Foundation of Special and Inclusive Education

Republic of the Philippines
Province of Cebu
Municipality of Consolacion
CONSOLACION COMMUNITY COLLEGE
Laray, Nangka, Consolacion
Course Description of the
FOUNDATION OF SPECIAL AND INCLUSIVE
EDUCATION (EDUC 111)
MWF (3:00-4:00)
Submitted by:
Cundiman, Mei Ann B.
BEED-3A
Submitted to:
Mrs. Venus Montesclaros Rellanos
Instructor

1. Philosophies of Inclusive and Special Needs Education
2. Theories about Special Needs and Inclusive Education
3. Legal Basis and Policies of Special Needs and Special Education
4. The Study of Typical and Atypical Development of Children
4.1. Typical Development of Children
4.2. Atypical Development of Children
5. Learning characteristics of students with special education needs
5.1. Attention Deficit Hyperactivity Disorder (ADHD)
5.1.1. Gifted and Talented Learners
5.1.1.1. Learning Characteristics
5.1.1.2. Different Strategies in Teaching, Assessing, and
Managing Gifted and Talented Learners
5.1.2. Learners with Difficulty Remembering and Focusing
Managing Learners with Difficulty Remembering and
Focusing
5.2. Sensory Impairement
5.2.1. Learners with Difficulty Seeing

Managing Learners with Difficulty Seeing
5.2.2. Learners with Difficulty Hearing
Managing Learners with Difficulty Hearing
5.3. Autism Spectrum Disorder
5.3.1. Learners with Difficulty Communicating
Managing Learners with Difficulty Communicating
5.4. Physical Disability
5.4.1. Learners with Difficulty Walking/Moving
Managing Learners with Difficulty Walking/Moving
5.5. Intellectual Disability
5.5.1. Learners with Difficulty with Self-Care
Managing Learners with Difficulty with Self-Care

1. Philosophies of Inclusive and Special Needs Education
 Every child with special needs has a right to an educational program that is suitable
to his needs.
 Special Education shares with regular education basic responsibilities of the
educational system to fulfill the right of the child to develop to his full potential.
 Regular schools with this inclusive orientation are the most effective means of
combating discriminatory attitudes, creating welcoming communities, building an
inclusive society and achieving education for all; moreover, they provide an
effective education to the majority of children and improve the efficiency and
ultimately the cost-effectiveness of the entire education system (Salamanca, 2020).
2. Theories about Special Needs and Inclusive Education
There are numerous theories about how people learn. Teachers use these theories in schools
to help students have the best possible experience. Teachers can assist students in
remembering important information by applying an applicable theory that is familiar to
them.
Teachers in special education classrooms must apply these learning theories in order for
students in SPED classrooms to get the most out of their learning. Gestalt, Connection
Theory, L. Atincronbsch and R. Snow, Component Display Theory, Gagne’s Conditions of
Learning, Cognitive Load Theory, and Sign Learning Theory are some of the theories that
can be applied in special education classrooms.
Gestalt Theory
The Gestalt theory is useful because it includes grouping, which may make it easier for
students to understand. It is important to remember, however, that some connections may
need to be made for students, both verbally and in application, because not all students in a
SPED class will be able to connect the dots on their own.
Connection Theory
The Connection theory can help some special education students connect the dots. It is
based on the students learning from the stimulus-response relationship. Broadly,
Connection Theory (CT) is a theory of mind that proports to explain and predict nearly all
mental phenomena -- such as why people believe, desire, think, and act the way they do
(Wildeford, 2012).

Component Display and Gagne’s Condition of Learning Theory
Component Display Theory and Conditions of Learning are based on incorporating a
variety of elements to learn from both verbal and hands-on sources. They also go over a
similar structure that is useful to follow while learning.
Cognitive Load and Sign Language Theory
The Cognitive Load theory and Sign Learning theory both discuss the idea of simplifying
and possibly drawing lines to fully assist students in learning.
3. Legal Basis and Policies of Special Needs and Special Education
Special Education in the Philippines has developed consciousness to the different sectors of
society. It has reached out its concern to the children with special needs. Major laws are
enacted aimed to protect the rights and welfare of these children with special needs.
Special Education for children with special needs however, has not merited attention from
regular instruction. It is therefore the concerned agencies and sectors to work harder in
order to give special children equal opportunities in education and develop their capabilities
to be empowered (Alcantara, 2016).
The 1987 Constitution of the Republic of the Philippines clearly states in Article 13, Sec.
13 that ―the State shall establish a special agency for disabled persons for their
rehabilitation, self-development and self-reliance, and their integration into the mainstream
of society‖.
Article 14, Sec. 1 also states that, ―the State shall protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all. Furthermore, it can also be noted in Sec. 2 that, ―the State shall
provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills‖.
Aside from the 1987 Constitution, there are other major laws approved to ensure the
protection of children with special needs.
Batas Pambansa 232, known as the Education Act of 1982, Chapter 2, Sec. 3 states that
―the State shall promote the right of every individual to relevant quality education
regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial
or ethnic origin, political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the enjoyment of the benefits of
education by all its citizens.‖

