Sped01 Task Sheets - Ac Malonzo

The National Teachers College
Quiapo, Manila
School of Advanced Studies

Master of Arts in Education
Teaching Moderate to Severe Exceptionalities
Professor: Dr. Eddie Bulanadi
Reporter
: Bien Carlo Carlos
Topic
: Inclusive Education
TASK SHEET # 2
1. Question: Which do you think is the best type of Inclusive education? Why?
Inclusive education brings all students together in one classroom and community,
regardless of their strengths or weaknesses in any area and seeks to maximize
potential of all students. In connection to this, I believe that a special needs individual
can best grow in a Partial Inclusion model wherein he/she is allowed to learn, play
and interact with their classmates/peers socially and academically and does not
require the student to stay in the regular classroom for all lessons.
In this way, the special needs individual may be able to be in his/her pace without
pressuring him/her. For example, an individual with learning difficulty or mental
retardation may benefit from inclusion in terms of social interaction. Since they have
difficulty with interacting with other people, gradually immersing them with the other
students will help them adapt accordingly. Therefore, constant interaction may lead to
better behavior with other people or environment.
2. What could be the advantage and disadvantages of inclusive education?

Inclusion of students with learning disability in a regular classroom may bring out
the best potentials of a child however, it may also deter his/her confidence towards
something. While this is true, a teacher or parent should think that even a regular
student in a regular classroom may also experience these advantages and
disadvantages at certain point of time, the only difference is the intensity of the
situation. One advantage is that it promotes a more stimulating environment versus
the traditional sped classroom. This environment often leads to enriched growing and
Submitted by:
Andrea Claire C. Malonzo
learning and reveals students to be more engaged during instructional time and have
greater exposure to academic activities, thus leading to better academic success.
Second, being with regular students give them a better example of appropriate and
functional behavior with their regular classmates. This may lead also to friendship
and better understanding of emotions and development of concerns for others.
On the other hand, disadvantage can be seen evident to the other students around
the special needs child if not implemented appropriately. For example, the teacher
may inappropriately use the differentiated teaching that the focus is more on the
special needs student because the teacher wanted the student to feel welcomed or at
ease failing to consider the other regular students aptitude and concerns.
Submitted by:

Quiapo, Manila

Reporter
: Bien Carlo Carlos
Topic
: Assessment of Students with ASD
TASK SHEET # 3
1. Explain the statement: There is no specific curriculum to teach students
with autism. Effective programs are developed to meet the unique needs and
abilities of individual students.
Curriculum is a set of course, coursework, and their content, offered at a
school or university. The contents and subjects are specific and time bound.
Considering the learning styles of students with autism, they simply cannot follow a
certain course contents time allotment since they learn at their own special pace.
Since they have learning disability and autism is a wide spectrum, there are a lot of
factors to consider. To rule out the best possible learning path for a student, a teacher
must use observational tools to identify what lesson, strategy or method should be
used on a certain type of student. This is why Individualize Education Plan/Program
is utilized by teachers and this somehow serves as their individualized curriculum.
2. What do you think should be focused on when designing a curriculum for
children with Autism?
When designing a curriculum for children with Autism, a teacher must focus
on functional behaviors. Why? Because functional behaviors will help them do things
on their own and this promotes independence and self-confidence in them. If they are
able to function like a normal child, they will think and feel like a normal child and
self-containment or isolation will be minimized. These functional skills are as simple
as tying their shoe lace, brushing their teeth, brushing their hair, how to sit properly,
how to use the spoon, fork, and other utensils, how to cross a street, how to buy
simple things at the store, how to put on clothes and shoes, how to cook simple meal,
and many more.
Submitted by:
Focus should also be in their social interaction skills since this is their
weakness, as well. Activities and lessons that encourages students to participate with
other peers, regular students or special needs students, should be in their curriculum
so this difficulty could be minimized and behavior will be more appropriate.
Submitted by:

