1. The document discusses different types of students that teachers may encounter, including disadvantaged students, advantaged students, slow learners, gifted students, emotionally disturbed students, and physically handicapped students. 2. For each type of student, the document provides suggestions for how teachers can help and accommodate their specific needs. This includes stressing practical skills for disadvantaged students, providing different pacing and materials for slow learners, and challenging gifted students with independent projects. 3. The document emphasizes that teachers should be aware of individual differences and tailor their instruction based on each student's strengths, weaknesses, and readiness levels. Teachers are advised to avoid embarrassment and provide support for all students.

1. Reporter: Jasmine Jing Mangayan BEED SPED 2x2
Fe G. Coming, Ph.D
Differences within Individuals
 Understanding teaching and learning demands knowledge of the learner.
It implies that teacher knows the differences among children as well as the
various strengths and weaknesses of each child
It also implies that the teacher understand factors that determine a child’s
readiness, such as maturation, experience, relevance of materials and
methods and emotional stability.
 Readiness for learning in all levels and subjects should be a primary consideration.
 Teacher needs to be able to determine or appraise the child’s readiness.
In essence, the building of readiness necessitates
1. An analysis of the skills, understanding and knowledges required to study a given
material,
2. Diagnostic pretests or other devices to determine not only the level of each
prospective learner, but also the specific areas of strengths and weaknesses and
the nature and origin of errors, and
3. An instructional program with a great deal of early individual guidance, designed
to match teaching with individual needs and abilities.
Types of Students
1. The Disadvantaged- this child is one who has not had educational, social or
economic opportunities of the middle class youngster. Generally, disadvantaged
young people are those living urban slums or in rural areas. The environment of
this disadvantaged child may be very limited in terms not only of the geographic
area where he lives but also in terms of the people, the objects and the ideas
with which he comes in contact.
How to help disadvantaged children
Stress how-to skills.
Weave information about the cultures of minority groups into the regular school
program.
Relate the work in class to the problems and interests of the students.
Point out to students that education is the key to better paying jobs.
Inform students of techniques citizens can use to improve social conditions,
making use wherever possible agencies set up to help them.

2. Be sure that you provide an appropriate model for grooming, speech and
behavior.
The disadvantaged students may not have an organized pattern of living at home.
Provide new experiences for students by means of audio visual aids and field
trips.
Never embarrass students.
Give special thought to intinerant students
2. The advantaged- an individual who possess things that others want but do not
have. Because of a mother’s excellent prenatal care, her child’s mental and
health is statistically higher than that of his disadvantages counterpart.
Problems of an advantaged child
His parents expect a great deal of him.
He has little free time.
He has little or no contact with young people of different backgrounds.
His family may move frequently.
3. The Slow Learner- needs more time and more repetition than his peers in order
to learn concepts, operations and procedures. He is less skillful in manipulating
symbols than others his age and he does not readily grasp abstract ideas. He
frequently has a short attention span, slow reaction time, a limited vocabulary
and a poor memory.
Suggestions on dealing with slow learner
Use a variety of activities during each class period.
Provide drill in a variety of ways.
Provide slow learner with numerous opportunities for review.
Present subject matter in small steps.
Appeal to more than one sense at a time.
Experiment with new types of material.
Have interesting supplementary materials of several reading level readily
available in the classroom.
If the students cannot read text assigned to them, you may need to rewrite it so
they can.
Instead of always depending on printed materials to provide students with
needed information, use visual aids such as films, filmstrip and transparencies.

3. 4. The Gifted- those students exhibiting a high degree of academic aptitude- those
who can readily grasp abstract ideas and work with symbols. They have an IQ of
more than 120 to 125. The bright child possesses greater energy and more
curiosity and active.
Basic guidelines on dealing gifted students.
Learn each student’s present level of achievement by giving him a battery of
achievement tests.
Find out at what rate the student can learn various types of subject matter and
then provide a pace for his learning activities which stimulates him but which
does not overwhelm him.
Teach him to be proficient in research skills.
Teach him to read faster and better.
Provide him with programmed materials so that he can complete a course at his
own rate.
Let him work on his own projects.
Give him activities which will encourage him to classify objects.
Help him to improve his vocabulary.
Provide him with reading lists so he can study topics in greater depth and
breadth.
Provide him opportunities for browsing in the library.
Stress proficiency in communication skills- both oral and written.
To give the student practice in organizing and presenting his material, make
arrangements for him to tutor a student who is having difficulty with the course.
Have a suitable books and periodicals available in the classroom for him to read
after he finishes an assignment.
Stress thinking-not rote memorization.
Give him time to think.
5. The Emotionally Disturbed- students undergoing so much internal stress that it
inevitably affects his interaction with the external environment and with other
people, as well as his attitude toward himself. Some of them are a physical threat
to others and to themselves.
Approaches used with emotionally disturbed students
The teacher can avoid disastrous situations if she provides a supportive climate
and does not harass or bother the disturbed student.

4. There is no special arithmetic, no special English for the emotionally disturbed
student.
If any of the class appears to be emotionally disturbed, the teacher must not try
to function as a psychologist.
Severely disturbed children should not be assigned to a regular classroom.
6. The Physically handicapped-Students who are not feeling well, the student who
cannot stay awake or who has a persistent rash, the student who holds materials
too near or too far from his eyes when reading, the student who reverses his
letters when writing and the student who has difficulty reading from left to right.
Suggestion for helping physically handicapped children
The average classroom teacher can do positive things for children who have
physical problems but who are still capable of attending school.
Remember that physically handicapped students what to be self-sufficient
individuals, not objects of pity.
Do confer with your school nurse about the health records of your students to
learn whether they have any known problems and to receive advice on how to
help such students cope with their problems.
Teachers should deal wisely with parents who feel it is an invasion of their child’s
right to privacy to report his physical defects to school personnel.
Provide help to student who, because of unusual physical problems, are
frequently absent from their classes.
When working with physically handicapped, physically ill or emotionally disturbed
children, remember that you are neither a doctor nor a psychologist.