In Sec. 24 of the same chapter states that ―the State further recognizes its responsibility to
provide within the context of the formal system, services to meet special needs of certain
clientele. These specific types, which shall be guided by the policies of the State embodied
in the General Provisions of this Act which include: (2) Special Education, the education of
persons who are physically, socially, or culturally different from the so called ―normal‖
individuals that they require modification of school practices/services to develop them to
their maximum capacity‖.
UN Convention on the Rights of Persons with Disabilities
Article 1 states that, ―The purpose of the present Convention is to promote, protect and
ensure the full and equal enjoyment of all human rights and fundamental freedoms by all
persons with disabilities, and to promote respect for their inherent dignity. Persons with
disabilities include those who have long-term physical, mental, intellectual or sensory
impairments which in interaction with various barriers may hinder their full and effective
participation in society on an equal basis with others.‖
In Article 3 it talks about the principles of the present Convention that shall:
(a) Respect for inherent dignity, individual autonomy including the freedom to make one's
own choices, and independence of persons;
(b) Non-discrimination;
(c) Full and effective participation and inclusion in society;
(d) Respect for difference and acceptance of persons with disabilities as part of human
diversity and humanity;
(e) Equality of opportunity;
(f) Accessibility;
(g) Equality between men and women;
(h) Respect for the evolving capacities of children with disabilities and respect for the right
of children with disabilities to preserve their identities.
REPUBLIC ACT NO. 10533
Other legal basis and policies are from the REPUBLIC ACT NO. 10533 which mean ―An
act enhancing the Philippine Basic Education System by strengthening its curriculum and
increasing the number of years for basic education, appropriating funds therefore and for
other purposes.‖
In Sec. 2 it states that, this Act shall be known as the “Enhanced Basic Education Act of
2013”. Where one of its purpose is that the state shall create a functional basic education

system that will develop productive and responsible citizens equipped with the essential
competencies, skills and values for both life-long learning and employment. The purpose
includes making education learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and communities
through the appropriate languages of teaching and learning, including mother tongue as a
learning resource.
There are also provisions which are stated in P.D. 603 (known as The Child and Youth
Welfare Code)
Article 3, Rights of the Child describes that ―the emotionally disturbed or socially
maladjusted child shall be treated with sympathy and under-standing and shall be entitled to
treatment and competent, and the physically or mentally handicapped child shall be given
the education and care required by his particular condition.‖
It can also be noted in Article 74 which states that ―where needs warrant, there shall be at
least one special class in every province, and if possible special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed and the specially gifted. The
private sector shall be given all the necessary inducement and encouragement.‖
With deep concern and concerted efforts of those who are advocating the plight of children
with special needs, the enactment of Republic Act 7277 (Magna Carta for Disabled
Persons) has paved its way to achieve an environment which is secured and barrier-free that
will lead to develop them fully to attain a healthy, productive and stabilized life.
IRR OF REPUBLIC ACT NO. 9442 – An Act Amending Republic Act No. 7277,
Otherwise known as the Magna Carta for persons with disability as amended, and for other
purposes’ granting additional privileges and incentives and prohibitions on verbal, non-
verbal ridicule and vilification against persons with disability.
Section 4. Policies and Objectives
It is the objective of Republic Act No. 9442 to provide persons with disability, the
opportunity to participate fully into the mainstream of society by granting them at least
twenty percent (20%) discount in all basic services. It is a declared policy of RA 7277 that
persons with disability are part of Philippine society, and thus the State shall give full
support to the improvement of their total well being and their integration into the
mainstream of society. They have the same rights as other people to take their proper place
in society. They should be able to live freely and as independently as possible. This must be
the concern of everyone the family, community and all government and non-government
organizations. Rights of persons with disability must never be perceived as welfare services.
Prohibitions on verbal, non-verbal ridicule and vilification against persons with disability
shall always be observed at all times.
Section 6. Other Privileges and Incentives

