Anna is a 14-year-old blind girl who has never attended school due to her parents' fears of her getting hurt without help. She was referred to social services for assistance. David is a 15-year-old boy with a physical disability preventing walking since an accident. His family cannot afford treatment and his school lacks facilities. Kristine has a physical disability but with ramps and an accessible bathroom built at her school, she can now attend. Nico was born without arms but has learned to write with his feet and do tasks independently through therapy. His school made accessibility modifications so he can function independently.

1. CASE STUDY 1
Anna is a totally blind 14-year-old child who has never gone to
school. Her parents were afraid to let her out of the home as
they thought she might get hurt walking around her community
without help. She was visited by the Barangay Health Worker
and was referred to Municipal Social Welfare and Development
for appropriate assistance.
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2. CASE STUDY 2
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David is a 15-year-old boy with a physical disability. He has
not been able to walk since he fell in the rice paddy while on his
way to school. His family cannot afford to bring him to the
hospital for professional treatment and therapy. Though, he
wants to attend school, he cannot stay at school all day because
the school lacks facilities to accommodate him. His family hopes
that he can have treatment to help him walk again.

3. CASE STUDY 3
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Kristine is a 15-year-old girl who was born with a
physical disability. She is unable to walk without crutches.
She is about to commence year 1 and her school staff met
with her parents to identify her access barriers. In response,
her school has built ramps to all buildings. Her school has
also built an accessible comfort room with a handrail.

4. CASE STUDY 4
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Nico is a 14 year old boy who was born without arms. He has
received occupational therapy from local non-government organization to
train him to write with his feet and use assistive devices to perform various
daily living activities independently. He receives some support each
morning to get dressed and is encouraged to choose his own clothes.
Nico’s school has installed sliding doors for classrooms and the boy’s
comfort room so that he can slide doors open and closed independently.
The school made a low table that he sits on to do his school work. His
classmates were taught about his disability and to assist if Nico asks for
help. Nico has many friends and they appreciate his sense of humor and
gifted singing voice.

5. CASE STUDY 5
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Nico is a 14 year old boy who was born without arms. He has
received occupational therapy from local non-government organization to
train him to write with his feet and use assistive devices to perform various
daily living activities independently. He receives some support each
morning to get dressed and is encouraged to choose his own clothes.
Nico’s school has installed sliding doors for classrooms and the boy’s
comfort room so that he can slide doors open and closed independently.
The school made a low table that he sits on to do his school work. His
classmates were taught about his disability and to assist if Nico asks for
help. Nico has many friends and they appreciate his sense of humor and
gifted singing voice.

6. Analysis:
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1.How did you find the activity?
2.Were you able to identify the impairment, barriers and
enabling factors experienced by the learner with
disability in the story?
3.Could you relate with the case presented? Please
share your personal experiences.