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Michaelson Jasper P. Duyan, LPT
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY
ECOLAND DRIVE, MATINA, DAVAO CITY
BE PREPARED CELL PHONE POLICY
HOUSE RULES :
BE ON TIME
Be on class at least
10 minutes
before class.
All your things
must be prepared
before joining the class.
Kindly place your cell
phone on silent mode
or vibrate mode.
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
HOUSE RULES :
DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY
Wear something
comfortable but
presentable.
Raise your hand
when you have questions
and/or clarifications.
Especially when the
Teacher is discussing.
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
ST. JOHN PAUL II COLLEGE OF DAVAO
CHILDREN'S DISABILITIES AND
EXCEPTIONALITIES
Lesson Outcomes:
Define and distinguish the differences between speech and language
impairments, autism spectrum disorder, visual impairments, hearing
impairments, physical, intellectual, and learning disabilities, ADHD,
and exceptional brightness.
EDUC 103
CHILDREN'S DISABILITIES AND
EXCEPTIONALITIES
Lesson Outcomes:
Understand the impact of these conditions on individuals'
communication, social interactions, learning, and daily functioning.
Explore various strategies and accommodations to support
individuals with these conditions in educational and social settings.
Reflect on the importance of inclusive practices and empathy
towards individuals with diverse needs.
EDUC 103
CHILDREN'S DISABILITIES AND
EXCEPTIONALITIES
Lesson Outcomes:
Demonstrate awareness and sensitivity towards individuals with
speech and language impairments, autism spectrum disorder, visual
impairments, hearing impairments, physical, intellectual, and
learning disabilities, ADHD, and exceptional brightness in their
interactions and academic environments.
EDUC 103
CHILDREN'S
DISABILITIES AND
EXCEPTIONALITIES
Part 1:
SPEECH AND LANGUAGE
IMPAIRMENTS AND DISORDERS
LESSON OUTLINE
EDUC 103
Part 2:
AUTISM SPECTRUM DISORDER, VISUAL
IMPAIRMENTS, AND HEARING IMPAIRMENTS
Part 3:
PHYSICAL, INTELLECTUAL, AND LEARNING
DISABILITIES, ADHD, AND
EXCEPTIONALLY BRIGHT
P A R T 2 :
AUTISM SPECTRUM
DISORDER, VISUAL
IMPAIRMENTS, AND
HEARING
IMPAIRMENTS
EDUC 103
Autism
Spectrum Disorder
EDUC 103
(ASD)
Autism Spectrum Disorder
EDUC 103
Woh et al., (2013) define Autism Spectrum Disorder (ASD)
as a "group of developmental abilities characterized by
impairments in social interaction and communication and
repetitive/restricted behavior." In diagnosing ASD, two general
symptoms must be present: social communication deficits and
restricted and repetitive interests/behavior. Ousley and Cermak
(2014) revealed that ASD is a "neurodevelopmental disorder". This
means that a child with ASD is suffering from a mental problem.
EDUC 103
Autism Spectrum Disorder
EDUC 103
Autism Spectrum Disorder
EDUC 103
The Centers for Disease Control and Prevention (2020) classified
the different signs and symptoms of children or adults who have
ASD. They are as follows:
They may not point at objects.
They may not point at the objects that others point at.
They may not have an interest in people or have difficulty
dealing with others.
They do not have eye contact.
They prefer to be always alone.
They do not understand how others feel.
EDUC 103
The Centers for Disease Control and Prevention (2020) classified
the different signs and symptoms of children or adults who have
ASD. They are as follows:
They may appear to be unaware when people talk to them but
respond to other sounds.
They may be interested in others but do not know how. to
communicate
or associate with them.
They repeat words or phrases uttered to them.
They have difficulty expressing their emotions.
EDUC 103
The Centers for Disease Control and Prevention (2020) classified
the different signs and symptoms of children or adults who have
ASD. They are as follows:
They do not play pretend games.
They keep on repeating their behavior or actions over and
over again.
They have difficulty adapting to changes in their routines. v
They may suddenly. lose skills that they already had.
EDUC 103
THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL
DISORDERS (DSM-5) IN 2013 STATE SOME BASIC SIGNS OF AUTISM:
Learn more about ASD.
Give children a consistent structure and routine.
Talk with parents of children with ASD.
Seek a doctor's help.
Accept with love and respect children with ASD.
