Group work activity on children with disabilities

2. EDUC 5710
Understanding
Barriers to Learning
Group 0013F
★ Emil Numfor
★ Fathy Sharaka
★ Joel Rasool
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3. Phase 1
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Phase 2
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Phase 3
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Care Grow Groom. (n.d.). Help Address A Learning Disability before it Hampers Child’s
Education | Rotinas diárias de crianças, Desenho animado infantil, Menina estudando .
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4. PHASE 1
By Fathy Sharaka
Instructional Adaptation for
Student with Total Blindness
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20. Phase 2
by Emil Numfor
Instructional Adaptation for Student
with Autism Spectrum Disorder
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21. What is autism spectrum disorder?
● Autism spectrum disorder (ASD), or autism, is a broad term used to describe a group of
neurodevelopmental conditions that impacts the way a person perceives the real world
and how they interact with other people. (Cherney, & Seladi-Schulman, 2021)
Indiana Express (2019). Kid with autism

22. Types of autism spectrum disorder
 Asperger's syndrome: Have social interaction
issues and a narrow scope of interest
 Autistic disorder. Refers to problems with
social interactions, communication, and
play in children younger than 3 years.
 Childhood disintegrative disorder: They
have typical development for at least 2
years and then lose some or most of their
communication and social skills.
 Pervasive developmental disorder: (PDD or
atypical autism). Is a mild exhibition of
autism like delays in social and
communications skills, but doesn’t fit into
another category.
(Pathak, 2021)
ASD
Asperger's syndrome: Have
social interaction issues and a
narrow scope of interest
Autistic disorder. Refers to
problems with social
interactions,
communication, and play
in children younger than 3
years.
Pervasive developmental
disorder: (PDD or atypical
autism). Is a mild
exhibition of autism like
delays in social and
communications skills, but
doesn’t fit into another
category.
Childhood disintegrative
disorder: They have typical
development for at least 2
years and then lose some
or most of their
communication and social
skills.

23. Signs, symptoms, and characteristics of autism
Children with autism
typically…
 Have trouble socializing with others
 Avoid eye contact
 Like repetition
 Show delays in achieving educational
milestones especially in speech
 Are hyperactive/hysterical
 Are very sensitive to noises and
lights, and touch
 Could seem insensitive or
unemotional
Dreamstime (n.d). Banner with early signs of kids autism disease

24. Student Profile
Sarah is a 9 year-old pupil with autism in my classroom. She is was
clinically diagnosed with Asperger’s syndrome when she was 4. She is a
brilliant student in some subjects, especially in arts as she is a skillful
painter and a gifted singer and piano keyboard player. However, she
struggles to socialize and communicate with others, as she easily gets
irritated when things don’t go her way. Furthermore, though she doesn’t
do bad in other subjects like mathematics and languages, she is often
distracted and not motivated in these classes because she only wants to do
music or drawing.

25. Accommodations and modifications
Though accommodations and modifications are often used together, they mean two different
things. Accommodations refer to adjustments that help a student access information, participate
in school activities, and demonstrate learning without changing the curriculum. Meanwhile,
modifications alter the curriculum to change what is being taught, and the learning objectives of
the student
Meeting special needs
•Accommodations:
•- Adapt instruction
•- Redesign physical environment
•- Give more options to participate
Modifications:
- Change learning content
- Change learning objectives
- Change assessment

26. Adaptations for Sarah
Because Sarah is on par with the educational expectations of her age and
grade, only accommodations would be needed to meet her special needs
From her personality the characteristics I have identified are
She likes arts, and she doesn’t like socializing
likes
•Art
•Music
•Privacy
dislikes
•Socializing
•Communicating
•Non artistic subjects