Quiapo, Manila

Reporter
: Aries S. Aguila
Topic
: Families with ASD
TASK SHEET # 4
1. Question: As a Special Education Advocate, (and with all the discussed
stressors facing by special needs families) how would you aid parents with
special needs children cope with these stress. Suggest a self-reflected stress
reduction technique.
As an advocate and a teacher, I could help parents/families with special needs
children to cope with the stressors by at least making them feel that they are not
alone. Since Im also a parent, I know how a parent would feel when his/her child is
diagnosed of a certain difficulty. I would talk to them, offer them a shoulder to cry on
if they need it. I may not be able to help them financially, but at least, in my own little
way, I could help them feel the help and support they need. Subsequently, I can give
them advices from my personal account as a parent. I could give them tips on how I
manage stress and depression. And since Im a positive thinker, I could give them
insights on how to see the good things in bad situation.
Another factor that may develop stress to parents with special needs children is
stigma from how normal is viewed in our society. With this internal/external factor,
one can use healthy selfishness. This is very useful when the external factors are so
negative and all you want to do is to shut yourself out from these factors. A parent can
free himself/herself from needing outside approval. That one can control his own
destiny.
Families should also develop assertiveness. One should know that all things have
their limits, so as their child. With this, parents should be realistic about what their
child can accomplish.
Submitted by:

Quiapo, Manila

Reporter
: Deztine Marie C. Maraa
Topic
: Mental Retardation/Intellectual Disability
TASK SHEET # 5
1. What is adaptive functioning, and why is it significant to understanding and
helping children with Intellectual and Developmental Disabilities?
Adaptive functioning means how well a person handles common demands in life,
usually in specific domains such as communication, sociability, motor functioning
and, daily living skills, and how independent the are compared to others of a similar
age and background. It is significant in understanding and helping students with
Intellectual and Developmental Disabilities since knowing specific limitations in this
function can help a teacher, parent, and student in identifying what curriculum or
program the child should undergo to optimize his/her skills. And this is very
important since Special Education believes in the principle of normalization of the
students. Assessment in this area can be very crucial, so one should not only rely on
standardized test, observational reports can also be a good factor in identifying what
skill is greatly affected by the childs disability. These three basic skill sets are
Conceptual skills which includes reading, numbers, money, time, and communication
skills; second skill set is social skills and these skills help us to get along well with
others which includes understanding and following social rules and customs; obeying
laws and detecting the motivations of others in order to avoid victimization; and
deception. The third skill set is practical life skills which are the skills needed to
perform the activities of daily living. This includes feeding, bathing, dressing,
occupational skills, and navigational skills.
2. As a teacher how do you help your intellectually disabled child handle
bullying and bullies?
Submitted by:
As a teacher, if I see a student being bullied by a classmate because of his/her

disability, I would talk to the both of them but not the same time at first. I will
accommodate both parties concerns. Why the students bullies his/her classmate. I
will make that student realize how it would feel if he/she is in the same position and
situation as his/her classmate being bullied, that it is not a nice thing but a very
degrading feeling. I would also ask what he would feel if his/her sibling is an
individual with special needs and others would be ashamed of him/her. After making
the student realize how bad it feels for the person being bullied the situation is, Ill
suggest him/her to write a sorry letter to the other student involved and that the
situation will not happen again or better yet, make him/her apologize in from of the
student that he/she bullied. On the other hand, the one who was bullied should also be
asked of how he/she felt but make sure that the conversation will end on a positive
note, that the student doesnt feel abused or bullied or ashamed of himself/herself
because of what happened. I would uplift his/her self-esteem and suggest to focus on
what he/she does best in or out of school. I will also remind the student that bullying
is not a good thing thus, does not give a positive result for both people involved.
Submitted by:

Quiapo, Manila

Reporter
: Angelique G. De Vera
Topic
: Educational Approaches with MR/ID
TASK SHEET # 6
1. Question: What is the importance of using the Collaborative Teaming in a
classroom? In what way can you use the Collaborative Teaming in terms of
teaching in Mental Retardation?
There is a saying that two heads are better than one. Collaborative teaming is
very important if you are working toward a common goal in education. It helps
teachers and other support groups in setting team and individual goals to reach a
certain vision they have for a certain situation. It can be used in assessing students
with mental retardation most especially when you need to know how the student
reacts with a certain situation outside of your classroom. However, aside from having
common goals, people in this teaming should trust each other and clarify each others
roles. All should also be open to feedbacks and diversity in opinions.
2. How can you design your own teaching plan for persons with
Moderate/Severe MR?
In teaching students with moderate/severe mental retardation, there is no
specific curriculum to follow. However, individualized instruction is necessary so
intervention can be executed. A teacher should have records of each students
strengths and weaknesses so one should know how a certain students full potential
can be shown during class discussion/activity. A Special Education teacher should
always consider their limitations to learning. Teach one concept or activity
component one step at a time to help support memorization and sequencing. Teach
students in small groups, or one-on-one if possible. Always provide multiple
Submitted by:
opportunities to practice skills in a number of different settings. Use physical and