EDUC 103
THE AMERICAN PSYCHIATRIC ASSOCIATION (2018) GAVE SOME
TIPS ON HOW ADULTS CAN HELP CHILDREN WITH ASD.
EDUC 103
MEANWHILE, TEACHERS CAN HELP CHILDREN WITH ASD THROUGH
THE FOLLOWING TIPS SHARED BY MANOLIS (2016).
Minimize the senses used by the students with ASD because
these children have difficulty concentrating.
Make use of photos, graphs, models, and other visuals.
Follow a thorough and programmed routine.
Use concrete and simple language.
Teach them to communicate and associate with others.
Treat them with dignity and respect.
Visual Impairment
EDUC 103
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D (Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
EDUC 103
Visual Impairment
EDUC 103
Visual Impairment
EDUC 103
Legal Blindness
PWD Act, 1995 -Defines: "Total
absence of sight or Visual acuity not
exceeding 6/60 or 20/200 (Snellen)
in the better eye with correcting
lenses, or limitation of the field of
vision subtending an angle of 20
degrees or Worse"
EDUC 103
Legal Blindness
Types of Vision
TOTALLY BLIND
EDUC 103
PARTIALLY BLIND
No eyesight is available in both
eyes of a person with total blindness.
Therefore. totally blind is defined as
the complete absence of visual
perception.
EDUC 103
Totally Blind
A person who has the visual acuity
of 6/21 (20/70) or less in the better
eye after the best possible correction is
known as partially sighted. Thus, the
remaining vision is useful most for
learning.
EDUC 103
Partially Blind
Visionary Innovators :
EDUC 103
The Creators of the Eye Chart
In 1854, Austrian ophthalmologist,
Eduard Jaeger created a chart
comprising paragraphs with decreasing
font sizes to test near-vision acuity. In
1862, the then most effective and
popular chart to test visual acuity was
published by Dutch ophthalmologist
Herman Snellen.
EDUC 103
EDUC 103
Eduard Jaeger Letter Size Measurements on
Various Jaeger Cards
EDUC 103
Herman Snellen Snellen Chart (The Original)
Snellen Chart
EDUC 103
Categories of Visual Impairment
Tactile Tutoring :
EDUC 103
Empowering Blind Learners Through Braille
EDUC 103
Braille Alphabet
EDUC 103
Braille Numbers
Hearing
Impairment
EDUC 103
(HI)
Morlet (2016) defines hearing impairment as "a problem with
damage to one or more parts of the ear."
Individuals with hearing impairment may experience difficulties
in understanding speech, communicating with others, and
engaging in everyday activities. Causes of hearing impairment can
include genetic factors, age-related changes, exposure to loud
noise, infections, diseases, and trauma
EDUC 103
Hearing Impairment
EDUC 103
Types of Hearing Impairment
MORLET (2016) CITED THE FOLLOWING TYPES OF HEARING IMPAIRMENTS.
Conductive Hearing Loss- This is caused by problems with the
outer, middle ear, the ear canal, eardrum, or ossicles. There is
also a blockage or structural problem with the ear making the
sound seem quieter.
Sensorineural Hearing Loss- This is a result of a damaged
inner ear or the auditory nerve. A person who has this
impairment cannot hear clearly, understand speech, and
interpret sounds. This hearing loss is permanent.
EDUC 103
Types of Hearing Impairment
MORLET (2016) CITED THE FOLLOWING TYPES OF HEARING IMPAIRMENTS.
Mixed Hearing Loss- This hearing loss occurs when a person
has both conductive and sensorineural hearing impairment.
Central Hearing Loss- This impairment happens when the
cochlea is working properly, but some parts of the brain are not.
Auditory Processing Disorder- This is not a hearing loss but a
person who has this can easily hear well in a quiet environment.
EDUC 103
Types of Hearing Impairment
EDUC 103
The Most Frequent causes of hearing loss:
WHEN DEALING WITH CHILDREN WITH HEARING IMPAIRMENTS, TEACHERS MAY:
Use visual cues;
1.
Use sign language (if qualified);
2.
Use eye contact;
3.
Speak slowly and clearly without shouting;
4.
Demonstrate or show what you want them to do;
5.
Use paper and pen to communicate; and
6.
Use facial and body expressions.
7.
EDUC 103
Signing Success :
EDUC 103
Empowering Learners Through Sign Language
EDUC 103
Sign Language (Alphabet)
EDUC 103
REFERENCE:
Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom
, J. V., & Cortes, D. M. (2024). Inclusive Education in Early
Childhood Settings. 10B Boston Street, Brgy. Kaunlaran,
Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR
PUBLISHING INC.