6.7 Educational Privileges. – Educational assistance to persons with disability, for them to
pursue primary, secondary, tertiary, post tertiary, as well as vocational or technical
education in both public and private schools through the provision of scholarships, grants,
financial aids, subsidies and other incentives to qualified persons with disability, including
support for books, learning materials, and uniform allowance, to the extent feasible:
Provided, that persons with disability shall meet the minimum admission requirements set
by the Department of Education (DEPED), Commission on Higher Education Department
(CHED), Technical Education and Skills Development Authority (TESDA) and other
entities engaged in the grant of scholarship and financial assistance for the education of
persons with disability. For the purposes of this rule, primary education shall include
nursery and kindergarten whether in private or public school. The source of funding in
addition to the Private Education Student Financial Assistance (PESFA) fund scholarship
for the implementation of the above shall be the one percent (1%) allocation for persons
with disability in DEPED, CHED, TESDA and other training and educational government
agencies as required by General Appropriation Act, subject to the guidelines issued by the
DEPED, CHED and TESDA.
4. The Study of Typical and Atypical Development of Children
4.1 Typical Development of Children
Child development is commonly defined as the natural progression of children changing as
they grow older by acquiring and refining knowledge, behaviors, and skills. Typical
development will provide a general picture of the child's progress in comparison to peers of
the same age. Smiling, crawling, manipulating objects, walking, self-care, and talking are
examples of typical developmental milestones that provide valuable insight into a child's
development; however, achievement of milestones varies depending on each child's family
and personal history and environment.
4.2 Atypical Development of Children
Atypical development refers to development that is unusual in its pattern, falls outside of
normal developmental milestones, and has a negative impact on the child's overall
development (Haussey-Gardner, n.d.) Atypical development occurs when a child appears to
lag behind or far ahead of his or her peers of the same age in any of the various skills.
Absence of reciprocity, lack of sharing enjoyment or interests, difficulties with joint
attention, and apparent disinterest in parents or other children are all concerning atypical
social development characteristics. Other manifestations include severe separation anxiety,
unusual fear of people, and extreme shyness.

5. Learning characteristics of students with special education needs
Exceptional learners is the term used in the United States to refer to students with
disabilities (as well as those who are gifted and talented). The majority of students with
disabilities have cognitive and/or behavioral disabilities, that is, specific learning disability
(SLD), intellectual disability (ID), emotional disturbance, (ED), attention deficit
hyperactivity disorder (ADHD), autism spectrum disorders (ASD). The remaining have
primarily sensory and/or physical disabilities (e.g., blindness, deafness, traumatic brain
injury, cerebral palsy, muscular dystrophy)(Pullen et al, 2020).
5.1. Attention Deficit Hyperactivity Disorder (ADHD)
ADD and ADHD are neurological disorders that impact both learning and behavior. They
are caused by chronic disruptions in the brain areas that regulate attention, impulse control,
and the executive functions, which control cognitive tasks, motor activity, and social
interactions.
5.1.1. Gifted and Talented Learners
While these children are commonly referred to as "GLD" (gifted with a learning
disability), they are also referred to as "twice exceptional" (2e) and "double
labelled." Their impairments may include ADD/ADHD. GLD children are
frequently difficult to identify (Wormald, 2015).
"Gifted and talented children" are defined as individuals between the ages of four
and twenty-one whose abilities, talents, and potential is distinctly above average in
one or more of the following domains: intellectual, creative, social and physical.
Gifted students who are served in general education classrooms frequently
finish their work sooner than other students. This can happen in one
subject area, such as mathematics, or in all subject areas. Due to their
rapidity of thought (VanTassel-Baska & Brown, 2007), they typically
finish assignments before other children. Then they may act out because
they are bored.
Gifted students need intellectual peers to develop optimally. This can be
achieved in a variety of ways, through ability grouping during school or
supplemental programs, such as talent search programs or Saturday or
summer enrichment programs.These supplemental programs are
imperative to the health and well-being each learner. Gifted students
need to spend time with other gifted students ( Brown, 2015).