verbal prompting to guide correct responses, and provide specific verbal praise to
reinforce these responses.
Submitted by:

Quiapo, Manila

Reporter
: Kaye Gwyn R. Lanuzo
Topic
: Deaf-Blindness
TASK SHEET # 8
1. Question: What traits do most people with deaf-blindness share? How do
these traits make it difficult for persons with deaf-blindness to socialize and
communicate? Discuss.
Individuals with deaf-blindness mostly have little sight or hearing that they can
use, few people are diagnosed as completely deaf and blind. Having little or no sight
and hearing, learning to communicate, to make yourself understood, or hear other
people speaking is very difficult and can cause isolation. Moreover, people with
partial sight may depend on their hearing. But with further hearing loss, hazards
increase. This also prevents them from living independently. Tactile communication is
a big help in communication if both senses are completely affected as well as
augmentative communication. However, even tactile communication can be
misinterpreted to something worst, such as sexual abuse and the like.
2. What can we do to help people who are deaf-blind live a normal life? List
some possible accommodations.
As a teacher, I can make them feel that they are also normal like the others by
helping them realize that their disability is not a hindrance in communicating
whatever they want to communicate. Like for example, for a normal person,
understanding what the other person wants to tell is easy since sight and hearing is
Submitted by:
existing however, for deafblind I could help them understand what I want to put
across with the use of touch cues or gestures. If its meal time a tap on their tummy to
tell them that its time to eat or likewise if they want to eat. If the student can slightly
see or hear, larger print of writing and louder reading can help them catch up with
those whose sight and hearing is functioning. Picture and object symbol can also be
used for this instance. By putting the objects they always use in the same place can
also help them live a much easier life. If canes are available, I can help the student be
familiar with his/her way home or way to some places that he/she might frequently
visits (e.g. toilet, kitchen, stores, etc.) until he/she becomes familiar with it that the
student can do it on his/her own.
Submitted by:

Quiapo, Manila

Reporter
: Carlota Czarina B. Quinajon
Topic
: Assistive Technology with Deaf-Blind
TASK SHEET # 9
1. What is assistive technology? Explain how these technologies support
students having deaf-blindness disabilities? Cite examples.
Assistive technology is a term used to generalize the different technologies such
as assistive, adaptive and rehabilitative devices for people with disabilities and also
include process used in selecting, locating and using them. These are used to increase,
maintain, or improve functional capabilities of individuals with disabilities.
Bearing in mind the common traits of deafblind, most of them have difficulty in
either partial sight and/or hearing or completely with no sight and/or hearing,
assistive technology can be a big help for them. It serves an extension or enhancer for
the things that prevents them from doing. In a situation where a student is completely
blind and has partial hearing loss, an assistive device such as BrailleNote that
transfers whatever a student types on a braille writer then information translated
through a computer can be useful at school so the teacher can understand what the
student is trying to say (since deaf usually affects speech as well). Hearing aid is also
a cheap and most accessible device there is for students with partial hearing loss.
Canes, wheelchair and the like are also considered assistive technology. Assistive
technology does not make the disability go away however, it can lessen the impact of
disability. It can increase independence among students and improve their outlook in
life since their limitations are being addressed.