QUESTIONS?
THANK
YOU FOR
LISTENING
SPENE 100

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(Part 2) CHILDREN'S DISABILITIES AND EXCEPTIONALITIES.pdf

  • 1. Michaelson Jasper P. Duyan, LPT FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (EDUC 103) FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (EDUC 103) ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO ECOLAND DRIVE, MATINA, DAVAO CITY ECOLAND DRIVE, MATINA, DAVAO CITY
  • 2. BE PREPARED CELL PHONE POLICY HOUSE RULES : BE ON TIME Be on class at least 10 minutes before class. All your things must be prepared before joining the class. Kindly place your cell phone on silent mode or vibrate mode. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
  • 3. HOUSE RULES : DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY Wear something comfortable but presentable. Raise your hand when you have questions and/or clarifications. Especially when the Teacher is discussing. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
  • 4. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
  • 5. CHILDREN'S DISABILITIES AND EXCEPTIONALITIES Lesson Outcomes: Define and distinguish the differences between speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness. EDUC 103
  • 6. CHILDREN'S DISABILITIES AND EXCEPTIONALITIES Lesson Outcomes: Understand the impact of these conditions on individuals' communication, social interactions, learning, and daily functioning. Explore various strategies and accommodations to support individuals with these conditions in educational and social settings. Reflect on the importance of inclusive practices and empathy towards individuals with diverse needs. EDUC 103
  • 7. CHILDREN'S DISABILITIES AND EXCEPTIONALITIES Lesson Outcomes: Demonstrate awareness and sensitivity towards individuals with speech and language impairments, autism spectrum disorder, visual impairments, hearing impairments, physical, intellectual, and learning disabilities, ADHD, and exceptional brightness in their interactions and academic environments. EDUC 103
  • 8. CHILDREN'S DISABILITIES AND EXCEPTIONALITIES Part 1: SPEECH AND LANGUAGE IMPAIRMENTS AND DISORDERS LESSON OUTLINE EDUC 103 Part 2: AUTISM SPECTRUM DISORDER, VISUAL IMPAIRMENTS, AND HEARING IMPAIRMENTS Part 3: PHYSICAL, INTELLECTUAL, AND LEARNING DISABILITIES, ADHD, AND EXCEPTIONALLY BRIGHT
  • 9. P A R T 2 : AUTISM SPECTRUM DISORDER, VISUAL IMPAIRMENTS, AND HEARING IMPAIRMENTS EDUC 103
  • 11. Autism Spectrum Disorder EDUC 103 Woh et al., (2013) define Autism Spectrum Disorder (ASD) as a "group of developmental abilities characterized by impairments in social interaction and communication and repetitive/restricted behavior." In diagnosing ASD, two general symptoms must be present: social communication deficits and restricted and repetitive interests/behavior. Ousley and Cermak (2014) revealed that ASD is a "neurodevelopmental disorder". This means that a child with ASD is suffering from a mental problem.
  • 14. EDUC 103 The Centers for Disease Control and Prevention (2020) classified the different signs and symptoms of children or adults who have ASD. They are as follows: They may not point at objects. They may not point at the objects that others point at. They may not have an interest in people or have difficulty dealing with others. They do not have eye contact. They prefer to be always alone. They do not understand how others feel.
  • 15. EDUC 103 The Centers for Disease Control and Prevention (2020) classified the different signs and symptoms of children or adults who have ASD. They are as follows: They may appear to be unaware when people talk to them but respond to other sounds. They may be interested in others but do not know how. to communicate or associate with them. They repeat words or phrases uttered to them. They have difficulty expressing their emotions.
  • 16. EDUC 103 The Centers for Disease Control and Prevention (2020) classified the different signs and symptoms of children or adults who have ASD. They are as follows: They do not play pretend games. They keep on repeating their behavior or actions over and over again. They have difficulty adapting to changes in their routines. v They may suddenly. lose skills that they already had.
  • 17. EDUC 103 THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS (DSM-5) IN 2013 STATE SOME BASIC SIGNS OF AUTISM:
  • 18. Learn more about ASD. Give children a consistent structure and routine. Talk with parents of children with ASD. Seek a doctor's help. Accept with love and respect children with ASD. EDUC 103 THE AMERICAN PSYCHIATRIC ASSOCIATION (2018) GAVE SOME TIPS ON HOW ADULTS CAN HELP CHILDREN WITH ASD.