What are students who are gifted and talented like? Generally they show
some combination of the following qualities:
 They learn more quickly and independently than most students their
own age.
 They often have well-developed vocabulary, as well as advanced
reading and writing skills.
 They are very motivated, especially on tasks that are challenging or
difficult.
 They hold themselves to higher than usual standards of achievement.
 They have keen sense of observation and extraordinary memory.
 They dislike repeating or practicing something they already know.
 They have a higher level of sensitivity.
5.1.1.2. Different Strategies in Teaching, Assessing, and Managing
Gifted and Talented Learners
With the following strategies, teachers can tend to the complex needs of
their high-ability students in the heterogeneous classroom.
 Learn how gifted students think
 Created tiered assignments for students
 Include a variety of levels in your classroom library
 Utilize their talents and interests
 Explore real-world application
5.1.2. Learners with Difficulty Remembering and Focusing
The official terms that are often used for children who have difficulty remaining
focused on a task that they are capable of doing are Attention Deficit Disorder
(ADD) and Attention Deficit Hyperactivity Disorder (ADHD).
Instructors who use a variety of instructional modes will enhance learning for
students with learning disabilities. A multi-sensory approach to teaching will
increase the ability of students with different functioning learning channels—
auditory, visual and/or haptic (hands-on)—to benefit from instruction.

A child struggling with the more active form of a focusing issue will display
some of these characteristics:
 Excess motor activity (something is always moving).
 Impulsiveness (acts without thinking much of the time).
 Insatiability (never satisfied with an activity).
 Poor response to discipline.
 Moodiness.
 Sleep disturbances (very restless sleeper).
Learners with Difficulty Remembering and Focusing
 Tape recorders and/or laptop computers
 Copies of classmates and/or instructor’s notes or overheads
 Extended time for exams
 Clear arrangement of test items on paper
 Calculator, spellchecker, thesaurus, reader, and/or scribe during
exams
 Alternative form of exam, such as an oral test or an essay instead of
multiple-choice format
 Use of blank card or paper to assist in reading
 Extended time to complete assignments
 Taped texts and classroom materials
 Use of handouts and visual aids
 Extended time for in class assignments to correct spelling,
punctuation, and/or grammar
 Word processor with spell check and/or voice output to provide
auditory feedback
 Concise oral instructions
 Instructions or demonstrations presented in more than one way
 Syllabus provided before the start of the semester
 Sequential memory tasks, such as spelling, math, and step-by-step
instructions may be more easily understood by breaking up the tasks
into smaller ones.
5.2. Sensory Impairement
Sensory impairment disabilities are when one of the senses (sight, hearing, smell, touch,
taste, spatial awareness) is not at the average functioning level. Common disabilities
include limited hearing or visual impairment. While injury and infection can cause sensory
impairment, genetics can also play a role (Landman, 2018).

5.2.1. Learners with Difficulty Seeing
The following terms are used in an educational context to describe students with
visual disabilities:
 ―Totally blind‖ students learn via Braille or other nonvisual media.
 ―Legally blind‖ indicates that a student has less than 20/200 vision in the
more functional eye or a very limited field of vision (20 degrees at its widest
point).
 ―Low vision‖ refers to a severe vision loss in distance and near vision.
Students use a combination of vision and other senses to learn, and they may
require adaptations in lighting or the print size, and, in some cases, Braille.
Learners with difficulty seeing may learn from teachers to read aloud materials from
overheads, blackboards or handouts. Verbal description of class activity, such as
when a show of hands is requested, stating how many hands were raised. Tape
recorders, laptop computers or slates and styluses for note taking. Class assignments
available in electronic format, such as computer disk, to allow access by computers
equipped with voice synthesizers or Braille output devices.
These characteristics depend on the extent of visual efficiency of an
individual learner. Learners with visual impairements demonstrate the
following learning characteristics (Mboshi, 2018).
 They have difficulty using spatial information and visual imagery
and imagery problems with functional implications.
 They may have poor eye-hand coordination
 Usually have problems in distinguishing similar shaped letters,
numbers or words for example b and d.
 They have difficulty in writing or are not able to write within the
lines
 They have difficulty in reading books within the normal range thus
bringing the book/object closer to the eyes.
Learners with Difficulty Seeing
The key element for decision making/ teaching adaptation is on the selection
of medium of instruction and teaching strategy which enables the learners
with visual impairment to be most proficient in learning and in life
achievement. UNESCO (2001), Leonard Cheshire Disability (2011), state