27. Accommodations for Sarah
When dealing with students with disabilities or special needs, the teacher
should work backwards, starting from the students condition and working
toward the adaptation (UCTVSeminars, 2012). I realized that the reason
why she did not like other subjects except art and music was because the
lessons and activities always seemed to be so random and unpredictable.
Meanwhile, she is someone who likes everything to be orderly and
predictable. She didn’t socialize well for the same reason, because her
mates play and talk randomly in class. Furthermore, she sometimes felt
stressed and overwhelmed during class activities and during assessments
but had no way to deescalate.
To address these issues, I developed Sarah’s accommodations into three categories:
Social, environmental, and instructional accomodations
Dreamstime (n.d). Sad kid with autism

28. Social accommodations for Sarah
Because I understood that Sarah’s socializing challenges were because she and
her mates had difficulties getting along, I would modify the activities that they
normally had to share together. Instead of letting her participate in group
activities like activity stations where there is prone to be a lot of rowdiness, I
would let her work by herself on in individual station.
Sarah instead would participate in organized group activities like class
discussions and debates where talking is done orderly and one person at a time.
In addition this, to reenforce a as a further precaution, I would sensitize the
whole classroom about various types of disabilities or differences and how they
should behave toward children with special needs. (Brainhighways, 2015)
Finally, I would work with Sarah to develop signs and signals that would indicate
to what is expected of her at a given time.

29. Environmental adaptations for Sarah
● Sarah would sit in the corner on the last row on the opposite side of the
door. This is to minimize the distractions from people moving in and out of
the classroom. Furthermore, sitting away from the front of the class where
the teacher constantly move and talks reduces the amount of noise she
gets
● Sarah’s desk would be specially adapted and her chair would spin so that
she can get a chance to deescalate when she feels stressed. She is also
allowed fidgets
● The classroom recapitulative content would be put up on various strategic
parts of the classroom walls that could help remind Sarah of what to do.
This minimizes the intervention needed by the teacher (Swetz, 2020)
● Routines would be set in class for activities, so that Sarah would be able to
anticipate what is expected of her

30. Instructional accommodations for Sarah
To enable Sarah develop motivation and interest in the other subjects I would
adopt a technique that will make us work on making rhymes, songs and poems
from the key concepts in each topic. I would further gave her activities to allow
her compose her own songs from the content (Brown & Green, 2016)
I would give her more options to choose from for her to express herself. She
could answer be talking, writing, drawing or even singing. This should help
reduce stress if she is not comfortable responding in a particular manner.
I would deliver instruction in small bits, systematically and chronologically while
giving her enough time to assimilate the information this should help reduce the
randomness or irregularities that she dislikes
Finally, I would give her more time to come to class, leave class, and to do her
activities. This should help her avoid the crowded rush hour times on the
corridoors and this should make up for the time that she could spend trying to
settle in class or trying to sort herself out during the activities.

31. Decision making
I chose to work on phase two because the I was
very interested in working with children with
autism. When I was a student, I had some
classmates who were autistic and they struggled a
lot in school and often ended up dropping out of
formal education. In this course, I have learned a
lot about this special condition and I have even
been very inspired to see how the behind the
supposed disability lays great potentials that can
be harnessed and used positively, especially the
high senses, reflexes, muscle and mental memory
that some of them exhibit.
As an educator, the knowledge I have acquired in
this course will help me better understand and
help any student with autism
Swetz (2020). Picture illustrating a child with superpowers