  • 19. EDUC 103 MEANWHILE, TEACHERS CAN HELP CHILDREN WITH ASD THROUGH THE FOLLOWING TIPS SHARED BY MANOLIS (2016). Minimize the senses used by the students with ASD because these children have difficulty concentrating. Make use of photos, graphs, models, and other visuals. Follow a thorough and programmed routine. Use concrete and simple language. Teach them to communicate and associate with others. Treat them with dignity and respect.
  • 20. Visual Impairment EDUC 103 DR. C. BEULAH JAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D (Edn) ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
  • 24. PWD Act, 1995 -Defines: "Total absence of sight or Visual acuity not exceeding 6/60 or 20/200 (Snellen) in the better eye with correcting lenses, or limitation of the field of vision subtending an angle of 20 degrees or Worse" EDUC 103 Legal Blindness
  • 25. Types of Vision TOTALLY BLIND EDUC 103 PARTIALLY BLIND
  • 26. No eyesight is available in both eyes of a person with total blindness. Therefore. totally blind is defined as the complete absence of visual perception. EDUC 103 Totally Blind
  • 27. A person who has the visual acuity of 6/21 (20/70) or less in the better eye after the best possible correction is known as partially sighted. Thus, the remaining vision is useful most for learning. EDUC 103 Partially Blind
  • 28. Visionary Innovators : EDUC 103 The Creators of the Eye Chart
  • 29. In 1854, Austrian ophthalmologist, Eduard Jaeger created a chart comprising paragraphs with decreasing font sizes to test near-vision acuity. In 1862, the then most effective and popular chart to test visual acuity was published by Dutch ophthalmologist Herman Snellen. EDUC 103
  • 30. EDUC 103 Eduard Jaeger Letter Size Measurements on Various Jaeger Cards
  • 31. EDUC 103 Herman Snellen Snellen Chart (The Original)
  • 33. EDUC 103 Categories of Visual Impairment
  • 34. Tactile Tutoring : EDUC 103 Empowering Blind Learners Through Braille
  • 38. Morlet (2016) defines hearing impairment as "a problem with damage to one or more parts of the ear." Individuals with hearing impairment may experience difficulties in understanding speech, communicating with others, and engaging in everyday activities. Causes of hearing impairment can include genetic factors, age-related changes, exposure to loud noise, infections, diseases, and trauma EDUC 103 Hearing Impairment
  • 39. EDUC 103 Types of Hearing Impairment
  • 40. MORLET (2016) CITED THE FOLLOWING TYPES OF HEARING IMPAIRMENTS. Conductive Hearing Loss- This is caused by problems with the outer, middle ear, the ear canal, eardrum, or ossicles. There is also a blockage or structural problem with the ear making the sound seem quieter. Sensorineural Hearing Loss- This is a result of a damaged inner ear or the auditory nerve. A person who has this impairment cannot hear clearly, understand speech, and interpret sounds. This hearing loss is permanent. EDUC 103 Types of Hearing Impairment
  • 41. MORLET (2016) CITED THE FOLLOWING TYPES OF HEARING IMPAIRMENTS. Mixed Hearing Loss- This hearing loss occurs when a person has both conductive and sensorineural hearing impairment. Central Hearing Loss- This impairment happens when the cochlea is working properly, but some parts of the brain are not. Auditory Processing Disorder- This is not a hearing loss but a person who has this can easily hear well in a quiet environment. EDUC 103 Types of Hearing Impairment
  • 42. EDUC 103 The Most Frequent causes of hearing loss:
  • 43. WHEN DEALING WITH CHILDREN WITH HEARING IMPAIRMENTS, TEACHERS MAY: Use visual cues; 1. Use sign language (if qualified); 2. Use eye contact; 3. Speak slowly and clearly without shouting; 4. Demonstrate or show what you want them to do; 5. Use paper and pen to communicate; and 6. Use facial and body expressions. 7. EDUC 103
  • 44. Signing Success : EDUC 103 Empowering Learners Through Sign Language
  • 46. EDUC 103 REFERENCE: Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom , J. V., & Cortes, D. M. (2024). Inclusive Education in Early Childhood Settings. 10B Boston Street, Brgy. Kaunlaran, Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR PUBLISHING INC.