some of the strategies for handling learners with visual impairment in the
classroom. The strategies include:
 Prepare teaching aids that learners can read more easily such as large
print materials. Other learners in the class could help prepare these or
they can be produced by enlarging font sizes on computer printout.
This can also help learners who have difficulties in reading.
 Some learners will benefit from using magnifying aids. Two types
are available. Ones that enlarge the whole page or line magnifiers,
which are a useful aid to reading
 Encourage the learners to use a pointer or their finger when reading.
Cover the rest of the page with paper except for the paragraph they
are reading. Use a bookstand to avoid reflection.
 Children with poor vision need to learn through touch as well as
through hearing. They should be given a chance to handle objects.
 Pair the pupil or student with a seeing classmate who can assist
him/her to organise their work. The partner can help find the correct
page, repeat your instructions and so on.
 Use verbal praise or touch to give the children encouragement
 Use the name of the pupil’s or students during class discussions so
that the individual knows who is talking.
 When teaching maths, the teacher should make use of abacus, tactile
geometrical shapes, talking calculator and Braille ruler.
 Lessons can be taped using a cassette recorder for later playback at
home or as revision. Learners who experience difficulties in writing
can also provide information on audiotape. Taped versions of books
are sometimes available in libraries and resource rooms.
5.2.2. Learners with Difficulty Hearing
Students who are deaf or hard of hearing require different accommodations
depending on a variety of factors such as the severity of there hearing loss, the age
at which it began, and the language or communication system they use. They may
communicate using a variety of methods, such as lip reading, cued speech, signed
English or sign language.

Deaf or hard of hearing students may:
 be skilled lip readers, but many are not; only 30 to 40 percent of
spoken English is distinguishable on the mouth and lips under the
best of conditions
 also have difficulties with speech, reading and writing skills, given
the close relationship between language development and hearing
 use speech, lip reading, hearing aids and/or amplification systems to
enhance oral communication
 be members of a distinct linguistic and cultural group; as a cultural
group, they may have their own values, social norms and traditions
 use American Sign Language as their first language, with English as
their second language
Looking directly at the student during a conversation, even when an interpreter is
present, and speak in natural tones is one of the best way to make your students
learn on the lesson well. Recognizing the process time the interpreter takes to
translate a message from its original language into another language; the student
may need more time to receive information, ask questions and/or offer comments.
Learners with Difficulty Hearing
 Seating which allows a clear view of the instructor, the interpreter
and the blackboard
 An unobstructed view of the speaker’s face and mouth
 Written supplement to oral instructions, assignments, and directions
 Providing handouts in advance so the student can watch the
interpreter rather than read or copy new material at the same time
 Visual aids whenever possible, including captioned versions of
videos and films
 Using a small spotlight to allow view of the interpreter while
showing films and slides
 Repeating questions and comments from other students
 Note taker for class lectures so the student can watch the interpreter
 Test accommodations may include: access to word processor, use of
interpreter for directions
 Providing unfamiliar vocabulary in written form, on the blackboard,
or in a handout

 Use of e-mail, fax, or word processor for discussions with the
instructor
 Visual warning system for building emergencies
 A real-time transcription requiring instructor to use a microphone
The text transcript is visible on a computer screen for student.
5.3. Autism Spectrum Disorder
Autism spectrum disorder also known as Speech and Language Disabilities is a brain
development disorder that affects how a person perceives and socializes with others,
causing difficulties with social interaction and communication. The disorder also includes
difficulties in projection, fluency problems, such as stuttering and stammering, and in
articulating particular words or terms.
5.3.1. Learners with Difficulty Communicating
A child with a communication disorder finds it difficult to communicate with
others. They may be unable to understand or produce speech sounds. In addition,
the child may struggle with word choice, word order, or sentence structure. They
can learn by giving students an opportunity to speak in class. Ask students for a cue
they can use if they wish to speak. Address the students naturally because patience
is the most effective strategy in teaching students with speech disabilities.
A child or adult with autism spectrum disorder may have problems with
social interaction and communication skills, including any of these
characteristics:
 They have difficulty recognizing nonverbal cues, such as interpreting
other people's facial expressions, body postures or tone of voice.
 Has poor eye contact and lacks facial expression
 Doesn't speak or has delayed speech, or loses previous ability to say
words or sentences
 Can't start a conversation or keep one going, or only starts one to
make requests or label items
 Is fascinated by details of an object, such as the spinning wheels of a
toy car, but doesn't understand the overall purpose or function of the
object

