It is all about learners with additional needs. They need more support and guidance.

1. Learners with
Additional Needs

2. Learners with Difficulty
Moving/Walking
When a child has difficulty moving or
walking. The physical domain is
affected.
Examples: Dyspraxia, stereotypic
movement disorder, tics, cerebral palsy

3. CLASSIFICATION OF CEREBRAL PALSY
MONOPLEGIA – Only 1 limb affected (upper or lower)
HEMIPLEGIA – 2 limbs affected
TRIPLEGIA – 3 limbs affected
QUADRIPLEGIA – 4 limbed, both arms and legs, trunk and face may also be
impaired
DIPLEGIA – Legs affected, less severe involvement of arms
DOUBLE HEMIPLEGIA – Impairment involves arms, less involvement of legs

4. Developmental Coordination
Disorder
Identifying children with motor
difficulties begins with family
members and early childhood
practitioners.

5. DEVELOPMENTAL
STAGE:
SIGNS:
Early childhood Difficulty in tying shoelaces,
buttoning, using spoon and fork,
getting dressed, problems in
jumping, skipping and catching.
School age Tries to avoid sports, works in
writing task for long period of time
in comparison to typically developing
peers.

6. General Educational Adaptations
First and foremost, children with motor
difficulties and disabilities need primary
intervention with specialists.
Physically accessibility of school and
classrooms to children with motor
disabilities is essential.

7. Learners with Difficulties
Remembering and Focusing
MEMORY FUNCTION
Involves encoding storage and retrieval
of information over time.

8. Learners with Difficulties
Remembering and Focusing
SHORT-TERM MEMORY
A mental resource that allows for storing
information temporarily for only
approximately.
LONG-TERM MEMORY
A mental resource that allows for storing
information for a long period of time.

9. Learners with Difficulties
Remembering and Focusing
RETRIEVAL
A mental resource used to recall
information stored in long-term
memory.

10. Learners with Difficulties
Remembering and Focusing
ATTENTION FUNCTION
Involves focusing if mental resources on
a stimulus to a required time period.

11. Learners with Difficulties
Remembering and Focusing
SUSTAINED ATTENTION
A mental resource used to maintain
attention for an extended period is also
called vigilance.

12. Learners with Difficulties
Remembering and Focusing
SELECTIVE ATTENTION
A mental resource that allows for
focusing on a specific stimulus that is
important while ignoring others.

13. Learners with Difficulties
Remembering and Focusing
DIVIDING ATTENTION
A mental resource that involves
focusing on one more activity or task
simultaneously.

14. Learners with Difficulties
Remembering and Focusing
TYPES OF ACCOMMODATION
-PRESENTATION
-RESPONSE
- SETTING
- SCHEDULING
- BEHAVIOR MANAGEMENT

15. He is
both.
-Struggling?
-Tricky?

16. LEARNING DISABILITY (LD)
According to Kirk et.
Al.,2015, they are:
Neurogically based-
problems
He describe students
(LD) as a
heterogeneous mix.
Gargiulo, 2012
Intellectual
functioning within
normal range.
Not primarily caused
by other disabilities.

17. DIFFERENT TYPES OF LEARNING DISABILITIES
(LD)
TYPES DEFINITIONS
DYSLEXIA
Difficulties with reading, spelling,
and oral reading fluency.
DYSCALCULIA
Difficulties in math computation and
problem solving.
DYSGRAPHIA
Difficulties with handwriting and
written expression.

18. ADH
D

19. Attention Deficit Hyperactivity
Disorder (ADHD)
Is a brain disorder that affects how
you pay attention, sit still, and
control your behavior.
ADHD can’t be prevented or cured.

20. Attention Deficit Hyperactivity
Disorder (ADHD)
3 SIGNS
Inattentive
Hyperactivity and Impulsivity
Combination of the two.

21. Attention Deficit Hyperactivity
Disorder (ADHD)
4 COMPONENTS (Hallahan et. Al., 2014)
Medical examination
Clinic interviews
Use of teacher and parents rating scales
Behavioral observations

22. LANGUAGE
DEVELOPMENT
WRITTEN
LANGUAGE
READING SKILLS MATH SKILLS
LEARNING
CHARACTERISTIC

23. General Education Adaptations
UNIVERSAL DESIGN for LEARNING (UDL)
An approach that has been proven to be
effective for students with memory and
focusing difficulties is the use of explicit
instruction of literary skills,
comprehension, and writing strategies.

24. General Education Adaptations
3 PRINCIPLES OF UDL
Multiple means of representation
E.g., Use reading materials that include
rich visual representation in the form of
photos, graphic organizers, diagrams, etc.

25. General Education Adaptations
Multiple means of expression
E.g., Debates and writing activities
Multiple means of engagement
E.g., Role-playing and kinesthetic
activities

26. Learners with Difficulty with
Self-care
SELF-CARE
-Person capacity to perform daily living
activities or specific body care.
Examples: washing self, brushing teeth,
combing, trimming nails, eating and
drinking

27. General Educational Adaptations
TASK ANALYSIS
-A behavioral approach that breaks
down a complex behavior or task into a
step-by-step procedure.

29. General Educational Adaptations
VIDEO-BASED INTERVENTION
- Including video modeling and video
prompting for teaching daily living skills.