32. References
Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice.
Routeldge. https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf
Brainhighways. (2015, August 28). Dear teacher: Heartfelt advice for teachers from students [Video]. YouTube.
https://youtu.be/lTMLzXzgB_s
Swetz, H. (2020). Accommodations for autism: 21 best recommendations for learning
https://thehomeschoolresourceroom.com/2021/04/12/accommodations-autism/
Cherney, K., & Seladi-Schulman, J. (2021). What is autism? Everything you need to know about autism disorder (ASD). Healthline.com.
Retrieved from https://www.healthline.com/health/autism
Dreamstime (n.d.). Banner with early signs of kids autism disease. Infographics with text describing the syndromes autistic spectrum disorder in
children. Flat cartoon vector illustration. Dreamstime.com https://www.dreamstime.com/vector-flat-banner-describing-mental-disorder-autism-
disease-early-signs-kids-infographics-text-syndromes-autistic-image224779299
Dreamstime (n.d.). Autism kid day in cartoon style. Isolated vector illustration. Social poster, banner. Mental health.
https://www.dreamstime.com/puzzle-autism-sign-sad-kid-girl-sitting-thinking-alone-day-cartoon-style-isolated-vector-illustration-social-poster-
image209934832
ECACorg. (2016, January 26). Accommodations and modifications for students with disabilities [Video]. YouTube.
https://youtu.be/O0xdaCEqrU0
The Indian Express (2019). Novel technique to accurately detect autism in kids https://indianexpress.com/article/lifestyle/health/novel-technique-
to-accurately-detect-autism-in-kids-5822182/
Pathak, N. (2021). What is autism? WebMD https://www.webmd.com/brain/autism/understanding-autism-basics
UCTVSeminars. (2012, January 6). Neurological basis for learning disabilities: Implication for educational
practice [Video]. YouTube. https://youtu.be/gyOIViAl2sU

33. Phase 3
by Joel Rasool
Instructional Adaptation for
Student with Bipolar Disorder Vector of a young woman with mood swings, bipolar disorder expressing anger and happiness .
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34. Students with Bipolar Disorder
According to Howland & el Sehamy ( 2021
,)
“ Bipolar
disorder is a brain disorder that causes changes in a
person's mood, energy, and ability to function.
People with bipolar disorder experience intense
emotional states that typically occur during distinct
periods of days to weeks, called mood episodes.
These mood episodes are categorized as
manic/hypomanic (abnormally happy or irritable
mood) or depressive (sad mood) .
”
What is it?

35. Student Profile
Student Name: Alexis Soodeen Grade: 6
Alexis is a passionate student who loves painting, learning languages and playing with her
friends. She has Bipolar disorder and often falls asleep in class after taking her medication. She
is unable to focus for more than 30 minutes at a time and becomes very aggressive, throwing
tantrums when the classroom is too hot or too loud. On Friday’s Alexis tend to be very sad
because she thinks she will miss her friends. Finally Alexis believes that she is a wonder woman
and often tries to leap off desks in an effort to fly.

36. Level of Academic Achievement and Functional
Performance
Areas Strength Concerns
Academic Alexis is Excellent in
Visual and Performing
Arts and Physical
Education scoring high
marks in these subjects
Alexis has trouble
completing her
assignments and often
underperform in other
academic areas, perhaps
due to her drowsiness
after taking her
medications
Non-Academic Alexis is part of the
debate team, the volley-
ball club, the
Alexis, sometimes miss
her club meetings
because she is unsure

37. Bipolar Disorder- Signs and Symptoms
Irritable or
Depressed mood
Rapid Mood change
and uncontrollable
rage
Separation Anxiety
hyperactivity,
agitation, and
distractibility
cravings, often for
carbohydrates and
sweets
Defiance of
Authority
excessive
involvement in
multiple projects
and activities
delusions and
hallucinations
impaired judgment,
impulsivity, racing
thoughts, and pressure
to keep talking
grandiose belief in
personal abilities
(Child and
Adolescent Bipolar
Foundation, 2007
)
Crying for no
reason
inappropriate or
precocious sexual
behavior

38. Instructional Adaptation to be used for this Student
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Child and Adolescent Bipolar Foundation.
( 2007
HTIW DLIHC EHT GNITACUDE .)
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Bipolar Foundation ,
1
–
12
.

