The document outlines the course structure and rules for a class on special and inclusive education, emphasizing classroom behavior, punctuality, and preparedness. It details various disabilities, including physical, intellectual, and developmental conditions, and discusses strategies for supporting affected individuals. The document also highlights the importance of inclusive practices and empathy in educational settings.

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 3 :
PHYSICAL,
INTELLECTUAL
DISABILITIES, ADHD,
AND
EXCEPTIONALLY BRIGHT
EDUC 103

10. Physical
Disabilities
EDUC 103

11. Physical disability generally refers to someone's limitation to
perform basic physical activities (holding, walking, climbing,
lifting, carrying, etc.). These limitations limit the person's
capacity to do tasks necessary to live a normal life (Monroe
County Community College, 2010).
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Physical Disabilities

12. This disease is the abnormal
fragility of the bones. Children
who suffer from this disease are
prone to accidents. They also have
difficulty moving the parts of their
bodies. (Minor, 2006).
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THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Brittle Bone Disease

13. This is a complicated condition that
affects movement and posture due to
damage to a part of the brain that
controls movement. This condition
happens before birth, during birth, or
early childhood. Children with Cerebral
Palsy are characterized by "involuntary
jerking movements, a poor sense of
balance, spastic muscles, and speech
impairment” (Erickson, 1994).
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THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Cerebral Palsy

14. This is a neuromuscular
condition characterized by
deterioration and wasting of
muscle fibers. The child at birth
may be normal but as the years
pass, the muscle growth strength
starts to deteriorate (Leslie, n.d.).
EDUC 103
THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Muscular Dystrophy

15. This is a defect due to incomplete
formation of the spine and spinal
cord. Children who suffer from this
may suffer from paralysis or weakening
of legs, deformities of the spine, and
learning difficulties (Aruma, n.d.).
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THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Spina Bifida

16. This is a "debilitating, life-shortening,
degenerative neuro-muscular disorder."
People who suffer from this may
experience loss of coordination in arms
and legs, fatigue, visual impairment,
hearing loss, slurred speech,
aggressive scoliosis, diabetes, and
serious heart condition (Sherman, n.d.).
EDUC 103
THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Friedreich's Ataxia

17. This is caused by a genetic or
medical condition. People with dwarfism
have an average height of 4 feet and
have a delay in the development of their
motor skills (Aruma, n.d.).
EDUC 103
THE FOLLOWING ARE COMMON PHYSICAL DISABILITIES:
Darfism

18. Monroe County Community College (2010) suggested the
following considerations that may be provided to children
with physical disabilities:
Make the classroom free from obstruction so that the child
can freely move and roam around;
1.
Provide a wheelchair or accessible chair, desk, or table;
2.
Consider the child's punctuality and attendance; give
extensions for tests and quizzes;
3.
Provide an exemption for tiring or heavy physical activities
or tasks; and
4.
Give tasks that the child can do or perform.
5.
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19. Intellectual Disability
EDUC 103

20. Intellectual Disability; once termed as Mental Retardation,
is characterized by poor or below-average intellectual capacity
towards communicating, learning, thinking, and communicating.
Children who suffer from intellectual disabilities have issues with
their adaptive behavior such as routines, social skills, and
personal hygiene:
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Intellectual Disability

21. Intellectual disability can be classified as mild, moderate,
severe, and profound: The table below adapted from Patel et
al:, (2018) illustrates the severity levels of intellectual disability.
EDUC 103
Intellectual Disability

22. Attention-Deficit
Hyperactivity Disorder
EDUC 103
(ADHD)

23. Attention-deficit/hyperactivity disorder (ADHD)
Attention-deficit/hyperactivity disorder (ADHD)
is one of the most common mental disorders
affecting children. ADHD also affects many
adults. Symptoms of ADHD include inattention
(not being able to keep focus), hyperactivity
(excess movement that is not fitting to the
setting), and impulsivity (hasty acts that occur
at the moment without thought).

24. EDUC 103

25. Symptoms and Diagnosis of
learners with
Attention-deficit/hyperactivity
disorder (ADHD)

26. ADHD is diagnosed as one of three types: Inattentive type,
hyperactive/impulsive type, or combined type. A diagnosis
is based on the symptoms over the past six months.
EDUC 103
THE SCIENCE CURRICULUM FOR SPED

27. six (or five for people over 17
years) of the following
symptoms occur frequently:
INATTENTIVE TYPE

28. Does not pay close attention to details or make careless school or
job tasks.
Has problems staying focused on tasks or activities, such as
lectures, conversations, or extended reading.
Does not seem to listen when spoken to (i.e., seems to be
elsewhere).
Does not follow instructions and does not complete schoolwork,
chores, or job duties (may start tasks but quickly loses focus).
Has problems organizing tasks and work (for instance, does not
manage time well; has messy, disorganized work; misses deadlines).
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INATTENTIVE TYPE

29. Avoids or dislikes tasks that require sustained mental effort,
such as preparing reports and completing forms.
Often loses things needed for tasks or daily life, such as school
papers, books, keys, wallets, cell phones, and eyeglasses.
Is easily distracted.
Forget daily tasks, such as doing chores and running errands.
Older teens and adults may forget to return phone calls, pay
bills, and keep appointments.
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INATTENTIVE TYPE

30. six (or five for people over 17
years) of the following
symptoms occur frequently:
HYPERACTIVE/IMPULSIVE TYPE

31. Fidgets with or taps hands or feet or squirms in seat.
Not able to stay seated (in classroom, workplace).
Runs about or climbs where it is inappropriate.
Unable to play or do leisure activities quietly.
Always “on the go,” as if driven by a motor.
Talks too much.
Blurts out an answer before a question has been finished (for
instance, may finish people’s sentences, cannot wait to speak in
conversations).
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HYPERACTIVE/IMPULSIVE TYPE

32. Has difficulty waiting for his or her turn, such as while waiting in line.
Interrupts or intrudes on others (for instance, cuts into
conversations, games, or activities, or starts using other people’s
things without permission). Older teens and adults may take over
what others are doing.
EDUC 103
HYPERACTIVE/IMPULSIVE TYPE

33. Exceptionally Bright
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34. Gadzikowski (2013) classified exceptionally bright children as
children "with advanced ability to use language, solve math
problems, or understand science concepts, or children who are
especially creative and seem to be able to make connections
between ideas that are not related."
The exceptionally bright children have already mastered
learning competencies in the advanced target timeline for their
age (Gadzikowski, 2013). In a general sense, they are smarter and
more advanced than normal children of their age.
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Exceptionally Bright

35. Correll (2019) gave twelve signs of a gifted child:
Learns fast
Has wide vocabulary
Too curious
Always wants to learn
Reads early
Can easily solve patterns or puzzles
Creative
Advanced reasoning skill
Energetic
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Can focus for a long period
Sensitive
Exceptionally high test results

36. In dealing with gifted children, teachers must do the following:
Familiarize themselves with the characteristics and behavior of
gifted children.
Assess and evaluate the child using standardized tests.
Challenge the child by giving him/her advanced activities.
Seek help from parents.
Immerse the child in a group of normal children.
Give the child the opportunity to think critically and creatively.
Provide independent learning for the child.
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37. 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.

38. QUESTIONS?

39. THANK
YOU FOR
LISTENING
SPENE 100