DIFFICULTY-IN-MOBILITY.pptx

1
SESSION ON TEACHING LEARNERS WITH
DIFFICULTY IN MOBILITY

After this session, the participants will
be able to:
1.Identify the learners with difficulty
in mobility
Department of Education
2.Describe the characteristics of
learners with mobility
Objectives

Objectives
3.State accommodations that will
support the learners with difficulty
in mobility.
4. Apply appropriate accommodation
based on the needs of learners with
mobility

Time to stretch!

Activity #1. Diagnose
Common
Physical
Disabilities
Affected Area Cause of Disability
Brain State Bone State Muscle State Acquired Congenital
Cerebral Palsy
Spina Bifida
Muscular
Dystrophy
Arthritis
Developmental
Coordination
Disorder
Amputation
Multiple
Sclerosis
Polio Myelitis
Seizure
Disorder/Epele
psy

Time to Intensify!

Difficulty in Mobility
According to ICF Model
Learners with
Difficulty in Mobility
Children with Multiple Disabilities/Physical
Disabilities/Cerebral Palsy

Characteristics of Learners
with Mobility

Characteristics of LDM
1.Cerebral Palsy
• Is considered a neurological disorder caused by a non-
progressive brain injury or malformation that occurs while
the child’s brain is under development. Cerebral Palsy
primarily affects body movement and muscle coordination.

1.Cerebral Palsy
•Lack of muscle coordination when performing voluntary movements
(ataxia)
•Stiff or tight muscles and exaggerated reflexes (spasticity)
•Weakness in one or more arm or leg
•Walking on the toes, a crouched gait, or a “scissored” gait
•Variations in muscle tone, either too stiff or too floppy
•Shaking (tremor) or random involuntary movements
•Delays in reaching motor skill milestones
•Difficulty with precise movements such as writing or buttoning a shirt

2.Spina Bifida
- birth defect called a neural tube defect.
It occurs when the bones of the spine (veterbrae) don’t form
properly around part of the baby’s spinal cord. It can be mild or
severe.

3. Muscular Dystrophy
- a group of diseases that cause progressive weakness and
loss of muscle mass.

4. Developmental Coordination
Disorder
Physical Features
- Clumsiness
- Uncontrollable gait
- Weakness of extremities
- No eye and hand coordination

4. Amputations
Resulting from traumatic Injuries
and Disease.
The second main category of limb
loss in children is acquired
childhood amputations.

Accommodate Learners with Difficulty in Mobility
Disabilities Accommodatio
n
materials Problem Area Classroom
Management
Learner with
difficulty in
Mobility
Place learner at
side of the
classroom near
the doorway for
easy access.
Allow a
voluntary
Buddy System
for note taking.
Wheel Chairs/
Improvised
chair large table Speech
Mobility
Orient the class
about the
condition of the
incoming
learner with
disability
_ Promote
acceptance and
encourage
regular learners
to extend help
Place materials
within the
learners’ reach

16
DIFFICULTY IN APPLYING KNOWLEDGE

After this session, the participants will
be able to:
1.Identify the learners with difficulty
in performing adaptive skills
2.Describe the characteristics of
learners with difficulty in
performing adaptive skills
Objectives

Objectives
3.State accommodations that will
support the learners with difficulty
in performing adaptive skills.
4. Apply appropriate accommodation
based on the needs of learners with
performing adaptive skills

Difficulty in Performing Adaptive Skills
Learners with Difficulty In
Performing Adaptive Skills.
According to Medical Term
Children with Autism

Characteristics of Learners
with Performing Adaptive skills

WHAT ARE ADAPATIVE SKILLS
• Adaptive Skills come from adaptive behavior, or conceptual,
social, and practical that individuals learn in order to function
in the learning area.

Characteristics of DPAS
1.Difficulty in mixing with
other children
2. Acts as deaf
3. Resist learning
4. No fear for real dangers
5. Resist change in routine
6. Indicates need in gesture
7. Inappropriate laughing and
giggling
8. No eye contact

Inattention
1. Easily distracted by huge
stimuli like sounds, lights,
movements in the
environment
2. Does not seem to listen
when spoken to, thoughts
are elsewhere

Inattention
3. Difficulty in sustaining level of alertness
to tasks that are dull; sluggish or may fall
asleep easily in class
4. Difficulty completing work; performance is
inconsistent
5.Difficulty initiating or getting started on
tasks, reluctant to engage school tasks.
6. Difficulty in sustaining assigned tasks and
play activities.

Hyperactivity
1. Highly energetic
2. Can’t sit still
3. High degree of unnecessary movements
4. Restlessness
5. Seems to need something in hands
6. Talks excessively
7. Difficulty with raising hand and wanting to be
called; wants things “NOW”
8. Interrupts others

Impulsivity
1. Hits when upsets or grabs things away from
others
2. Difficulty in waiting turn in activities and games
3. Impatient
4. Knows the rules but repeatedly makes errors
5. Accident prone – break things

ACCOMMODATIONS
1. Learner will be seated near the teacher for easy
monitoring but away from windows and doors.
2. Provide prominent area where to post calendar of
activities, daily schedules, and assignments
3. Where possible provide an area for reading/study
and free activity
4. Clearly label in pictures or written words the areas
or things to make it easy to access materials
5. Color code materials, notebooks for each subject
6. Provide daily written schedules for routines

ACCOMMODATIONS
7. Provide activities that allow for some physical
movements
8.Pair or seat that child near a student role model
9. Teacher will stand near the learner when teaching
and once in a while make eye contact
10. Prompt signal cues to get the learner engaged
and focused on task
11. Lower your voice to get LSEN’s attention