Learners with Difficulty Communicating
 Modifications of assignments such as a one-to-one presentation or
use of a computer with voice synthesizer
 Alternative assignment for oral class reports
 Course substitutions
5.4. Physical Disabilities
Any condition that prevents normal body movement and control is considered a physical
special needs disability. While there are numerous types of physical disabilities, muscular
dystrophy and cerebral palsy are two of the most common. Muscle fibers in a child with
muscular dystrophy will be weakened, whereas brain damage will be present in a child with
cerebral palsy. Physical disabilities can be caused by a variety of factors, including genetics,
serious illness, spinal cord injury, and brain damage.
5.4.1. Learners with Difficulty Wailking/Moving
Students with physical disabilities may have problems related to movement, posture
(e.g., sitting, standing), grasping or manipulating objects, communication, eating,
perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal
muscles).
When speaking to a person who uses a wheelchair for a long period of time, avoid
the need for them to strain in order to look up at you by sitting beside or leaning
toward them during the conversation, in order for them to avoid experiencing
fatigue and/or pain. Replacing written exams or assignments with an oral exam or
presentation, use of note takers, use of assistive technology (e.g., computer,
assistive software, mini recorder, etc.). Use of a scribe or speech-to-text software to
record answers on tests/exams are one of the ways to accommodate students with
difficulty moving.
 Has unique needs in terms of physical space or has difficulty using
chairs/tables in the classroom/lab.
 Is often physically unable to hold a pen and write for extended
periods of time or may experience challenges with input, output, and
information processing when working on assignments, tests, and/or
exams.

 Student has difficulty finishing assignments and/or tests in allotted
time.
 Requires extra time to obtain formats compatible with assistive
technology.
 Feels excluded during group exercises or has difficulty moving
around the classroom.
Learners with Difficulty Walking/Moving
 When talking with a person who uses a wheelchair, try to converse at
eye level; sit down if a chair is available.
 Make sure the classroom layout is accessible and free from
obstructions.
 Ask before giving assistance, and wait for a response. Listen to any
instructions the student may give; the student knows the safest and
most efficient way to accomplish the task at hand.
 Adaptive seating in classrooms
 Notetakers, tape recorders, laptop computers or copies of instructor
and/or classmate’s notes
 Assistive computer equipment/software: voice-activated word
processing, word prediction, keyboard and/or mouse modification
 Test accommodations: extended time, separate location, scribes,
access to adapted computers
 Some flexibility with deadlines if assignments require access to
community resources
5.5. Intellectual Disability
Intellectual disability (or ID) is a term used to describe when a person's cognitive
functioning and skills, such as communication, social, and self-care skills, are limited.
Because of these limitations, a child may develop and learn more slowly or differently than
a typically developing child. Intellectual disability can occur at any age before the age of 18,
even before birth.
5.5.1. Learners with Difficulty with Self-Care
Child care providers can help young children to take responsibility for themselves
more easily. When children practice self-care skills like feeding and dressing
themselves, they strengthen their large and small motor skills. They also gain
confidence in their ability to try new things, and increase their self-esteem.

If a child has self care difficulties, they might:
 Be unable to feed themselves independently.
 Require more help than others of their age to get dressed or
undressed.
 Find it difficult to tolerate wearing certain clothes.
 Struggle to use cutlery.
 Need adults to open food packaging in their lunch box.
 Refuse to eat certain foods.
 Be unable to coordinate movements to brush teeth.
 Require extensive help to fall asleep.
 Choose to toilet only at home where there is adult support.
 Be late to develop independent day time toileting.
 Show limited motivation for independence in self care, sot hey wait
for adults to do it for them instead.
Learners with Difficulty with Self-Care
 Small parts of activities: Practice doing a small part of a task each
day as it is easier to learn new skills in smaller sections.
 Observation: Have your child to observe other family members
performing everyday self care skills.
 Role play self care tasks such as eating, dressing or brushing teeth
with teddy bears. Doing it on others can help learning it before then
doing it on yourself.
 Take care of others: Allow the child to brush your hair or teeth first,
before brushing their own.
 Timers to indicate how long they must tolerate an activity they may
not enjoy, such as teeth cleaning.

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