED A. Definition Students in the classroom will exhibit different levels of clarify of eyesight or visual acuity.There may be some students with hampered or restricted vision. Learners with difficulty seeingare those with issues regarding sight that interfere with academics. The definition from Individuals with Disabilities Education Act (IDEA) states that “ an impairment in vision that, even with correction, adversely affects a child’s educational performance, which include both partial       In summary, this chapter has presented important definitions, identification and assessment, learning characteristics, and general educational adaptations for learners with additional needs namely: (1) the gifted and talented students with difficulties in (2) seeing, (3) hearing , (4) communicating , (5) walking and moving , (6) remembering and focusing , and (7) self-care.

99. Thank You!