30
DIFFICULTY IN HEARING/SEEING

What is Hearing Impairment
Hearing Impairment or Deafness is an inability to
hear
Signs and Symptoms
• Pain or pressure in the ear
• Difficulty in understanding speech
• Sounds or speech becoming dull
• Issues in hearing the high volume rate
• Asking other to speak more slowly, clearly and
loudly

Impact of Hearing Loss
• Barriers to Communication
• Isolation and exclusion
• Hearing loss can and often does impact all
instruction that uses language as a base
• Depended on the teacher

What Do I do now?
• First don’t panic! They are not alien and are really
just students with some special needs.
• Be open to suggestions of the teacher of the Deaf
or Hard – or – Hearing
• Don’t see them as a new problem to deal with but
a new frontier to explore
• Ask questions and for help
• Arm yourself with knowledge about the students
and their disability

ACCOMMODATIONS – INSTRUCTIONAL
• Personal Listening Device ( hearing aids, cochlear
implants)
• Preferential seating
• Closed captioning
• Use of visuals
• Reduced auditory distractions
• Repeat or rephrase information
• Frequent checks for understanding

ACCOMMODATIONS – INSTRUCTIONAL
• Enhance speech reading conditions
• Interpreting services
• Note taker
• Listening breaks
• Separate quiet location for test
• Extra time to complete assignments

36
DIFFICULTY IN SEEING

PRIMING ACTIVITY

DIFFICULTY IN SEEING
- refers to a significant functional loss of vision
That cannot be corrected by medication, surgical
operation, or ordinary optical lenses such as
spectacles or eyeglasses
- not totally blind but have visual impairments that
cannot be corrected to normal with regular
eyeglasses or contact lenses

BLINDNESS
- Lack of usable vision
- receive no stimuli from their visual channel
- depend entirely on input from other senses such as
touch, hearing, smelling, and tasting

Identification of Visual Impairment
• Complaints of headache
• Blinks eye frequently
• Hold objects close to his eyes
• Rub eyes excessively
• The pupils of the eyes are of different sizes
• Seem very sensitive to light
• Becomes inattentive during reading sessions
• Watering of eyes
• Takes false steps while walking

CHARACTERISTICS
• Sense of touch is very keen
• Move slowly and carefully
• Tends to move, feel, and touch objects especially when
travelling to ensure that they are in the right path
• Have tendency to deviate of their normal posture for fear of
being hurt
• Learning capacity is the same as that of sighted but the rate
of learning is slower due to absence of sense of sight

CHARACTERISTICS
(low vision)
• Have vision between 20/70 – 20/160 and cannot be
corrected
• Use correctional glasses and contact lenses
• Use limited vision for functional tasks but need their tactile
and auditory channels for learning

CHARACTERISTICS
(totally blind)
• Lack of light perception
• Use tactile and auditory channels for learning and functional
tasks
• Use cane for mobility
• Learn via Braille and other non-visual media

ACCOMMODATIONS - INSTRUCTIONAL
• LOW VISION AND BLIND
- Give Descriptive verbal instructions to direct the learners
inside and outside the classroom
-Use the words “look and see” instead of “touch and feel”
-Allow sighted guide (classmate on rotation) for orientation and
mobility
-Give clear, concise, and specific directions when giving
lectures

-Encourage peer support to help them in their academic
activities
- Encourage “buddy” system during recess/lunch break

• Allow them to record the lesson if needed using audio
recorder
• Use adaptive materials
• Expose learners to use assistive technology, audio , and
media materials (recorder, CD, DVD, Braille note taker)

47
DIFFICULTY IN APPLYING KNOWLEDGE

Difficulty in Applying Knowledge
Difficulty in Basic Learning and Applying Knowledge
or Learning Disabilities are disorders that affect the
ability to
- Understand or use spoken or written language
- Do mathematical calculations
- Coordinate Movements
- Direct Attention

Difficulty in Applying Knowledge
Learners with Difficulty in Basic Learning and
Applying Knowledge or Learning Disabilities can be
characterized by discrepancy between a learner’s
ability and his or her achievement in areas such as
reading, writing, and mathematics, or speaking

Causes/Factors
- No real causes
- Might be caused by:
Hereditary
Teratogenic
Medical
Environmental

LEARNING DISABILITIES
HIDDEN ABILITIES
Dyslexia
Dysgraphia Dyscalculia

DECODE THE SENTENCES BELOW
1. Mhat bib Roddie duy frow the bet
shod?
2. Mhat color bib Roddie choose for
the bop’s collar?
3. Hom wnch wouey bib Roddie
fipnre he conlp rebay his dareuts?

Answer
1. What did Robbie buy from the pet
shop?
2. What color did Robbie choose for
the dog’s collar?
3. How much money did Robbie
figure he could repay his parents?

Symptoms pf Dyslexia (Pre-schooler)
1. Delayed speech
2. Problems with pronunciation
3. Problems with rhyming words and
learning rhymes
4. Difficulty with learning shapes,
colors and how to write their own
name
5. Difficulty with retelling a story in
the right order of events

Symptoms pf Dyslexia (Primary)
1. Problems with reading a single
world
2. Regularly confuses certain letters
when writing, such as “d” and “b”
or “m” and “w”
3. Regularly writes words
backwards, such as writing pit
when the word is tip was intended

Symptoms pf Dyslexia (High School)
1. Poor reading
2. Bad spelling, including
misspellings of the same word in
one writing assignment
3. Difficulties with writing
summaries

ACCOMMODATIONS
SETTING
Small Group
Individualized
Presentation
Oral
Administration
Repeat Directions
Large print editions
Timing
Extended Time
Frequent breaks
Unlimited time
Response
Oral Answers
Scheduling
Specific time of day
Across multiple
days
Other
Test preparation
Motivational Cues

DIFFICULTY-IN-MOBILITY.pptx

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