Quiapo, Manila

Submitted by:

Reporter
: Mohaimah T. Muti
Topic
: Serious Emotional and Behavioral Disturbance
TASK SHEET # 10
1. As a teacher, how would you address your student if she/he is a victim of:
a. Depression
Because depression can have broad negative effects on students' academic
work and comfort in school, as a teacher, we need to provide a variety of
accommodations and instructional strategies to increase these students' success. First,
you may give the student frequent feedback on academic, social, and behavioral
performance. Second, teach the student how to set goals and self-monitor. Third, you
may develop modifications and accommodation to respond to the students
fluctuations in mood, ability to concentrate, or side effects of medication. You may
use peer tutoring to serve as a primary contact and coordinate interventions. Fourth,
since you see the student almost five hours a day, frequently monitor whether the
student has suicidal thoughts. And lastly, develop a home-school communication
system to share information on the students academic, social and, emotional behavior
and any developments concerning medication or side effect.
b. Anxiety
Anxiety may impact a childs ability to learn. However, parents and teachers
can work together to help a child success in the classroom. If a student throw
tantrums upon the absence of the parent, you can think of creative ways how the
student can eventually learn how to be away from the familiar faces. For example,
you may ask the parent to stay at the back of the room, then after a few days or
weeks, outside the room, until such time that the student becomes comfortable with
his/her classmates, teachers and environment.
Submitted by:

Quiapo, Manila

Submitted by:

Reporter
: Nerissa C. Arcilla
Topic
: Multiple Disabilities
TASK SHEET # 11
1. Question: How to identify multiple disabilities/concominant impairments
among learners? Discuss.
Multiple Disability is often misunderstood as a combination of multiple
disabilities, like deaf and blindness or intellectual difficulty with orthopedic
impairment. For an individual to be recognized with MD he/she must be diagnosed
with combination of intellectual disability and another impairment like orthopedic
impairment. And because of multiple disability, impairment in the following areas are
evident: 1) Intellectual functioning, 2) Adaptive skills, 3) motor development, 4)
Sensory functioning, 5) Communication skills and, 6) Social and Emotional
development.
2. Why is it difficult to identify the prevalence of multiple disabilities among
learners? Discuss the reasons. How does it affect the Special Education
Program?
The prevalence of multiple disabilities among learners is difficult to identify
because when a child is diagnosed of a certain disability, the primary disability is
often counted or regarded first. And because of this, lesser attention might be
provided to those students who are suffering from multiple disabilities. The focus
may be on the primary disability only or the other but not all at the same time. That is
why Individualized Education Program is very important so that all the disabilities of
the student can be considered to better his/her academic performance and skills
development.

Quiapo, Manila

Submitted by:

Reporter
: Erika Chevylle O. Ariles
Topic
: Inclusive Education for MD
TASK SHEET # 12
1. What are premises of Inclusive Education according to Salamanca Statement
of 1994? Explain.
The Salamanca Statement of 1994 calls on the international community to endorse
the approach of inclusive schools by implementing practical and strategic changes on
special education. The premises focused on the education of all disabled children that
called for inclusion to be a norm worldwide. The premises are:
1. Education for All the necessity and urgency of providing education for all
children, young people and adults within the regular education system emphasizing on
students with special needs access to regular school.
2. The government should give highest policy and budgetary priority to improve
education services so that all children could be included, regardless of differences or
difficulties.
3. The government should adopt the principle of inclusive education and enroll all
children in ordinary school unless there were compelling reason for doing otherwise.
4. The government should ensure the organization of disabled people, along with the
parents and community bodies, are involved in planning decision-making.
5. The government should develop demonstration projects and encourage exchanges
with countries with inclusive schools.
6. The government should put greater effort into pre-school strategies as well as
vocational aspects of inclusive education.
7. The government should ensure that both initial and in-service teacher training
address the provision of inclusive education.
Submitted by:

Sped01 Task Sheets - Ac Malonzo

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sped01 Task Sheets - Ac Malonzo

Uploaded by

Copyright:

Available Formats

The National Teachers College

School of Advanced Studies

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

The National Teachers College

School of Advanced Studies

The National Teachers College

School of Advanced Studies

The National Teachers College

School of Advanced Studies

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

The National Teachers College

School of Advanced Studies

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

The National Teachers College

School of Advanced Studies

The National Teachers College

School of Advanced Studies

The National Teachers College

School of Advanced Studies

Master of Arts in Education

The National Teachers College

School of Advanced Studies

Teaching Moderate to Severe Exceptionalities

The National Teachers College

School of Advanced Studies

Teaching Moderate to Severe Exceptionalities

You might also like