39. Accommodations for student with Bipolar Disorder
When a teaching-learning environment is less
stressful it benefits a student with bipolar disorder.
This can be done through:
Creating
Schedules
with planned
and
unplanned
breaks.
Limiting
homework and
assignments.
The focus
should be on
quality and not
quantity.
Seating the
student in class,
where there is
little to no
distraction
surrounded by
model students.
Giving prior
notice when
making
changes for
examples,
changes to the
schedule.
Setting the
student’s
challenging
tasks during
the time of
the day when
the student is
best able to
perform.
Cild and Adolescent Bipolar Foundation. ( 2007
.REDROSID RALOPIB HTIW DLIHC EHT GNITACUDE .)
Child and Adolescent Bipolar Foundation ,
1
–
12
.

40. Modifications for Student with Bipolar Disorder
When an environment is less distracting, a student with Bipolar Disorder can focus and accomplish much more.
These Modification therefore help the student overcome their learning barrier:
★ Remove all potential distractions from the classroom.
★ Have the student seated close to the teacher so that the teacher can monitor the student easily.
★ Reduce noise by having the student use earphones with calming music or sounds, especially when the doing
a noise classroom activity.
★ Change the classroom temperature to ensure the student is comfortable.

41. Other Accommodations
Established a safe
space with an adult
where the child can
go to when they feel
overwhelmed.
Coumbes, J. ( 2020
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Learning at Month’s End, Dist 117 Lunches to Continue This Week .
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Students may experience side
effects from medication, such as
sleepiness, frequent urination,
constant thirst and hunger.
Work out a plan to
accommodate them.
Bridgeman, P. (n.d.). Back to School: Adjusting to a New Sleep
Schedule yaM deveirteR .grO.htlaehuM.wwW .
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Educate the class about
Bipolar disorders and
accommodating students
with these differential
conditions to reduce
bullying.

42. Analysis of Group Process for Phase 3
Since it was decided by the group to split the project into phases, I was given the responsibility for producing
information in phase 3
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43. References- draft
1
- Types of sensory disabilities. (n.d.). Aruma. https://www.aruma.com.au/about-us/about-
disability/types-of-disabilities/types-of-sensory-disabilities/
Vision impairment and blindness. ( 2021
rebotcO ,
14
./tnI.ohW.wwW//:spttH .)
swen/tni.ohw.www//:sptth
-
tcaf/moor
-
ssendnilb/liated/steehs
-
dna
-
lausiv
-
tnemriapmi
UCT CILT.. ( 2019
rebotcO ,
21
gntiaerC :tnemriapmi lausiv htiw stneduts gnihcaeT.)
ebuTuoY .]oediV[ smoorssalc gnirewopme
Hindle, D., Kutchel, D., Allan, T., Downie, A., Leahy, M., Steel, M., & Britt, J. (n.d.). Physical
disability. Australian Disability Clearinghouse on Education and Training.
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/physical-disability/

44. References- draft
Pathak, A. ( 2022
yraunaJ ,
7
.)
100 Powerful Diversity And Inclusion Quotes
for a Stronger Company Culture. Nurture an Engaged and Satisfied
Workforce | Vantage Circle HR Blog. Retrieved May 4
,
2022
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-
dna
-
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setouq
/
Algahtani, F. ( 2017
:seitilibasid lautcelletni htiw stneduts gnihcaeT.)
,sweiveR dna hcraeseR lanoitacudE ?msiroivaheb ro msivitcurtsnoC
12
(
21
)
,
1031
-
1035
. https://doi.org/ 10.5897
RRE/
2017.3366
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45. References-Draft
Hall- Flavin, D. K. ( 2017
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4
.) Bipolar disorder in children: Is it possible? yaM deveirteR .cinilC oyaM
14
,
2022
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Howland, M., & el Sehamy, A. ( 2021
.)yraunaJ , Psychiatry.org - What Are Bipolar Disorders? yaM deveirteR .grO.yrtaihcysP
14
,
2022
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Cild and Adolescent Bipolar Foundation. ( 2007
.REDROSID RALOPIB HTIW DLIHC EHT GNITACUDE .) Child and
Adolescent Bipolar Foundation ,
1
–
12
.